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How Do I Invest? | Beginning Investing - 4 views

www.fool.com/...how-do-i-invest.aspx Module 4 assignment
shared by Hedy Lowenheim on 31 Jul 13 - Cached
  • What is investing?Any time you invest, you're devoting your own time, resources, or effort to achieve a greater goal. You can invest your weekends in a good cause, invest your intelligence in your job, or invest your time in a relationship. Just as you undertake each of these expecting good results, you invest your money in a stock, bond, or mutual fund because you think its value will appreciate over time.
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Very useful site for my course in personal finance. The site explains personal finance in very simple terms. Most anyone should be able to relate to how the information on investing is presented. Great information on topics such as investing, goal setting, active and passive management, etc., that correspond to many of my course's learning objectives.
  • Planning and setting goalsInvesting is like a long car trip: A lot of planning goes into it. Before you start, you've got to ask yourself: Where are you going? (What are your financial goals?) How long is the trip? (What is your investing "time horizon"?) What should you pack? (What type of investments will you make?) How much gas will you need? (How much money will you need to reach your goals? How much can you devote to a regular investing plan?) Will you need to stop along the way? (Do you have short-term financial needs?) How long do you plan on staying? (Will you need to live off the investment in later years?
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      The car trip analogy that the authors use in this article for planning & setting personal financial goals, is something everyone can relate to. This gave me some excellent ideas that will definitely be of use to me in my course since financial goal planning is another one of my learning objectives. I felt that the car trip analogy used on the site will assist with understanding the planning that goes into creating medium and short term goals was brilliant, and something everyone should be able to relate to. Creating medium and short term goals are also learning objectives in my course, (module 3). It should be an excellent way to engage students, since most everyone travels and has to put energy into planning out their trips, for example what to bring on the trip, how long it will take, how many stops there will be along the way, etc.
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Another one of my learning objectives is understanding cash management and cash flow and having the students understand how important it is to save, and put that money to work. Site has some very useful examples on how to save and put away money automatically in a disciplined fashion.
  • Active and passive strategiesThe two main methods of investing in stocks are called active and passive management, and the difference between them has nothing to do with how much time you spend on the couch (or the exercise bike). Active investors (or their brokers or fund managers) pick their own stocks, bonds, and other investments. Passive investors let their holdings follow an index created by some third party.
  • ...1 more annotation...
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Another one of my learning objectives is understanding the difference between active and passive management. This site will definitely be helpful in refining some of the learning objectives in my course. It might also be a good site to post a link to for more information on specific person investing topics.
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      how will you use this resource in your course, Hedy?
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Alex I plan on using this Motley Fools web site which focuses on investment basics since the personal investing terms and strategies are presented very clearly, simply and with humor and relate directly to learning objectives in my modules; such as active and passive strategies in relation to investing (module 6), cash management/cash flow (module 2), and short and medium goal planning (module 3). The site will be an excellent resource for the students. This will also introduce them to the Motley Fool web site which should be helpful to them throughout the course and afterward. I felt that the car trip analogy used on the site to help understand the planning that goes into creating medium and short term goals was brilliant and something everyone should be able to relate to. Creating medium and short term goals are also learning objectives in my course, (module 3). It should be an excellent way to engage students, since most everyone travels and has to put energy into planning out their trips, for example things like what to take on the trip, how long it will take, how many stops there will be along the way, etc. I added some comments under the highlighted areas in Diigo with sticky notes (you should also be able to view them on the site) that reference a few of my learning objectives. By the way, I did find some useful sites on Merlot & OER, but many of linked to PDF files. A link on Merlot led me to the Motley Fools web site. I hope this helps! Hedy
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      this looks great Hedy! thanks! not sure what you meant by the comment about pdfs. you should be able bookmark pdfs... : )
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Aug 13
       
      I am under the impression that you cannot highlight text & create sticky notes in PDFs (just tested again), that was why I was having a hard time finding an acceptable site for the assignment in Merlot, most were PDF files. I guess I could have bookmarked them in Diigo and entered my comments write on the Diigo site instead of on the actual URL. I was thrilled once the Merlot site linked to the Motley Fool site!
    • alexandra m. pickett
      alexandra m. pickett on 01 Aug 13
       
      ahhh. yes, that is true, put you can bookmark the resource, and annotate it on the diigo site - exactly as you describe! just wanted to be sure you knew that : )
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Aug 13
       
