Group items tagged

incorporating reflections into the classroom is an important opportunity to increase depth of learning in the classroom. This study adds to this growing body of literature by presenting a new method for collecting and assessing reflections to make this incorporation more feasible

to deeper thinking (Short & Rinehart, 1993

Retention and transfer of learning are two variables related to knowledge, and their relationship to reflections should be studied explicitly rather than inferred from correlates (e.g., the relationship between reflection depth and GPA)

June 21st,

What I would like is to have the option of posting and assessing it as NG (no grade)

Finally, I carefully considers there are no place where Alex might say “can you tell me more”

Since our blogs are shared work-spaces, we are suppose to engage in collaborative reflective discourses,  creating a shared understanding, leading to collaborative knowledge

I will investigate and use group Wikis

when a student finally understands that their discussions need to encompass teaching, cognitive engagement, and social presence, then the discussion forum truly becomes a awesome learning tool!!!!!!  

I will do this because I care about their learning.

I knew I needed this course to become the better online teacher, what I didn’t know was the transformative change  that I would experience this summer.

Twitter

~I continue to be astonished every week with how much I am growing and learning in this course.  Not only am I learning how to be an effective online instructor and everything that it entails, but I am also learning a lot about myself.~

I lose track of time and hours have gone by without me even realizing it. 

“What young children perceive that their teachers do plays a more significant role in their socio-emotional outcomes than what teachers report they do” (p. 30).  We have an EVEN bigger impact than we thought!

“Am I providing a bridge for my students from their prior knowledge to where I want them to be and where THEY want to be?” “What am I doing to facilitate their growth not only in building a positive self-image, but also as learners in general?” “Am I REALLY taking into consideration their interests, passions and motivations?” And finally, “What Would Alex Do?”

“I really like how you tell them you are there for them.  A lot of my teachers give us confusing assignments and I never feel like I can ask them questions.” 

When she was done going through everything she said, “Are you actually going to teach this class? Can I take it when you do?” 

  I was spending so much time figuring out the tools that I felt like I wasn’t spending time on content.  I realize now that I needed to spend that time and those tools were part of the content of this course. 

I LOVE learning in general!  I liked learning before…well I never disliked it anyway…well unless it was math…or science…I had no idea what it was like to truly LOVE learning.  Its sad to me that it took me 30 years to experience this.  Did I work A LOT in this course?  Did I give up much of my social life?  Did I stay up too late?  YES, YES and YES.  Was it worth it? Absolutely!  Did I mind? NOT ONE BIT…Reflecting on the fact that I worked so hard and so much on something and not only wasn’t bothered by it, but enjoyed every moment was a HUGE wake up call to me. 

You just have to have passion and a belief in yourself.

This was the only course I have EVER taken in which I will walk away having truly internalized knowledge.  I know that I internalized what I have learned because when I was reviewing my classmate’s courses I didn’t have to refer to a book or a checklist, it was all in my head.  When I look back at my undergrad education, I have always said that I didn’t feel like I actually “learned” anything until I student taught and learned by DOING.  That’s exactly what happened in this course, I learned by doing.  This is only course that has ever provided me with this type of experience and it has shown me what quality education should be, not only online but in a face-to-face situation as well.

We(myself, my classmates AND Alex) worked together in this course to contribute to the construction of our knowledge. 

It wasn’t until this summer when I turned 31 that I finally experienced being a student in a student-centered, constructivist environment that actually got me to THINK.  Not just think, but think critically…It took 31 years for me to experience a true community of learners!  I don’t want other students to have to wait 31 years to experience what its like to REALLY LEARN!

I want to CHANGE someone the way that Alex, ETAP 640 and all of you have CHANGED me.

The only point this article I thought wasn’t accurate was the point that online learning is an intimate community. I think the opposite. I have not continued my friendship with anyone really from my previous classes, where I might have with traditional classes.

August 4, 2012,

Well one thing I have learned is that to get students thinking you need an interesting prompt like this.

