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Hedy Lowenheim

How Do I Invest? | Beginning Investing - 4 views

  • 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
       
      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
       
      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
       
      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
       
      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
       
      how will you use this resource in your course, Hedy?
    • Hedy Lowenheim
       
      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
       
      this looks great Hedy! thanks! not sure what you meant by the comment about pdfs. you should be able bookmark pdfs... : )
    • Hedy Lowenheim
       
      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
       
      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
       
      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
       
      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
       
      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
alexandra m. pickett

ETAP640 Summer 2011 Blog - 2 views

  • 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
       
      brilliant!
  • challenge!
    • alexandra m. pickett
       
      self assess!
    • Kimberly Barss
       
      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
       
      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
       
      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
       
      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
       
      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
       
      Yes! The faculty on the SLN website even said that online teaching is an addiction!
  • Blackboard
    • Donna Angley
       
      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
       
      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
       
      I had the same thought. I only hope that the computer lab is open during my class time.
    • Donna Angley
       
      Your sticky notes are usually "floating" so I never know what you're commenting on. Can you make them stationery?
    • Diane Gusa
       
      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
       
      i am really glad you did NOT drop the course!!! : ) me
  • punishment
    • alexandra m. pickett
       
      : ) 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
       
      LOVE the new theme Kim! looks great!
  • half of the requirement for this class.
    • alexandra m. pickett
       
      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
       
      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
       
      Two thumbs up!
  •   I made all of my assignments turned in to me, privately,
    • Donna Angley
       
      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
       
      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
       
      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
       
      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
       
      :)
    • alexandra m. pickett
       
      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
       
      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
       
      "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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      Do you mean the background or theme of the course, because I'd love to know how to change that.
    • Diane Gusa
       
      I am almost three times that....almost :)
    • Diane Gusa
       
      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.
Catherine Strattner

Group items tagged module 4 assignment - ETAP640 | Diigo Groups - 2 views

  • 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
  • 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
  •  
    Alex, I did complete this assignment as instructed. Not sure why you didn't see it as it is tagged appropriately... let me know if there is some issue on my end that needs to be fixed. Thanks- Catherine
Lisa Martin

"Education is the kindling of a flame, not the filling of a vessel." Socrates... - 1 views

  •  
    My most recent blog. I would LOVE some feedback on the question I posed at the end!
rhondamatrix

Dr. Seuss Went to War - 0 views

  •  
    In Module 3 of my class on "The Politics of Dr. Seuss," we will be exploring the political cartoons that Dr. Seuss and others produced during World War 2. These cartoons mostly appeared in PM, a New York newspaper, from 1941 to 1943. I discovered these cartoons in a book called Dr. Seuss & Co. Go to War, and I had planned to scan and upload cartoons from the book. But I searched in MERLOT and was so pleased to find a treasure trove of hundreds of cartoons! I can draw on these for my Powerpoint presentation to the class and direct students to this website to find even more.
alexandra m. pickett

Ian August etap 640 SuMmEr 2011 - 1 views

  • Student centered learning
    • alexandra m. pickett
       
      question your assumptions! why do you assume that "student-centered" means "teacher-less"?
  • why do I need to pay for this if I am on my own. 
    • alexandra m. pickett
       
      well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
    • Kimberly Barss
       
      I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
  • leaders. 
    • alexandra m. pickett
       
      self-assessment?!
    • alexandra m. pickett
       
      missing from every post! check the rubric!
    • ian august
       
      i did not even realize, :O
  • ...26 more annotations...
  • could not locate a link for diigo but I contacted Mimi for more info
    • alexandra m. pickett
       
      excellent! : )
  • But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
    • alexandra m. pickett
       
      I am glad that Prensky "engaged" you, but in the long run the other article would help you to better understand and serve the fauclty you work with. Theories help us frame and understand probelms systematically. I need you to think about this and to think about what "engages" you and why. So here is something to engage you. Prensky is WRONG!!! I was hoping you would find find this on your own: http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html - Steve is a friend of mine and a well-known and respected blogger. Digg into this controversy! And then come back and tell me what you think!
    • Diane Gusa
       
