This site discusses the effects of color on emotions and how we link colors to emotions. For example red is often linked to anger while green creates a calming effect because of it resemblence to nature. This site has several pages discussing different principles, such as how businesses use certain colors to encourage purchases. Also, how certain colors in food make you want to eat more , etc. Within each page are articles that cover the different principles and theorys. Overall this site is well organized and easy to follow while containing a great deal of information.
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Reasons to Read | OER Commons - 0 views
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I will use this video in my course as an additional resource for student choice viewing. One of my modules is on contexts of literacy learning and this video is a brief glimpse of an actual classroom Reading Workshop in progress. In this module, students will be given a set of online resources to view in addition to the texts for the module. Students will choose which to view and will include these viewings in their discussion of module content. (Diane)
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Module 4 assignment - Color and Emotions - 6 views
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Module 4 assignment This seems to be a pretty good reference site for color theory and how color effects users.
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kevin: how will you use/incorporate this resource into your online course? where will it go, in which module? how will you direct students to use it?
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It will go in the Using Color to Tell a Story section and be a reference to show how color can be used affect peoples emotions.
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ok. i see your annotation, but the tags are not right. You have to put tags that are multiple words in parenthesis, otherwise each word comes out as a separate tag. "module 4 assignment" vs. module. 4. assignment.
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using diigo to document the resources you find for our module 4 "taste of MERLOT" assig... - 50 views
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Mike Fortune and Melissa Pietricola liked it
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Group items tagged module 4 assignment - ETAP640 | Diigo Groups - 2 views
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Teachers' Domain: Pizza Toppings - 1 views www.teachersdomain.org/...vtl07.math.data.rep.pizzatopp Module 4 Assignment Pizza Venn Diagram Video Cyberchase OER teachers domain shared by Catherine Strattner on 21 Jul 12 - comment - like... - No Cached - more▼ Link to this item Edit this item Delete this item Save Send to Disable email alert Victoria Keller liked it In order to organize the preferences, Bianca draws a Venn Diagram and then arranges the pizza toppings according to the diagram. Catherine Strattner on 21 Jul 12 - edit - delete I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams. <div class="cArrow"> </div><div class="cContentInner">I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams.</div> ... Cancel ... Cancel Add Sticky Note Victoria Keller on 21 Jul 12 This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ. <div class="cArrow"> </div><div class="cContentInner">This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ.</div> ... Cancel
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Pizza Toppings | OER Commons - 0 views www.oercommons.org/...view Module 4 Assignment Pizza Venn Diagram Video OER Cyberchase shared by Catherine Strattner on 21 Jul 12 - comment - like... - No Cached - more▼ Link to this item Edit this item Delete this item Save Send to Disable email alert Catherine Strattner on 21 Jul 12 - edit - delete Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams. <div class="cArrow"> </div><div class="cContentInner">Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams.</div> ... Cancel ... Cancel
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Making the right choices 2 - 0 views
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This website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
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his website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
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This website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
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ETAP640 Summer 2011 Blog - 2 views
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So far I am enjoying the experience
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What are the most effective instructional technology tools available to me to help me meet my instructional objectives?
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challenge!
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I have been much more aware of the idea that today’s younger generations (those who are 30 and younger) are much more technologically savvy.
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I want to challange you, just like i challanged Ian (who is currently smitten with Prensky : ) to challenge the notion of natives vs. immigrants. Read this (http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html), find other articles (and there are many) that unpack the problems with this notion, and come back and tell us all about it.
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I have been spending quite a bit of time and energy learning the Moodle system,
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I think I spent the entire weekend last week playing around in Moodle, learning how things worked, and trying to set up my basic module outline. Once I got the hang of it, I kinda like it. I find with technology that it just takes time and patience (not my forte) to really grasp it. I don't think computer skills of any kind can be learned from a book alone; it needs to be hands on learning.