12th?

To really have learned something I think it means it will stay with you, you will use it. It will be in your thoughts after the class has concluded.

 Coming into this class I thought I was a technology native. I thought I knew a lot about the internet, its uses for the classroom and ways I could utilize it. This class has pushed my limits showing me there is endless posiblities and things I will do even in my face to face class. For example, I was introduced to vociethread. This I will use to connect my classroom to another and make an authentic population for my students to present to. I would even use it to show student work at an open house.

The end of this class allows me one more thing, bring it on baby #3 I am finally ready to meet you and I only have a couple weeks until fall classes start so umm come tomorrow!?

 Synthesizing and formulating a mini-thesis is where learning becomes meaningful for me; this is where mere information becomes MY knowledge

I don’t know yet if my online students will step up to the plate, actively and enthusiastically contribute what they know to the community.

Kind of like a wedding planner who walks through the empty reception hall and can foresee the problems with lighting, photography, food, and traffic pattern…  I am the course designer, it is my job to minimize any possible glitches.  It is my job to provide students with a doable and engaging learning environment.

I see more clear vision of myself as an educator.  During this summer course I was confronted with questions that challenged my teaching practices. I started asking myself why I wouldn’t try to trust my students more, let them develop the social presence in the f2f class?  What was the harm in that I wouldn’t even consider trying it?

For weeks and weeks I was obsessed with making Jing videos, trying new communication tools. 

have 2 weeks left.  I want to make a difference.  I CAN make a difference.  I can use the web 2.0 applications as my allies.  There is enough time for me to plan and implement changes in the f2f courses before school starts.

My reflecting puddle may seem small, because there is so much to learn and I’ve just begun.  But my puddle is deeper and its water runs clearer now.  Taking education courses  is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas.  I needed it.  It’s reshaped my outlook on teaching.

2 weeks ago I wrote my tagline on this blog as my “reflecting puddle”.  I still think it’s a puddle; it is still small(but so much deeper!).  I can recount the discoveries on this etap687 journey when I stare into the puddle.  I see the following things:

’t believe we are coming to the end of this course.  It wasn’t that long ago I was installing diigo toolbar, signing up for voice thread, and setting up this blog site.

Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching. 

My self efficacy is low.  Does it matter in the end?  I only have two  options:  If I cant’ seem to do the work, I should leave the course.  Or, I try with my darnedest effort, and see where I land. Time to take a chance!  I think I will have a lot to gain!

So this is what I’m gonna do:  I will blog here periodically and document my journey in the Ed Psych course.  Let’s see if I can be honest with myself.  Learn because life in general is interesting and worth exploring, and I can’t capture all on my own.  So I go to the experts and learn knowledge from them.

For weeks and weeks I was obsessed with making Jing videos, trying new communication tools.  I thought WOW, these are the coolest things I’ve learned this summer!  Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching.  What other tasks should be let go in order to make room for the new things in my practice?  What educational principles do I base on to justify the changes?  What kind of measured learning outcomes and students’ perceived learning do I anticipate after the changes are implemented?

By doing these activities I have become even more challenged and feel even more uncomfortable.  Now I am dipping my other foot in to the online course world.  I am inserting my knowledge to this new forum.  It’s as if I’m putting my quarter in and watching the wheels turn until they stop on something. What will that something be?  I must have felt that I was in some kind of comfort zone. Then I was understanding and proving myself valuable to the other student’s learning.

I am going to have to think very deeply about. That suggestion is to give more freedom to my students. The students in my course can better express their creativity by having to create their own activities!  Wow!  This is going to be hard…

Creating PDFs takes lot of time

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If discussions wane then I can take one of these questions out and use them to stimulate new discussions

seeismic did not register me properly

Therefore I will continue exploring what I have learned in this course and consider the possibility that there may have been things going on in this course that I did not learn because I did not internalize them.  (3)

I need to stop focusing on the fact that I am not a teacher and just do what I have learned and what I do know and then I should be able to get my online course module all created.