      I so agree. I use the polling option in my online course and was told I was the first to ever try. I believe that part of the problem is that online learning is coming from the top down, with little support.
    • ian august
       
      how do you use the polling option diane, for what type of assignments? Prof. Pickett has been telling me to let the student decide on many things, like Bill Pelz course, where the students approve each others final essays. when you say top down do you mean the teacher ruling the classing room? Because that seems to be the norm, how f2f classes run as well.
  • They use the basics like read this article and write this paper or take this quiz.
    • Diane Gusa
       
      I am a visual person and find that I don't still have a mental map of this class. I wander around quite a bit. I have developed a few shortcuts, but it is definitely a work in progress.
    • ian august
       
      The map of the class has definitley gotten better since the start, I dont know if you used angel, but we use it at our college, I dont think I can send pics through here but I will send them to you another way.
  • t took me a minute to figure out the moodle system.
    • Diane Gusa
       
      Do you like moodle better than Angel? I am disappointed in Angel's blog, so I will need to send my students to edublogs.
  • These ideas are the modern theories in action,  of the students new role in the classroom, whether online or f2f. Professor's have said in the past "this is our class", but these ideas I have mentioned are really creating an "our class" type of atmosphere where the teacher and students are more equal participants in the learning process than the traditional model of the teacher being the boss, and the student being the subordinate.
    • Kimberly Barss
       
      I agree. This is certainly a benefit of online learning. You don't have to worry, as an instructor, about who's paying attention or talking in the back or being the "disciplinarian" you can all just focus on coming together and learning as a community.
  • Randy Pausch
    • alexandra m. pickett
       
      love him. saw his last lecture a few years ago on youtube.
  • wikis's
    • Donna Angley
       
      I'm going to include a student project that also has them create and work within a Wiki. It looks to be the perfect environment for collaboration on a single document (a short story).
  • This also shows the teacher asking the student to be an active participant in their own learning,
    • Donna Angley
       
      Yes, that's what the online environment is all about...student centered social learning.
  • Every one of the teachers in Exempler courses for observation talked about they way analzye their course, sometimes when its over sometimes during, to see what worked and what did not work
    • Donna Angley
       
      We are already learning this through our use of "self assessment." I would imagine it takes a few runs through the course to work out all the kinks, and if it's a subject like science or technology where the information changes constantly, it's ever-evolving.
  • That was the role of student.
    • Donna Angley
       
      In the wake of new technology, the role of the student is changing very quickly to one of self-directed learning.
    • Diane Gusa
       
      Ah this is a philosophical stand. Many times we teach by the way we learn; however, this may not be the best for our students.
  • The Angel LMS that I am familiar with even gives he teacher the option to shut off news posts in a discussion forum so the student has only one option and that is to reply to a previous post.
    • Donna Angley
       
      That's an interesting idea, especially when there are too many discussions going on.
  • build a wiki together
    • Donna Angley
       
      I was going to have my students do the same, however, I just noticed that the course shell has an option for a Wiki...did anybody else see that? Anybody know how it works? I have since decided to give my students a choice other than to "write" a short story in small groups within a Wikispace. I'm going to allow them to recreate or interpret a short story in a multi-media fashion. Howard Gardner influenced. :-)
  • don’t show them how you do it, let them find out how it is done on their own
  • leave it up to the student to choose,
    • Donna Angley
       
      I think they will surprise you!
  • I guess I can guide, so when the students get off course I can say hey you should check this guy out, or this writer out.
    • Kimberly Barss
       
      I had an instructor last semester (Jason Vickers, if you get a chance to take a class with him, he's great! Also, he's a PhD student) who would do this exactly. He would scarcely add to our discussions as he said that oftentimes that can shut them down, but when he did it usually was to suggest that we check certain authors/theories/articles out that might help put us back on the right track.
    • Donna Angley
       