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I completely agree! I am a very hands on and visual person, I need to INTERACT with the material in real life or else it's just text on a page.
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It is ENGAGING
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Blackboard
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I’m really starting to get the hang of the expectations for posts
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I had the same thought. I only hope that the computer lab is open during my class time.
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Your sticky notes are usually "floating" so I never know what you're commenting on. Can you make them stationery?
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I wonder the same thing...this applies to several blogs ago. I guess we need to add a date or title.
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I was teetering between dropping the class
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punishment
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I am still under the impression that the interactions required of us in the discussion space are too numerous.
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I LOVE LOVE LOVED that Bill Pelz commented on our posts! I felt like a celebrity walked into the room and his comments could be equated to getting an autograph.
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I have learned a lot this module, especially: NEVER give up (this has been especially resonant with me) Passion for teaching and learning go hand in hand, and are a must-have for online educators The best training tool for an online teacher is to be an online learner BE ORGANIZED MANAGE YOUR TIME Support your students and your faculty (whatever your role is) And last, but not least (yes, this was intentional) don’t procrastinate.
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half of the requirement for this class.
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There was absolutely nothing about my course learning activities that was learner-centered, or, one could argue, learning-centered! I was being extremely teacher-centered in my approach!
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Because of that, I need to embrace these tools, explore new ideas, and for goodness sake- think about the STUDENT.
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It took me almost two and a half hours just to set up a voicethread that didn’t crunch all of my text and pictures together! Or get the right size and color font. I realize that these are all things that cannot be explained to anyone, or if you did try and tell them, they wouldn’t understand how much work it is until they tried it themselves.
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I think that embedding a youtube video or loading a podcast are in my future and I can’t wait!
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I made all of my assignments turned in to me, privately,
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This week, as we are supposed to have the course “done done” I am doubting myself. Every time I log in to my course I change something, add wording, create new links to rubrics where there weren’t any, etc. It just seems like I’m never satisfied.
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So glad I'm not alone. I keep logging in as well, looking to change something. Over the past 3-4 days I've definitely made changes, but I'm getting to the point now that I'm wondering if I should just leave it alone. I'm the same way about large writing project...always looking to edit. Thinking it might be time for me to step back from the computer.
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I thought done, done, done is at the end...aren't we going to have peer feedback next module?
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I’ll have my master’s in December and I couldn’t be more proud.
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#1- I’m scared of the idea of real live students actually taking my course #2- I’m really disappointed that real live students will never take my course
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I'm glad you said this, because I've been thinking it for several weeks now. I really want a chance to teach it, but I'm afraid of getting a chance to teach it. I'm not a teacher by profession, so I think I have more fear than most that I won't be able to facilitate my course properly. For instance, how do I open modules, are grades recorded automatically or do I manually put them in, how do I get them to show for each individual student, etc. I've put so much time and effort into building this course, I want a chance to teach it, but having never taught at the college level, I don't know that I'll get the opportunity. I will still give it my best shot as soon as I graduate in December. If SUNY isn't interested, I'll try other avenues.
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"live students" when you do teach live students you will discover kinks you never saw...this semester I had a great activity that 18 of 19 students loved! The discussions were full of every presence. The I discovered that my student from China was so lost and overwhelmed. Now I am rethinking cultural sensitivity in my activities...how do I balance a activity that engages 99% of my students 110%, but looses one student because of a cultural difference...still thinking on this.
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feedback
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I don't know if I should have done this, but I actually have 2 evaluation/feedback areas. One is the generic resource right in Moodle. I tried to write my own questions, but when I "viewed" the forum, my questions were replaced with the generic questions. So, I created a document with my own questions and I am having students download the document into a word processor, add their answers and then post to a forum.
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o there will likely never be online courses at Mildred Elley.
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Can you teach it elsewhere? As we have learned in this class, online learning is up and coming. It might be worth looking into.