This course has taught me that I am a teacher!

I really don’t know why I do things the way I do. Is it from years of routine as to this is how it needs to be done? Is it from no one stopping and helping me break these habits?

At first my fear was that I was a “dead-thinker”

I was predispositioned to not question, to memorize and regurgitate information. I was scared that I was passing this trait on to my students.

I’m losing that with all the hours it takes to create these.

I really began to question whether I am a teacher or a web designer.

After Alex asked me to think about how this may hold true in my daily life and routine I realized I really don’t speak up any where let alone in class.

I think this is not only my biggest challenge in this class but in my life as well

I think I’m just scared. 

Ya know Alex, I love you and all and this class has been amazing but I honestly think you are killing my laptop!!

Well no more soul searching I have a course to design. Best of wishes to all my fellow classmates as we begin to wrap up this amazing journey!

Lisa, I can’t believe how amazing your course is! I want to take it!!

Less than 24 hours later this article appeared in my inbox. At first I was really aggravated by this article because it seemed like it was ripping to shreds everything I have been working at this summer and I felt like he was sitting at home with an “I told you so” smirk. This quote just floored me “In terms of learning on the college level, the Department of Education looked at thousands of research studies from 1996 to 2008 and found that in higher education, students rarely learned as much from online courses as they did in traditional classes.” Really, what study? Everything that we have read seems to be in the complete opposite direction of this statement! I agree that for some there will be a financial obstacles and internet issues like we’ve all had but that’s where as a teacher we come into play and offer solutions and options. Upon reading it for a second time I feel that this article and any other article discrediting online teaching should be looked at as a challenge! I am strong and passionate about this endeavor of mine and no article or fuddy duddy teacher is going to come in the way of that. Well I hope you all have an amazing weekend. I will be attempting to cool my boiling blood as I sit by the calming cool waters of the Kinzua Dam with a delicious glass of Riesling.

As this class come to an end and I look back at where I was in May, I can only say I wish I knew then what I know now. This class has given me so much academically, personally and technologicially, lol. In only a short time I feel like I have grown so much as person and as a teacher.

While I think the technology has to be embedded in instruction whenever possible, it can’t be left to teachers alone to solve this problem.

I had to question what the objectives were first, and then create an assessment that tied into the objectives. 

what I need to do is think of these posts as mini research papers.

I don’t feel like I can get to it all.

I’m doing my best.

I decided to give it a try.

1) Will it help you present content in a more effective or engaging manner, 2) will it facilitate collaboration or interaction between students in an more effective manner, and 3) will it help provide feedback or help assess students more effectively.  I feel the blog will get students interacting in a more casual setting regarding the stories, and the Wiki will definitely facilitate collaboration.

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the course unfolded slowly

the course unfolded slowly

the course unfolded slowly

the course unfolded slowly

A good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.

When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. The same type of bonding happens in an online setting.

Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.

Quick One-Liner Hints Create open-ended questions that learners can explore and apply the concepts that they are learning Model good Socratic-type probing and follow-up questions. Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know. Stagger due dates of the responses and consider mid-point summary and /or encouraging comments Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) what you liked or agreed with or what resonated with you, and (2) a follow-up question such as what you are wondering about or curious about, etc.

As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when. Here are a few hints for closing out a course experience with style and panache. Take time to remind students of what's next and when assignments and readings are due. Announcements of this type provide a "To Do" list and schedule for the learners. And by implication this list provides a helpful "To Do" list and schedule for you. As always, it is good to post reminders and make references to the planning list in your comments. And update as you go. Plan the ending of the course experience. A well-designed ending of a course provides opportunities for reflection and integration of useful knowledge. It is also a time to wrap up positive social and cognitive experiences.

How is the learner supporting the community of learners and contributing to the overall growth of the group? We have much to learn about teaching and learning and specifically about teaching online. The good news is that in 2011 we now know much more than what we did in 1990 or even 2000. The list of references that follow are starting points for both general teaching and for teaching online.