      I remember Alex suggesting something to me during the first week or two when I was a little lost. She pointed me in the right direction and that was good because I was able to focus my energies.
  • Case Study
    • Donna Angley
       
      Very good idea, because you're right...it seems like a very large amount of information that you're trying to cover. Case studies might work better.
  • Hopefully they will read the author I provide them with and than on their own they will read more articles by that author because they like him.
    • Donna Angley
       
      Perhaps you can assign one particular article, and then actually provide them with the links to 1-3 other article they might find of interest.
  • Another issue I am having is questioning if I have too much for the student to do. I really wanted them to do a group project but it seems like too much work.
    • Donna Angley
       
      Have you gone through the learning activities for each module and guesstimated how long it would take them to do? That might give you a better idea of whether it's too much. Just a suggestion.
  • letting the student do the heavy lifitng. Professor Pickett told me that it is a hard concept to implement as a teacher and I am seeing that.
    • alexandra m. pickett
       
      letting go of control of someone else's learning is a constant struggle. just keep telling yourself that it is NOT about you and what you know. It is about your students and catalyzing the passion for the topic of your course in them... they are the only ones that can do that... remember... if you do all the work, who does the learning? you have to let go and trust them to learn. That does NOT mean you are not there or that you have chaos.... you have to design it and facilitate it so that it works that way. It is a LOT of work : )
  • I am so glad I took this class. I learned so much, I feel so much more confident in my job as an instructional designer, and I feel more confident to take my skills to a new job envirnment. ANYONE HIRING OUT THERE?
  • I learned about some really important concepts for teaching online, like; -supply the students with a lot of information, module overviews, due dates, contact info, detailed explanation of how to complete assignments, rubric describing what type of work constitutes a Grade of A, B, C etc, -show your teacher presence in the course, by answering questions fairly quickly, posting in the discussion to guide, engage, provoke the student to do more research, asking for student input and using it, -Let the students do as much as possible instead of giving them everything ona silver platter. -Let students play the role of teacher in some of their assignments
  • After the first two weeks of this course, the first module, I learned so much, and grew so much more confident in my ability to work with faculty developing online courses.
alexandra m. pickett

Module 3 | Andrea's Reflections - 2 views

  • Cook until visible learning, engagement and interactivity emerge.
    • alexandra m. pickett
       
      brilliant analogy!
alexandra m. pickett

JOLT - Journal of Online Learning and Teaching - 0 views

  • 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.
  • 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)
    • Diana Cary
       
      I will also use this article in my course as a required reading.
    • Diana Cary
       
      This resource as well be a good article to show the relationship of Voicethread with student-student and student-teacher interaction. This article also ties back to Chickering and Gamson's Seven Principles.
    • alexandra m. pickett
       
      ok. got it! very good diana!! : )
  • 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
  • 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."
Irene Watts-Politza

INTIME - Integrating New Technologies into the Methods of Education - 2 views

    • Irene Watts-Politza
       
      I added the free version of RealTime through clicking on site link on one of the videos and the videos play successfully. Although Mozilla FF is not on the list of supported browsers, I was able to get MozFF to recognize the Real Time plug-in after I installed it on my hard drive.
    • Irene Watts-Politza
       
      Perhaps there are activities that can be adapted to online course environment? Click on "Go to Material", above, scroll down and click on "Database development" and select "by grade level" or "by content"
  • INTIME provides online video vignettes of PreK-12 teachers from various grades and subjects showing how they integrate technology into their classrooms using numerous teaching strategies. INTIME is the result of a PT3 program (Preparing Tomorrow?s Teachers to Use Technology). INTIME resources are useful for (1) teacher educators creating case studies; (2) pre-service teachers learning about effective pedagogical techniques; (3) in-service teachers searching for ideas and independent professional development; (4) professional developers seeking resources to demonstrate good teaching and technology integration, and (5) administrators developing teacher quality initiatives and mentoring programs.
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  • RealPlayer8 is required to view any videos
  •  
    I am considering whether to add the entire resource or just a few videos with a "for more of this ..." to my module on 21st Century Learning. What really excites me about this resource is the implications for case studies in methods courses in the B-6 program ... can even be shared with Secondary Ed and TESOL. You may want to share this with your grade level, Building Leadership Team, or your PD person. A GREAT free resource for meaningful, asynchronous tech integration training.
alexandra m. pickett