      I thought you might have wanted us to do highlighting and sticky notes for the assignment and right from the actual URL site. I must say that in the past 24 hours I have became much more familiar with Diigo, sink or swim, but I still need to work with it. Love the tool! Will we have access to Diigo after the course? Thanks and get some rest!!
    • alexandra m. pickett
      alexandra m. pickett on 01 Aug 13
       
      yes. i want to be sure you can use this tool, so i am glad you persisted!! and i am really glad you love the tool. me too! yes you will have access to this group and this tool beyond the end of the term. that is one of the reasons i use the tool!
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Aug 13
       
      Excellent!! Be great if students continue to use it. Looks like these messages b/t us are not for public viewing. Is that a setting you turned on? I know there is public/pvt setting for sticky notes when you first create one (that's what was giving a bunch of students issues), but I do not see that setting on these notes. Hope this makes sense. Thanks& hope swimming is going well! Hedy
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Time Management for Online Learners : Project Working Mom: Scholarships for Working Mom... - 0 views

www.elearners.com/...management-for-online-learners Time Management Online Learning
shared by Catherine Strattner on 07 Jun 12 - No Cached
  • Catherine Strattner on 07 Jun 12
     
    "Use Time Management Techniques to Enhance How Efficiently and Effectively You Learn Online"
  • Catherine Strattner on 07 Jun 12
     
    This article offers some great advice for managing your time as an online learner.
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7.3.3.pdf (application/pdf Object) - 0 views

ncolr.org/...7.3.3.pdf application object self-efficacy time management education learning technology module 2
shared by Gary Bedenharn on 24 Jun 12 - No Cached
  • Gary Bedenharn on 24 Jun 12
     
    Fostering Self-Efficacy through Time Management in an Online Learning Environment. Research on factors, such as time management for self-efficacy in an online environment.
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ETAP640 Summer 2011 Blog - 2 views

kbarss.edublogs.org
shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • So far I am enjoying the experience
  • What are the most effective instructional technology tools available to me to help me meet my instructional objectives?
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      brilliant!
  • challenge!
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      self assess!
    • Kimberly Barss
      Kimberly Barss on 03 Jul 11
       
      check!
  • ...37 more annotations...
  • 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. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      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.
  • I have been spending quite a bit of time and energy learning the Moodle system,
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      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.
    • Kimberly Barss
      Kimberly Barss on 03 Jul 11
       
      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.
  • It is ENGAGING
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Very. I found myself not wanting to step away from the computer, even to eat. Eventually, I got hungry enough and forced a break.
    • Kimberly Barss
      Kimberly Barss on 03 Jul 11
       
      Yes! The faculty on the SLN website even said that online teaching is an addiction!
  • Blackboard
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      The two other online courses that I took were both on Blackboard. I've never actually taken a course in Moodle. I have no idea what my course will look like when I'm done, but I'm very curious.
  • I’m really starting to get the hang of the expectations for posts
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Took me a while as well, but now I feel more comfortable with my posts. I wasn't doing enough research. Once I started doing that, I felt like I was contributing something to the whole class.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      I had the same thought. I only hope that the computer lab is open during my class time.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Your sticky notes are usually "floating" so I never know what you're commenting on. Can you make them stationery?
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      I wonder the same thing...this applies to several blogs ago. I guess we need to add a date or title.
  • This course has been the most difficult course that I have ever taken
  • I was teetering between dropping the class
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      i am really glad you did NOT drop the course!!! : ) me
  • punishment
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      : ) seriously teacher-centric...
  • I am still under the impression that the interactions required of us in the discussion space are too numerous. 
  • 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. 
  • 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.
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      LOVE the new theme Kim! looks great!
  • half of the requirement for this class.
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      please read the rubric. it is NOT required that you do 12 posts. this is your own self imposed choice if you do. The minimum is 6 - maximum 12. it is entirely up to you.
  • I was given this gift: show your students the importance of reflection. 
  • 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! 
  •   Because of that, I need to embrace these tools, explore new ideas, and for goodness sake- think about the STUDENT.
  • 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.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I, like the others in this course, understand. It's a lot of work, but the finished product will be worth it, I'm sure.
  • I think that embedding a youtube video or loading a podcast are in my future and I can’t wait! 
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      Two thumbs up!
  •   I made all of my assignments turned in to me, privately,
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I too had made this mistake with some short writing assignments that I was going to have my students write. It was Alex's suggestion to have them blog it that really made sense. This way they could read each others blog entries and leave comments as well.
  • 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.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      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.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      I thought done, done, done is at the end...aren't we going to have peer feedback next module?
  • I’ll have my master’s in December and I couldn’t be more proud. 
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      CONGRATULATIONS! I'll finish in December as well. It's been a long journey, and as much as I've enjoyed it, I'm ready to have my weekends back :-)
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      :)
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      congratulations kim!!!!
  • I feel like a late bloomer (I’ll be 26 in November
  • #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
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      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.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      "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.
  • feedback
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      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.
  • o there will likely never be online courses at Mildred Elley.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Can you teach it elsewhere? As we have learned in this class, online learning is up and coming. It might be worth looking into.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      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!
  • ETAP 680 (research seminar). 
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I'll be taking the course in September...how was it? I had hoped that it was just a very long research paper...any such luck? It's my last course for my degree.
  • quality with the traditional classroom in the public eye? 
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      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.
  • prettying up
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Do you mean the background or theme of the course, because I'd love to know how to change that.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      I am almost three times that....almost :)
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      My dissertation chair gave me wonderful advice...Enough is enough! If we recognize that we are always evolving, growing, expanding, deepening our understanding...then we understand that a "project" is just a snap shot of one time in our progress.
  • the more effort you put into it, the more successful you’ll be.
  • 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. 
  • 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.
  • 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. 
  • Nothing should be an accident or “just because” in the online teaching environment. 
  • Students don’t want their time wasted.
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The 4-Hour Workweek and Timothy Ferriss - 0 views