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Failures maybe because the facilitators did not "know" and "do" what "you" know...convince him to try your course as an experiment...because this is the future of education...This summer I taught one online course and had a student from China, several from the west coast, and only two within driving distance in a class of 20!
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ETAP 680 (research seminar).
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quality with the traditional classroom in the public eye?
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I think you're probably right, but I think it's turning a corner. At a time when institutions are scrambling for money, online learning costs them very little. They pay an instructor and that's about it. We don't need a classroom or any campus resources other than student access to the library for research if they need it.
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prettying up
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One thought I had, as I look forward to getting a PhD, is that theories come from practice which means that theories about online learning come from individuals creating courses, teaching courses, and collecting feedback from courses over and over and then after all of that work is finished, turning right around and working at analyzing the data, and attempting to answer research questions. In order to have credible research, the questions must be relevant, the measures must be valid and thorough, and the analyses of results must be comprehensive.
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Reflective Writing: I have to admit, at the beginning of the course I thought the blogging activities were just busy work. I viewed the assignments as busy work, and treated my entries as such. As time ticked on, I started getting into the blogs and realizing that it was my personal space in which I could reflect on my work on my course and my learning throughout the week/module. So much of life and learning in school is sort of thrown at you, and if you don’t take the time to intentionally deconstruct the events and make sense of them, then you’ll never grow and improve. I’d rather grow.
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If I don’t place intentional emphasis on something (like making it worth a portion of their grade) then I am sending a message that it’s not important.
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Teaching at an Internet Distance-----MERLOT - 1 views
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Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
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The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
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In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
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Does good teaching in the classroom translate to good teaching online? If so, what elements can be translated and which ones can't or shouldn't?
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"The shared mantra of the faculty and staff during the development of this document was that "good teaching is good teaching!" An Emerging Set of Guiding Principles... is less about distance education and more about what makes for an effective educational experience, regardless of where or when it is delivered."
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Good practice encourages student-faculty contact. Good practice encourages cooperation among students. Good practice encourages active learning. Good practice gives prompt feedback. Good practice emphasizes time on task. Good practice communicates high expectations. Good practice respects diverse talents and ways of learning.
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Frequent student-faculty contact in and out of class is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
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At first glance, teaching a class without the ability to see and hear the students in person appears daunting. The enlightened, quizzical, or stony facial expressions, the sighs of distress or gasps of wonder, and even the less-than-subtle raised hands or interjected queries that constitute immediate feedback to a lecture, discussion, or clinical situation are absent. Yet the proponents of online instruction will argue that these obstacles can be overcome, and that the online format has its own advantages. In the online experiences documented in the "Net.Learning" (www.pbs.org/netlearning/home.html) videotape, which our seminar viewed early in the year, Peggy Lant of the California Polytechnic State University, San Luis Obispo presented a striking example that occurred in her class' online discussion of civil war. One student's comments were especially gripping as she had just survived a civil war in her home country. Shy students who have trouble participating in a classroom discussion are said to feel more comfortable in an online setting. The ability to sit and think as one composes a question or comment also can raise the quality of the discussion. Susan Montgomery at the University of Michigan has developed an interactive website that addresses diverse learning styles through the use of multimedia (Montgomery, 1998).
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Teachers, trainers, and professors with years of experience in classrooms report that computer networking encourages the high-quality interaction and sharing that is at the heart of education. ...(The) characteristics of online classes... generally result in students' contributing material that is much better than something they would say off the top of their heads in a face-to-face class. There is a converse side, however. Just after the passage above, Harasim cautions (Harasim et al. 1995) On the other hand, unless the teacher facilitates the networking activities skillfully, serious problems may develop. A conference may turn into a monologue of lecture-type material to which very few responses are made. It may become a disorganized mountain of information that is confusing and overwhelming for the participants. It may even break down socially into name calling rather than building a sense of community.