My Reflections (Gary) - 0 views

  • 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.  
    • alexandra m. pickett
       
      i would love to have you bring some of that debate into your blog or into the class discussions.
  • 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.
    • alexandra m. pickett
       
      YES!!!! but who says it can only be limited to virtual activities, videos, an online stuff? Think outside the "box" :
  • I kept falling off the second floor of the  building and running into walls,
    • alexandra m. pickett
       
      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.
  • design.
  • module 1
  •   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. 
  •  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.
  • . 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.
Celeste Sisson

Scientifi to Decimal Conversions - 0 views

    • Celeste Sisson
       
      This is a good activity for students to practice the learning objectives for my module containing scientific notation. With this students will be given random problems to solve.
  • Using the keyboard, enter your answer in scientific format, with one non zero digit before the decimal point (for example 65.3 x 107 should be written as 6.53 x 108). Press the 'x' key, and the computer will recognize that you now wish to enter the exponent of a number in scientific format. If you make a mistake, you can correct it using the backspace key.
    • Celeste Sisson
       
      These directions are perfect at explaining how students will need to enter their answer it which if not noted would have been an issue for some students.
Heather Kurto

Behavior.org | Cambridge Center for Behavioral Studies - 0 views

    • Heather Kurto
       
      The education for children with Autism is challenging, ABA to increase Verbal responses. 
    • Heather Kurto
       
      ABA takes whats inside the child and relates it to the outside world. 
    • Heather Kurto
       
      Connecting
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    • Heather Kurto
       
      I will use this in video in Module 3 "Come Talk to Me" to discuss communication in students with ASD.
  •  
    Such a great summary of an Autism Classroom. The acknowledgement of individuality is so important.
  •  
    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."
Hedy Lowenheim

Women and Wealth » Insights » Capital Acumen Online - 1 views

  • A GROWING ECONOMIC FORCE The statistics are telling. Today, women account for nearly half of the overall labor force (compared with just over 38% in 1970).1 More than 10 million businesses, or 30% of all privately held firms, are owned by women.2 Women are also managers and senior business leaders; in fact, more than 43% of women are in management roles and 24% are in senior leadership positions. They constitute more than a third of all physicians and surgeons, and nearly a third of attorneys.3
  •  
    Excellent statistics for my divorce/widowhood module. "Widowhood: Many married women will outlive their spouses. On average, women live seven years longer than their male counterparts, and women aged 65 and over are three times as likely as men of the same age to lose a spouse (44% compared with 14%).
alexandra m. pickett

My thoughts are free - 3 views

  • There are just too many posts.
    • alexandra m. pickett
       
      6 high quality posts in discussion per module (that is 3 per week) and 2 blog posts per module (one per week). You really think that is too much???
  • if the “essence” of the student can never be felt through a computer?
    • alexandra m. pickett
       
      I question your assumptions about "essence" and "attendance" and "asking questions" and "peer acknowledgement" How can you say they are missing from an online class when we have examples of all these things all over the place this class?!
  • These are essentials missing from online courses that can not be seen.
    • alexandra m. pickett
       
      REALLY?????!!!
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  • can’t be measured.In class,
    • alexandra m. pickett
       
      i know every single click you have made in my cousre. I know dates, times, quantity. I have more data on you and your attendance and participation than any f2f teacher does.
  • ask questions and further ideas discussed in class allows the teacher to know if the student is on the right track.
    • alexandra m. pickett
       