fourhourworkweek.com assistants change delegation management structure time virtual
shared by Robert Braathe on 17 Jun 08 - Cached
  • Robert Braathe on 17 Jun 08
     
    A great resource for managing time, managing your money, and building new opportunities without adding more to your plate.
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Top 10 Time-Management Tips for Online Students | Online Learning Tips - 0 views

onlinelearningtips.com/...ement-tips-for-online-students Time Management Online Learning
shared by Catherine Strattner on 07 Jun 12 - No Cached
  • Catherine Strattner on 07 Jun 12
     
    More tips for time management in online learning.
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Illinois Online Network: Instructional Resources : Pointers and Clickers : Facilitating... - 1 views

www.ion.uillinois.edu/...index.asp Online Learning facilitation learning time management
shared by Catherine Strattner on 08 Jun 12 - Cached
  • Make the chunks or pieces of information small enough to appeal to and be processed by those who have only 15 to 30 minutes a day to log in. These small pieces of information can quickly be processed by the student who can then return later to finish other assignments. There can be more than one chunk of information per unit or module, but the unit itself should be broke into manageable chunks.
  • An online syllabus should also contain information relating to the length of time a given assignment is anticipated to take for the average student.
  • With an engaging course in which many students are active participants, the number of messages posted within any course discussion forum can quickly grow. When such a case presents itself, it is a good idea to give specific minimum (and maximum if necessary) requirements concerning the number of posts each student is required to submit. For example, in an ice-breaking activity, you could require each student to post responses to 2 other student posts chosen by selecting the student above and below that student in a listing of students sorted by some criteria such as alphabetically by login. When minimum requirements and other guidelines are given, students know how much work is expected of them for the assignment, ensuring that they will allocate enough time to do an adequate job and enabling them able to prioritize their time. Even an active student can have a busy week in which he/she must schedule time to properly meet this minimum requirement.
  • ...2 more annotations...
  • Also, many would argue that students (and people in general) have a naturally inquisitive nature. To bring out this potential in one's students, try building "discovery" activities into the course. Ask students to find a new site or pose a question of their own on a weekly basis. Any activity that involves the students will aid in their motivation.
  • If a student is beginning to lag behind the rest of the course, or the student is not making the required posts, direct items specifically to that student. When prompting higher order thinking, provide a list of students that you would like to respond to the question. Always be sure that such lists include active students as well to take the pressure off the lagging student as having to be the first one to post a response.
  • Lisa Martin on 08 Jun 12
     
    I highlighted time management strategies in the text but when it posted here, it was messed up...It looked fine in my library, but not here. Sorry, it should still be highlighted when you get there.
  • Catherine Strattner on 09 Jun 12
     
    Excellent tips on facilitating online learning skills.
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Preparing for Distance Learning: Designing An Online Student Orientation Course - 0 views

www.ifets.info/...10.pdf instructional design online learning online student attitudes online instructor attitudes
shared by Alicia Fernandez on 12 Jun 14 - No Cached
  • Alicia Fernandez on 12 Jun 14
     