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At what cost is this high degree of interaction, the need for which we suspect is student motivation and the professor's (online) attentiveness, achieved? In the previous section it was noted that charismatic professors of large (several hundred student) classes might indeed reach and motivate the students in the back row by intangible displays of attentiveness. Online, attentiveness must be tangible, and may involve more effort than in a face-to-face setting. These considerations imply an inherent limitation of online class size; size is determined by the amount of effort required to form a "community of learners."
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Small class sizes and the linear dependence of effort on student numbers are indicative of the high level of interaction needed for high quality online teaching
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The best way to maintain the connection [between online education and the values of traditional education] is through ensuring that distance learning is 'delivered' not just by CD ROMs, but by living teachers, fully qualified and interested in doing so online ... [P]repackaged material will be seen to replace not the teacher as a mentor and guide but the lecture and the textbook. Interaction with the professor will continue to be the centerpiece of education, no matter what the medium.
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and Ronald Owston, who points out (Owston, 1997) "...we cannot simply ask 'Do students learn better with the Web as compared to traditional classroom instruction?' We have to realize that no medium, in and of itself, will likely improve learning in a significant way when it is used to deliver instruction. Nor is it realistic to expect the Web, when used as a tool, to develop in students any unique skills."
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Facilitating Online Courses: A Checklist for Action The key concept in network teaching is to facilitate collaborative learning, not to deliver a course in a fixed and rigid, one-way format. Do not lecture. Be clear about expectations of the participants. Be flexible and patient. Be responsive. Do not overload. Monitor and prompt for participation. For assignments, set up small groups and assign tasks to them. Be a process facilitator. Write weaving comments every week or two... Organize the interaction. Set rules and standards for good netiquette (network etiquette)... Establish clear norms for participation and procedures for grading... Assign individuals or small groups to play the role of teacher and of moderator for portions of the course. Close and purge moribund conferences in stages... Adopt a flexible approach toward curriculum integration on global networks.
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Joy and I talked about this in discussions. I am now struggling with making a project mgr. aware of this at work. The vendor training online was boring so lets deliver it all in person. Junk is Junk online or in person!
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shared by Diane Gusa on 06 Jul 11
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E-Coaching Tip 25: Discussion Wraps - A Useful "Cognitive Pattern" or "Collection of Di... - 0 views
www.designingforlearning.info/...tip25.html
E-Coaching tip discussion wraps module 4 assignment cognitive presence online courses
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Here are some roles/tasks that are pertinent for online weekly discussion groups. Information and opinion giver. Offers facts, opinions, ideas, suggestions, and relevant information to help group discussion. Information and opinion seeker. Asks for facts, opinions, ideas, suggestions, and relevant information to help group discussion. Summarizer. Pulls together related ideas or suggestions and restates and summarizes main point discussed. Coordinator. Shows relationships among various ideas by pulling them together and harmonizes activities of various subgroups and members. Diagnoser. Figures out sources of difficulties the group has in working effectively and the blocks to progress in accomplishing the group's goals. Reality tester. Examines the practicality and workability of ideas, evaluates alternative solutions, and applies them to real situations to see how they will work.
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"Each of us has a typical way of acting in a group. Some people like to lead, some act to keep the group focused on the task and some serve to keep the group from taking itself too seriously." (Svinski, 2006
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Mayer et al. (1996), showed not only that students remember more of the important material when it is presented as a summary but that they also better understand the material.
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Svinicki, M. (2006). "The Discussion Class: Interaction Functions." from <www.utexas.edu/academic/diia/gsi/coursedesign/interaction.php> Accessed on 10-20-06.
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Schallert explains why she uses the technique of creating a separate word document for weekly summaries. <www.utexas.edu/academic/blackboard/examples/videos/schallert_02.html>
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Create a separate word document that encapsulates the key postings of the week integrating these statements with the key conceptst
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I am a high school librarian continuing my education to keep my library updated with tr... - 2 views
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introduction post counted (which apparently it didn’t) that now I am behind.
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I did that wrong too
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I enjoyed being able to observe the exemplary courses also.