      This is not only demonstrated in the ask a question area of the course, but in the talk with the professor area, the Bulletin Board, and in the suggestion box area, not to mention the discussion area itself as well as via email. Have you not observed how i keep you on track in this course?
  • Even acknowledging that the student in class is thinking for himself and paying attention is taken into consideration by the teacher. In the classroom, discussion leaders can be acknowledge by the rest of the peers and possibly offer suggestions for them on how to stand firm in opinions and facts
    • alexandra m. pickett
       
      Don't you see how we do this with peer evaluations and the interaction and teaching presence demonstrated by students in the course?
  • how could she even know what type of personality her professor has if she has never even seen him in person
    • alexandra m. pickett
       
      Don't you have a strong sense of my personality? And what about the personalities of your classmates? Don't you hear their voices in their posts??
  • it’s worth it. I
  • This “cured” my misconception, as this course marked my first course ever taking an online course.
  • I feel amazing
Sue Rappazzo

Teaching at an Internet Distance-----MERLOT - 1 views

  • 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."
    • Kelly Hermann
       
      As a red-head, I'm just glad they didn't use the phrase "red-headed stepchild." LOL
  • 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.
  • 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?
  • "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."
  • 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.
  • 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.
  • 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).
  • 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.
  • 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."
  • 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
  • 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.
  • 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."
  • 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.
  •  
    Love the step child reference!
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  •  
    Have I not struggled with this throughout this course?!
  •  
    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!
  •  
    That body language we mentioned in discussions this week in ETAP687
  •  
    MERLOT-Teaching at internet distance
  •  
    module 4 merlot
Diane Gusa

Relational Context of Teaching - 3 views

  • He continues that we can face the future with confidence if we know how to teach ourselves, read between the subjective lines of media, process the vast amount of information that will be available, work collaboratively, and reaching for resources that will expand our capacities – for example a resource like this course!!
  • I believe that anyone can conquer fear by doing the things he fears to do, provided he keeps doing them until he gets a record of successful experience behind him.
    • alexandra m. pickett
       
      You can do this!!! You are doing this diane!!! Thank you for being brave and persisting. you just made my day!! : )
  • However, to be part of the social network and be actively involve citizens, each must become life-long learners. 
    • alexandra m. pickett
       
      ... and like it or not life is now technology mediated. No matter who you end up being "when you grow up" if you are not comfortable with technology, can't assess/evaluate information, can't find information when you need it, you will be at a disadvantage.
    • Diane Gusa
       
      I agree. I am concern for the students who are not exposed to this technology. In our district, the computer teacher was laid off, yet we kept all the coaches/sports. Adults, who are not on board with the technological needs of their students, are the ones making these decisions.
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  • Eleanor Roosevelt
    • alexandra m. pickett
       
      don't forget to self-assess!
  • I am going to give this blog a 3.
  • Teacher presence
  • June 21st,
    • alexandra m. pickett
       
      diane: the blogging assignment for module 2 was due on june 19th.
  • What I would like is to have the option of posting and assessing it as NG (no grade)
    • Donna Angley
       
      I too feel that the blog area should be a little more relaxed. I like your idea of a NG post. I'm wondering if you could create a separate "page" just for social commentary. Just a thought.
  • Finally, I carefully considers there are no place where Alex might say “can you tell me more”
    • Donna Angley
       
      It's okay if Alex asks you to elaborate a little more, that's the role of the instructor if the students aren't providing enough feedback.
  • Since our blogs are shared work-spaces, we are suppose to engage in collaborative reflective discourses,  creating a shared understanding, leading to collaborative knowledge
    • Donna Angley
       
      Yes, it has taken me a while to figure all this out as well. I never take the straight path from point A to point B. I always take the detour, but I do get there eventually :-)
  • Dewey states: “I assume that amid all uncertainties there is one permanent frame of reference: namely the organic connection between education and personal experience. (Dewey 1939:25).
    • Donna Angley
       
      Dewey was a great believer in the connection between the educational system and the social community. "It was forgotten that to become integral parts of the child's conduct and chracter they must be assimilated; not as mere items of information, but as organic parts of his present needs and aims -- which in turn are social" (Dewey). In his book, The School and Society, he talks about the deep connection between home and school, between home and work, and the importance of the school as the connector.
  • pay attention
    • Donna Angley
       