    This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.
  • Alicia Fernandez on 12 Jun 14
     
    This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.
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LTTO Episodes | COFA Online Gateway - 1 views

online.cofa.unsw.edu.au/...ltto-episodes Module 4 Assignment
shared by Lauren D on 22 Jul 12 - No Cached
    • Lauren D
      Lauren D on 22 Jul 12
       
      It was interesting to see the different points-of-view and contrasting ideas on how faculty view online teaching and managing time online.
  • Lauren D on 22 Jul 12
     
    Managing your time when teaching online. Faculty reactions to teaching online and the debate on whether it is time saving or not.
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Do You Really Not Have the Time? - Do Your Job Better - The Chronicle of Higher Education - 0 views

chronicle.com/...45780 time higher education
shared by rhondamatrix on 25 Jun 14 - No Cached
  • rhondamatrix on 25 Jun 14
     
    This article from 2008 talks about time management problems among college faculty and suggests ways to combat them.
  • rhondamatrix on 25 Jun 14
     
    I just finished writing a blog entry about time management and found this article to be helpful...
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Online social networks as formal learning environments: Learner experiences and activit... - 0 views

www.irrodl.org/...2077 Online learning learner experience online social networks social networking sites Elgg
shared by Alicia Fernandez on 08 Jul 14 - No Cached
  • Alicia Fernandez on 08 Jul 14
     
    Case study of learners' perspectives and experiences in an online course taught using the Elgg online social network. Findings indicate that learners enjoyed and appreciated both the social learning experience afforded by the online social network and supported one another in their learning, enhancing their own and other students' experiences. Conversely, results also indicate that students limited their participation to course-related and graded activities, exhibiting little use of social networking and sharing. Additionally, learners needed support in managing the expanded amount of information available to them and devised strategies and "workarounds" to manage their time and participation.
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News: The Evidence on Online Education - Inside Higher Ed - 0 views

www.insidehighered.com/...online education research online learning
shared by Melissa Pietricola on 14 Jun 10 - Cached
  • learners in the online condition spent more time on task than students in the face-to-face condition found a greater benefit for online learning," the report says.
    • Melissa Pietricola
      Melissa Pietricola on 14 Jun 10
       
      benefits to online learning as students spent more time on task than students in the face to face environment.
  • differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages
  • This new report reinforces that effective teachers need to incorporate digital content into everyday classes and consider open-source learning management systems, which have proven cost effective in school districts and colleges nationwide
    • Melissa Pietricola
      Melissa Pietricola on 14 Jun 10
       
      What is meant by an open-source learning management system??
  • ...1 more annotation...
  • open-source learning management systems
  • Joy Quah Yien-ling on 14 Jun 10
     
    This summarizes the key findings of the report "Evaluation of Evidence-Based Practices in Online Learning".
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Harvard Education Letter - 0 views

www.hepg.org/507 questions teaching learning
shared by Maria Guadron on 28 Jun 12 - No Cached
  • In the classroom, teachers have seen how the same process manages to develop students’ divergent (brainstorming), convergent (categorizing and prioritizing), and metacognitive (reflective) thinking abilities in a very short period of time.
  • Maria Guadron on 28 Jun 12
     
    "In the classroom, teachers have seen how the same process manages to develop students' divergent (brainstorming), convergent (categorizing and prioritizing), and metacognitive (reflective) thinking abilities in a very short period of time."
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Tips for Time Management in Online Learning: End Procrastination & Start Improving Your... - 0 views

www.brighthub.com/...32625.aspx Time Management Online Learning
shared by Catherine Strattner on 07 Jun 12 - No Cached
  • Catherine Strattner on 07 Jun 12
     
    Another good time management article.
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Notes to Self - 1 views

tjbianchi.edublogs.org
shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • I think if I could focus on a few people’s posts, I could make more quality contributions. 
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i am kinda torn about the small group thing. i hate taking choice away - it seems to me that you can self select your own small groups. why don't you just do that? scan all the posts and then decide who you want to engage and then just pick them to interact with. Read all interact with a select few. In the discussion for this module (2) i have it split into several discussions. i am wondering if splitting it by topic like that will feel different to you. Let me know. ok? I have toyed with the idea of reducing the number of posts required... and just doubling your score on them. what would you think about that? i have never had so many people in the course. It is designed for a more intimate number of students. I am trying to come up with ways make my work more efficient yet still intimate, personal and effective. Work in progress. i am learnking too. : )
    • Lisa Martin
      Lisa Martin on 12 Jun 12
       