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The cool thing is that I was able to show him some things that Alex showed me that he didn’t know, I looked like a rock star:)
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I know it hasn’t been utilized much or for a long period
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research
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Research is a difficult topic to entice high school student with.
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I think the digital age is reducing the amount of human interaction and students are losing out on the social aspects of school.
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online learning in k-12 students
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part.
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am having a hard time picturing my unenthusiastic, too cool for that, high school students being responsible enough to take an online course.
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community.
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Right now I am very frustrated. I have tried very very hard to listen to all of Alex’s comments throughout the semester and make changes based on her criticisms. My course when reviewed needed a lot of work but she expressed being frustrated that I didn’t take her advice when I am always careful to do that. I am not sure if I misunderstood or maybe it was the way things were worded. She had mentioned changing the names of my module’s during one of the previous assignments but in my course review she said she was frustrated because I didn’t listen about changing names of discussions and forums, when in fact, I changed the names of the modules like we had discussed. We never discussed discussion or forum names. I think these issues are issues that need to be addressed when learning about teaching online. Without having a face to face discussion misconceptions are not always cleared up right away and could cause problems later.
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My Reflections (Gary) - 0 views
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This becomes a problem in education if you have a policy, as my school, of no electronic devices on during school hours. I think this subject can be a huge debate among educators, but encourage for an online course.
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it just can’t be reading and discussions, so there needs to be virtual activities and videos to help them visualize the concept that we are learning about.
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I kept falling off the second floor of the building and running into walls,
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here is a little video i made of my first year in SL. http://etap640.edublogs.org/secondlife-if-my-avatar-could-talk/ : ) me
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I believe my list of assumptions can get very long, knowing how unpredictable this age group can be. Now that I am not assuming anything, I can move on to the next step at planning this awesome astronomy course.
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In this class, i had to wrap my head that I have to design a course that the student is responsible for their learning with me as a facilitator.
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I have so many ideas that I have learned from this course that I want to implement them all into my class. But, I really need to stand back and reflect. The most I got from this class is all the information that everybody shared on diigo.com and in their discussions. I am very proud of everybody’s contribution to my education and their own. I loved how everybody had a share in the teaching presence and how Alex facilitated the learning. This was an an excellent example of an effective student-centered learning environment.
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. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. 2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. 3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuses. 4. Use content-specific tools, software, and simulations to support learning and research. 5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. 6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom. 7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside of the classroom. 8. Select and use appropriate tools and technology resources to accomplish a variety of task and solve problems. 9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. I do believe that these standards should assist the students in either online or face-to-face class to succeed with learning. I am actually going to observe and take notes of my 8th graders to see how many standards that they can achieve. I had a great summer learning and being challenged to do my best at learning.
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Learning Online Learning - 2 views
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Teaching is less about transferring knowledge to learners than giving them the chances to ask the questions and to find answers on their own.
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Now I know that’s not the only way to teach, not the only way to achieve the teaching goals, and, most importantly, not the most effective way to teach.
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In my course, it is important that students are able to learn the basics correctly. So I think the course design should foresee situations like these, and, there should be some modules or learning activities within modules that are designed to have the effect of lectures, i.e., a more systematic presentation of the subject matter. I am not sure at this moment whether this will work or not, but to me it seems to be the logical solution to the problems.
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On top of it is that it allows the Professor to reach to individual student in a personal tone. I am so used to read assignment and feedback in written format that I don’t remember when was the last time a professor went through my assignment in front of me. Almost always the case that the feedbacks were scribed down on the tiny margins of the papers, with often less then eligible handwritings. I did the same thing to my students when grading their papers and exams. So, using Podcast to give feedback is marvelous. It can easily create a strong sense of connection and trust between the instructor and the student. It helps out the most for those students who may be on the brink of feeling isolated from the learning community or fall behind in the middle of a long and demanding semester.