      I had a doctor describe ADD very aptly to me. He said think about your child's surroundings as radio waves. Your child is picking up every radio wave that is out there and he does not have the ability to ignore any of it. When my son was 11 he described his inability to understand things in school like this: it's like I'm looking through a window that is foggy. I can see, but it's not clear enough to make sense.
    • Diane Gusa
       
      This was a good explanation of ADD. Do you know that there is a college that is set up for ADD students? It is called Landmark College and it is a remarkable place!
  • then I go on an adventure and troll through the internet and my books to satisfy my desire to learn. I continue, immerse in my hyper-focus state of mind, until I feel that I have a deep understanding of whatever I am exploring.
    • Donna Angley
       
      This is a good thing; it's what online learning is all about. I realize it's probably frustrating to you because you focus so intensely on what you're doing, but I definitely see your presence in this course, so I wouldn't worry that you're not interacting enough. Just for the record, 12 posts is difficult for me as well when you consider how much research goes into each one.
  • I will investigate and use group Wikis
    • Donna Angley
       
      I've decided to have my students use Wiki as well for a group project. I think it will be a good learning activity and will give them the opportunity to collaborate outside of the forum. They will be writing their own short stories in small groups.
  • detailed rubric
    • Donna Angley
       
      I need to create a rubric for my "Book Club" forum. Any suggestions for where to start? Do I reinvent the wheel, or are there sites that have pre-fabricated rubrics that can be tweaked to fit my needs?
    • Diane Gusa
       
      Hi Donna, Whenever youi can do not reinvent the wheel. I am going to post either today or tomorrow a post on building a rubric. First I need to see what Alex wants us to do
  • plan on using Alex’s rubric for my instructional design,
    • Donna Angley
       
      Can we do this, just borrow a rubric from somebody else? That would be awesome, but I don't want to plagarize anything.
    • Diane Gusa
       
      I prefer to think I synthesize....I always search the internet for "ideas" for my rubrics and course syllabi.
    • ian august
       
      Hey diane, sometimes I never know when I am ready to write. I thought I had the pattern down. Read the material, take notes, reflect and research on what interests or inspres me, but this module I was not ready to blog and i started writing something, and some crazy stuff just came out. It might have been the two best blog posts of the semester. 
    • ian august
       
      Give this women a thousand points for quoting me :)!!
    • Diane Gusa
       
      Yes Ian I have learned much from you all. I also could use the 1,000 points! :)
    • ian august
       
      While i agree with you I think I would not push myself sometimes if I wasnt forced. I might have chosen to slack instead of worked when I was tired or busy with life.  Do you think you can use different models of teaching with different students in the same class?
    • Kimberly Barss
       
      I agree with Ian...it reminds me of doing sports in high school. If my coach didn't push us harder and harder we wouldn't ever have been successful! Alex is our coach and we can either choose to step up to the plate and work our butts off or we can sit on the bench and let the game, or in this case the learning, pass us by!
    • Kimberly Barss
       
      On a side note, I loved kung fu panda!!
  • I am saddened and concern for the positivist, behaviorist methods she employs and models. I
    • Donna Angley
       
      I don't understand this comment.
    • Diane Gusa
       
      This was base on reading only half of the rubric...
  • poor grade.
    • Donna Angley
       
      This is the second time you've brought up this issue. The way I see, Alex is the instructor, and she has designed a course with rubrics. I really don't see that the rubrics are that difficult to understand. I understand you wanting to get an "A" but if you want the "A" you have to work hard for it. If your life circumstances prevent you from doing what she considers the fair amount of work, that's not her problem. I don't feel an instructor should change the syllabus or rubrics for every student that complains about the work load, unless the instructor has received numerous complaints. I think that perhaps you have a lot on your plate right now, atleast that's the feeling I get from reading some of your posts. I can understand that, I've been through a lot myself this semester. However, it's unfair to expect Alex to change the point system just for you. May I suggest something: Clearly you are a hard working student, but circumstances are obviously preventing you from putting in the amount of work needed to earn an "A." Just accept that and work toward a "B" which is a perfectly acceptable grade. Take the pressure off of yourself. It's just a grade. A year or two from now it won't matter. All that will matter is that you learned about online teaching and came away with a robust course that you can teach. I think that's a good deal.
    • Diane Gusa
       