      Alex - Seeing that module 2 was split into several discussions was a HUGE relief to me! It seems much less overwhelming and easier to be organized :-)
    • Tina Bianchi
      Tina Bianchi on 13 Jun 12
       
      Now that some more time has passed, I actually have done what you're suggesting here...reaking all and interacting with a select few. With this approach, it became more manageable. I haven't done my first post for module 2 yet (just finished the readings) but I do think the split into several discussions will make a huge difference. I can only imagine the work you have cut out by having read/rate ALL THESE POSTS! It seems overwhelming, and I am considering the implications of it as I think about designing my course. Thanks for the feedback!
  • We could still have been required to complete the same number of posts, but perhaps had fewer count toward our grade on this first run.  I
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      hmmm. i don't count them all. the first couple with my feedback are the grace period... "if i were to rate this it would be a ..."
    • Tina Bianchi
      Tina Bianchi on 13 Jun 12
       
      I understand what you're saying here...I don't know what I missed and where I missed it, but I "assumed" (there's that pesky word again!) that all posts, beginning with the initial introduction, would be rated. I did fewer posts than I should have considering this. There were a few (though admittedly not of high quality as they were early in the Module and I hadn't yet gotten the hang of things) that weren't scored, so what I thought my score would be for discussion in the first module was not even close to my actual score. Live and learn...
  • BOY, WAS I WRONG!
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      : ) welcome to social learning!
  • ...10 more annotations...
  • As we continue to interact with content and then share that learning with each other, we construct our own meanings and apply what we’re learning in a variety of contexts.
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      E U R E A K A !!! brilliant!! : )
  • is imperative that I stop thinking about how to transform my F2F materials to suit the online environment.
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      it is impossible to duplicate the f2f environment online. to try to do so is folly. you must reconceptualize. you have to leverage the options and mitigate the limitations of any environment in which you teach.
  • I hit “Publish” only to find half of my post showed up and no way to retrieve what was lost.  Therefore:
  • I am very interested in the hyper-content design. I like the idea that with this model, students determine the order of their own learning activities. In this model, there may be a few things that could be tricky; for example, setting up group activities might be left to the students to manage since they wouldn’t all be completing the same activities at the same time.
    • Lisa Martin
      Lisa Martin on 22 Jul 12
       
      I've been thinking the same things about this model. I think it's so hard for me to envision because of my lack of experience with it. I also have a hard time applying some of the things we've learned in this course to that design.
  • Whatever it takes.
  • Yet, as I continued reading I realized that my grasp of the content was continuing to evolve.  I feel that I have a deeper awareness of what teaching presence looks like, not only in an online course but also in a traditional classroom, as well.
  • Perhaps it’s time I move from measuring in coffee spoons to taking in the big picture.
    • Maria Guadron
      Maria Guadron on 27 Jul 12
       
      Love your "How To" section! Can't wait to see your screencasts.
  • Even though the course won’t start until January, I know it’ll be here before I know it.
  • has led to me a realization–the course I’ve created will never (and should never) be finished!  It makes sense.  I never teach the same lesson twice in exactly the same way, so it should go without saying that every time I look at this course and eventually start using it, I will continue to add, remove, and change what’s there.
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Content Curation Tools | iTeachU - 0 views

iteachu.uaf.edu/...content-curation-tools content curation online content curation software Diigo
shared by Alicia Fernandez on 23 Jun 14 - No Cached
  • Alicia Fernandez on 23 Jun 14
     
    What is Content Curation? As instructors, we are all information curators. How do you collect and share currently relevant content with your students? How do your students research and share information that they find with the rest of class? What tools do you use to manage or facilitate presentation of resources? Is it public? Can students access it at other times? In groups? Modern web tools make it easy for both students and instructors to contribute online discoveries to class conversations. Using free online content curation software, we can easily integrate new content in a variety of ways."
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EBSCOhost: The Relationship between Flexible and Self-Regulated Learning in Open and D... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail interaction courses online education teaching learning
shared by Danielle Melia on 18 Jun 12 - No Cached
  • Danielle Melia on 18 Jun 12
     
    Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one's learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility. [ABSTRACT FROM AUTHOR]
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Accessible courses: Going beyond technology to meet the needs of students with disabili... - 0 views

www.nutn.org/...hermann_beyond_technology.pdf education accessibility technology disability
shared by Lauren D on 17 Jun 12 - No Cached
  • Lauren D on 17 Jun 12
     
    Students attracted to online learning tend to fall into the "non-traditional" categories, particularly adult learners who are balancing work and other responsibilities -How does the student manage his or her time? -How does the student respond when clarification is needed and no one is there to ask? -What are the student's organizational skills? -How does the student feel about the limited social interaction? -How much time does the student need to read and process written information?
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ISJ 27: MYTHS ABOUT ONLINE EDUCATION: - 0 views

74.125.155.132/scholar MYTHS online education teaching student-centered
shared by Diane Gusa on 06 Jul 11 - No Cached
  • Online education, on the other hand, is declared to be “a more student-centered, collabora- tive, and egalitarian learning environment” (Weisenberg & Hutton, 1996). In this new paradigm, students become self-motivated managers of their own learning instead of passive bystanders, with the ability to select learning activities that best fit their backgrounds, interests, and careers
  • (Zhang and Nunamaker, 2003), while instructors move away from the roles of an oracle, lecturer, and purveyor of knowledge toward those of a facilitator, guide, and mentor (Bernard et al., 2000; Eastmond, 1996; Leidner & Jarvenpaa, 1995; Murphy & Cifuentes, 2001; Raymond, 2000; Shedletsky & Aitken, 2001; Weisenberg & Hutton, 1996). In essence, it is believed that the online forum breaks down the teacher-student hierarchy (Weisenberg & Hutton, 1996).
  • Our conclusion after reviewing the various points of view on this issue is that the notion of stu- dent-centeredness needs to be further clarified before one can even start determining whether or not the student-centered philosophy is a precondition for effective online IS courses
  • ...3 more annotations...
  • This myth, somewhat related to myth #2, arises from and also reinforces the belief regarding the (allegedly) changing role of faculty.
  • This myth therefore implies that Page 11 Sarker & Nicholson 65 online education either automatically enables a change, or at the very least, requires a change in attitude/approach of the instructor in order to be effective
  • Our own conclusion is that the “guide” versus “sage” debate reflects deep-rooted assumptions and philosophical beliefs regarding the nature of education, including online education, rather than empirical reality associating pedagogical style and effectiveness of courses delivered over different media. I
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Managing Virtual Adjunct Faculty: Applying the Seven Principles of Good Practice - 0 views

www.westga.edu/...schnitzer82.htm
shared by William Meredith on 01 Jul 12 - Cached
  • Virtual adjunct faculty have largely carried higher education into the cyber classroom. Adjunct faculty have always been broadly used in higher education, especially in the community college setting. Nationally, adjuncts teach 30-50% of all credit courses. At community colleges, adjuncts compose about 60% of all faculty (Gappa and Leslie, 1993).
  • About 80% of all online course offerings are taught by virtual adjuncts. About 70% of the active 250 adjuncts teaching in the program reside in the state of Florida , and the other half in assorted states.
  • As colleges and universities work steadily to get full-time faculty onboard with distance learning, virtual adjuncts have eagerly stepped up to fill the void, thereby enabling institutions to respond promptly to market demand.
  • ...6 more annotations...
  • Having familiar, collegial, and multiple points of contact helps them develop and maintain the confidence they need to be successful teachers. And, mentoring is a proven-effective strategy for support, improvement, and community building.
  • . Adjuncts who know that they are working for a professional organization are more likely to feel a sense of pride in their affiliation, and feel accountable to the institution.
  • These required training opportunities allow new adjuncts to actively learn about FCCJ's instructional culture, and build community with other instructors. They actively discuss their teaching experiences, best practices, learn new strategies for teaching online, and apply those strategies to the courses they are currently teaching.
  • In the online environment, Virtual Adjuncts need to know clearly what the institution's expectations are of them, and whether they are meeting those expectations. There is very little continuity among contemporary online programs, and each institution has its own instructional priorities, goals, constituencies, and definitions of excellence. Many adjuncts teach simultaneously at multiple institutions, and so it is important to define expectations clearly.
  • Peer-based sharing is the most effective model for the professional learning community
  • Maria Puzziferro-Schnitzer
  • William Meredith on 01 Jul 12
     
    How to manage a growing cadre of online adjuncts.  Provides great numbers on percentages of adjuncts.
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