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I wouldn’t be surprised if we are asked to when our courses are implemented in coming weeks, and it certainly would be a lot of fun.
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It feels real.
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Professor was right in pointing out that during online course the predominant form of student participation is discussion forum, and it’s up to the course designer to devise ways that can evaluate student’s understanding of the course materials.
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Discussion Forum Exploring the ethical world Ask it like Socrates Website critique Case study Peer review M1 V V M2 V V M3 V V V M4 V V V V M5 V V V M6 V V V V M7 V V V
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, I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed
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guess I am not the only one in the class who feels weird not be able to share thoughts and reflections as we’ve been doing for weeks. I miss it very much.
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I became very disorientated as well. I did one blog instead ot 2, and I did not refer to the prompts. This has given me an insight about how I should try to find ways to helping students deal with the disorientation. Like you say, it's not the course design. It's other psychological factors. I want to study this effect more and try to understand it. I think it is something important to deal with in online learning.
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I believe my problem is typical of first-time online course takers. Online learning environment requires a very different mindset and learning style from the students (from teachers as well) in order for the course to be effective and successful. When learners are not aware of this fact, of what their responsibilities are in making it work, online courses are less likely to move forward.
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detach themselves
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Peirce suggests that, since students come to class with loads of opinions about the topics (even more so moral issues, I’d say) whether they are well-informed or not, a way to generate interest in assigned readings is to take a survey of their opinions, or to pre-test their knowledge of the information. (p. 310) I find this suggestion interesting and it leads me back to my earlier reflections on quizzes. Quizzes may not be needed in taking attendance, nor reliable in assessing whether students come to class well-prepared or not, but quizzes may still be useful in inspiring curiosity among students.
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Creating cognitive dissonance is also a very useful triggering event that may eventually lead to the completion of the cognitive inquiry.
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I’ve been trying to reflect on my learning process in a very personal way, and I will continue to do this even after the semester finished.
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Given the opportunity, the learners are more likely to express their true selves on consistent basis.
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I felt like my understanding of the criteria of good course design had increased significantly simply by changing the perspectives back and forth between reviewer and self-reviewer.
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Alan Stanford: The Power of Theater | OER Commons - 0 views
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shared by alexandra m. pickett on 17 Jul 13
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JOLT - Journal of Online Learning and Teaching - 0 views
jolt.merlot.org/...chan_0912.htm
voicethread study amultimedia asynchronous tool module 4 assignment
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In the second phase, 13 of the 22 respondents to the first phase were sent follow-up questions to elicit their perspectives as to whether the use of VoiceThread satisfied Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education.
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Results Out of a total of 61 students in two online sections of the business policy course, 22 students – 14 females and eight males – took part in the exam review and VoiceThread survey (i.e., the first phase of the study). The participants were graduating seniors, and as part of the course, they had participated in weekly discussion board activities within the University’s LMS, Blackboard. None of them had used VoiceThread prior to their involvement in the study. The survey results are presented in Tables 1, 2, and 3. Table 1. Survey responses – "yes/no" items (N = 22)
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Question Yes No Comments 1. Did you comment on the VoiceThread? 22 0 2. Was it difficult to comment? 1 21 "A little, text box small." 3. Would you like to use VoiceThread for future exam reviews and discussion of chapter concepts? 14 8 "Yes. [It is] More interactive, [and involves] not just reading text, but actually listening, and picking up information that way." "Yes. By then I will know how to use the microphone." "No. [It] Take[s] less time to read answers on Blackboard's discussion board as opposed to listening to people's answers on VoiceThread. It was difficult to read the small text." (This student liked participating in the exam review on VoiceThread for the extra credit, and she would do it again if extra credit were given.) "No. I won't be able to use it with my other devices such as my iPad and iPhone." "No. It's easier to read the review questions and find the answers in the book." 4. Would you like to use VoiceThread to make a presentation for a course in the future? 14 8 "Yes. Sure! That would probably work out pretty well!" "Not really! Not unless I have to." 5. Would you suggest to your peers the use of VoiceThread for making their own presentations? 16 6