      Donna My comment is a pedagogical one and not an attack on Alex. The point I may not be making clearly, why the number 12? I am not the only student who has stated that a post takes several hours. Does Alex require this? No. Why I take this time is because of the quality I expect to bring to the discussion forum. I was not posting prior knowlege, but new understandings. Learning takes time and the #12 does not seem to recognize this time. I again do not see "choice" in this rubric. I agree the knowlege is the goal, and I have no problem with what I have learned and will continue to learn. However, with the exception of the last grading I have not gotten a "B" but failed every discussion forum except the last. Yes I was teaching a summer online course. I also have home responisblilites. These were stresses, but not obstacles. According to the expectations we were expected to do ~ 45 hours in class work and 100+ hours building our course. I don't know about you but the class work I have done over 150 hours just in class work. Finally, why do I bring this argument up for a second time. It is not for Alex to change; but for you all in this class to not simply copy and use Alex's rubric in your own courses. That is why I speak out.
    • Diane Gusa
       
      Again if I had scrolled down I would have seen that 12 posts were not required.
  • In the future I will build my course off line,
    • Donna Angley
       
      Good idea!
  • 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!!!!!!  
    • Donna Angley
       
      I guess that's what it's all about in the end. I'm not sure all online students understand this concept when they first delve into it. I've actually added a resource that explains the generalities of social learning theory and the students part in it.
  • Alex, my  Shifu, has diligently pushed me down the road of online pedagogy. There were many times when I landed hard and bounced a few times. However, just like the panda, I too will become capable in my bumbling ways. I too realize there is no secret ingredients in 21st century teaching….it still is best practices in education with technology embedded in it.
    • alexandra m. pickett
       
      i TOTALLY LOVE this image : ) thank you! : )
  • I have changed in many ways as a result of this class. I am now and will continue to be a blogger, and use blogs  as one way to facilitate learning for my students. I understand the Community of inquiry approach, and have now created a rubric for my discussion forums that reflect the elements of teacher, cognitive, and social presence. I was fortunate to be teaching online as I took this class, and I observed my discussion forums going from conversations to dialogue that exhibit depth of learning. I have observed the pedagogy of my professor and will incorporate similar ways of interacting with my students, using the tools that web 2.0 affords me. I have moved from having little enthusiasm for online learning to embracing it as an essential medium for learning.  
  • 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.
  • ulnerability, especially with the knowledge that their efforts will be evaluated by their instructor.
Gary Bedenharn

7.3.3.pdf (application/pdf Object) - 0 views

  •  
    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.
Anne Deutsch

Wikipedia: Beneath the Surface - 0 views

  • This work is licensed under a Attribution-NonCommercial-NoDerivs 3.0 United States
    • Anne Deutsch
       
      Good - no barriers to use
  • focuses on questions such as "what is a wiki?" "How does information get into Wikipedia in the first place?" and "Who creates it?"
    • Anne Deutsch
       
      Not only does it focus on questions, it encourages students to "dig deeper" - tying into two of our course themes!
    • Anne Deutsch
       
      This is a great video for my "working knowledge" section - it helps students understand both the benefits and drawbacks of Wikis and how to best use wikipedia for academic research.
kevin volo

Fostering Creativity | Rubrics 3: Creativity - 0 views

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    Fostering Creativity | Rubrics 3: Creativity
diane hamilton

running records 3: coding a running record part 3 - YouTube - 0 views

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    One of five videos to use in the Teacher Training Center to help students learn how to code running records assessments by demonstrating it clearly.
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