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Table 2. Survey responses – rating-scale item (N = 22) Question Very Easy (1) Easy (2) No Problems (3) Some Issues (4) Very Difficult (5) 6. How difficult was it to create your VoiceThread account? 19 3 0 0
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Table 3.Survey responses – open-ended item (N = 18) Question Comments 7. Anything you would like to share about VoiceThread? Positive comments (n = 12) "Very easy and convenient." "I think that once I was able to get into the system it was easy to use. Now I need to understand why the mic[rophone] does not work, maybe my laptop." "It was actually very interesting to learning [sic] how to use VoiceThread. It was something different." "I like the way I can participate by using text. As English is my second language, speaking is really difficult for me. Also, VoiceThread is really easy and simple to use." "It was really easy to navigate and use." "VoiceThread was very easy to use and it could be beneficial in the future." "VoiceThread is easy and pretty interesting!" "I like that it is very easy to use." "It seems like a good tool to utilize for some classes." "Easy to navigate and good review before the exam." "Never done it before but I think it's pretty good tool." "Seems like a great tool we can use." Comments expressing reservations (n = 4) "I think it was very easy to figure out. My hesitation about using in the future for a course to do a presentation or recommending my peers to use it is that I don't really know much about it so that is why I responded no to those questions. I don't know how to add graphics and things of that nature like on PowerPoint." "VoiceThread is easy to register [on]. However, I'm not too sure about making a presentation." "I think it's a good form of technology. It's not my first choice of communication though. Plus if you're typing your answer the font is super small, not sure if I can change this setting." "[There needs to be a] bigger text box" Unfavorable comments (n = 2) "I do not like the interface of the VoiceThread ... [The interface] makes it hard to use on anything besides a computer." One student found it slightly difficult to "figure out how to answer the questions or how to comment on others' answers."
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MIT Open Courseware - 0 views
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I like this "introduction" to what makes a short story. I did something very similar in my course, so I feel like I'm on the right track.
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I hadn't thought about a group project for my course; however, after reading about these students writing and publishing a short story, it got me thinking. I was originally going to have my students do a final paper comparing two stories. Then I decided I wanted to do something different and a bit more collaborative. After seeing this website, I started to think about a group project more seriously. Then I thought I'd like it to be a little more hand-on like this course, and so it has morphed into a final group project where they can decided to either write a short story or create a multi-media presentation of a short story we've read. This website got me thinking about the project from the students' perspective. Giving them the choice to write or use multi-media is a better idea and will get the creative juices flowing. It also puts them more in control of what they want to do creatively.
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brilliant!!! student perspective- student choice - control, creativity, innovation in student hands : ) !!!!
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Silko, Leslie Marmon.
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Everyday Use Walker." I
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A Good Man is Hard To Find."
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Usage of Point of View
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The Yellow Wallpaper."
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To Build a Fire Faulkner
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Workshop
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Discussion of Getting Published in the Real World
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Instruction by Design - 5 views
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I was a bit surprised
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why surprised? It is no longer a question of whether is is as good as f2f instruction. There is a now a significant body of evidence that online instruction done well surpasses f2f instruction: http://slneducation.edublogs.org/2010/07/27/more-than-no-significant-difference/
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I have been pushed to find out and learn about topics relevant to me!
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I believe that using questions that allow my students to explore areas that are relevant to their unique situations will help them to be successful.
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After reading that statement, I felt as though many things clicked for me. The course design and teaching practices are closely linked. The social, cognitive, and teaching presence are related and depend on each other. What does this mean for my course? For me it translates to making sure my course design contains a careful balance to establish the community of inquiry, and that my teaching practices are supported by my course design.
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First that instructors must give control over the learning to the students, and second that instructors must be skilled at guiding discussions in order to help students learn what is necessary through interactions with others. I especially liked an analogy that Luke used in one of his discussion posts, “Yoda (the teacher) guided Luke (the student) in the ways of the Force, he pointed him where he needed to go but had Luke do the work.” I think this is very relatable for those of us who are star wars fans. Yoda is this incredibly wise mentor, who says very little. The statements he makes are brief but have a lot of meaning. I do see how this relates to effective teaching online. I had to help facilitate a discussion in a past online class, and always felt hesitant to jump in. My sense was that you only want to add something when the thinking stops. You only want to ask enough questions, or statements to get the thinking going again.
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When I think about my own learning in this course, I realize that even though I may not have direct contact with my classmates or the instructor, I am following those interaction patterns in this course. I am working with the concepts and ideas introduced in each module, researching, relating, and making connections. Then I bring my work back to the community to share. My classmates or the instructor will absorb my contributions and perhaps push it further with suggesting alternate views, or things I have not considered.
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Now we are discussing how we are using text based environments to create intimacy in learning environments. Perhaps, it is not all that different
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I now believe that a teacher is someone who can create an environment where students are able to gain knowledge through interaction and experience. This may be through reviewing materials or engaging in activities, but that seems less important to me now. The crucial part is now designing the interactions.
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I realized that although you may think you are engaging students in your course, it may be trickier than you expect
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I really appreciated that the course was able to allow me to reach these conclusions in my own way, rather than just telling me “the line between direct instruction and facilitation of discourse can be blurred”.
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I have been able to make the big connections, and form ideas in a way that previously has been difficult for me.
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I feel as though the reflection assignments have provided the context for my brain to think in a different way. This not only gives me confidence for the future, but it also helps me to discover the connections I have made unconsciously! It seems kind of strange to say that, but it is true! I am hoping to continue to use blogging as a tool to document my insights and learning after the course ends.
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I definitely was struggling with motivation when I felt the connection to my classmates and the instructor fading.
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Through ETAP640, I have really learned how important reflection is for deep learning. It is through my blog posts that I have been able to tie all the ideas together in my head and makes sense out of the information. The course manual suggests that you ask your students why they are taking the course within the ice breaker.
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Now I understand that asking the students to articulate what they want to get out of the course is an important start to getting them to reflect on their learning and progress throughout the course.
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Amber's Secret | OER Commons - 0 views
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This case study is amazing! It discusses pregnancy and relates to my students because Amber is just out of high school. It gives some great guiding questions and has great resources at the end. This activity could be used online but I think I'd rather do it in class. I would love to hear my students discuss the questions, debate, and listen to their classmates differing opinions.
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Anneke Blogs - 0 views
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BRILLIANT
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I completely changed the direction and tone of my opening module. I changed from a generic introductory icebreaker to one that has more focus, and I also plan to have my students discuss and set the classroom etiquette for themselves in the first module, rather than simply handing this down as set policy. I’m feeling really good about these changes!
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Thanks, Alex!
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This was the most important thing I learned – to hand trust back to my students, and that it is not only OK to do so, but it actually makes a better class.
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Teachers' Domain: Animal Babies - 3 views
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Nearly all animals begin their lives as babies. Birds as well as many species of reptiles, amphibians, and fish emerge from eggs. These animals are called hatchlings. Most invertebrates, including insects and mollusks, also emerge from eggs. These creatures are called either larvae or nymphs, depending on the species. For my class creation
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trying to highlight, or sticky note... I plan on using this for inspriation on my what do baby animals look like module, I would also consider using the discussion question that are here, they got me thinking...
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Behavior.org | Cambridge Center for Behavioral Studies - 0 views
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Such a great summary of an Autism Classroom. The acknowledgement of individuality is so important.
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Great video, thanks for posting this Heather! Teachers who teach children with autism have such incredible challenges, this program look extremely promising. The two things that stood out in the video for me were, "make learning fun, and adapt instructions to each individual child."