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katespina

Lean Six Sigma: Research and Practice - 1 views

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module 4 assignment

shared by katespina on 23 Jul 14 - No Cached
  • Six Sigma stresses elements that are critical to quality, such as reducing manufacturing defects. Lean Speed strives to eliminate seven kinds of waste. What happens when Six Sigma and Lean Speed merge? You end up with faster processes and fewer defects in your business.
  • katespina on 23 Jul 14
     
    free textbook on the marriage of Lean & Six Sigma
  • katespina on 23 Jul 14
     
    this is a textbook I'll use to point my students to research materials when they are working in their group projects. I can also pull from it to use as readings in the different areas.
katespina

Systematic Improvement of Web-based Learning: A Structured Approach Using a Course Impr... - 1 views

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module 4 assignment

shared by katespina on 23 Jul 14 - No Cached
  • The Course Improvement Matrix was designed to provide a structured approach for online instructors – critical but sometimes marginalized stakeholders – to become more involved in the continuous improvement of online courses.
  • katespina on 23 Jul 14
     
    An article regarding online course continuous improvement
  • katespina on 23 Jul 14
     
    This is extremely interesting to me because it ties into continuous improvement but also the continuous improvement of online courses - something I can use both in this class as well as professionally.
Gary Bedenharn

Enhance your 3D learning experience - 1 views

www.eonexperience.com/home.aspx

teacher learning 3D organizing eaching online technology education

shared by Gary Bedenharn on 22 Jul 12 - No Cached
  • Gary Bedenharn on 22 Jul 12
     
    Another way to keep organize and create presentation for education, in 3D.
  • Erin Fontaine on 24 Jul 12
     
    This is awesome! It will be great for your Science class. If only I could think of ways to use this in a Spanish room. Maybe a 3D running of the bulls!!
Maree Michaud-Sacks

Strategies for Managing Large Online Classes - 0 views

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large online course

shared by Maree Michaud-Sacks on 07 Jun 13 - No Cached
  • Maree Michaud-Sacks on 07 Jun 13
     
    Strategies to manage large online courses
Mary Huffman

EBSCOhost: Online and traditional assessments: what is the difference? - 0 views

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online assessments

shared by Mary Huffman on 07 Jun 13 - No Cached
  • Mary Huffman on 07 Jun 13
     
    Rovai, A. P. (2000). Online and traditional assessments: what is the difference?. Internet & Higher Education, 3(3), 141-151.
Mary Huffman

EBSCOhost: Formative Assessment Techniques to Support Student Motivation and Achieveme... - 0 views

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formative assessment student motivation

shared by Mary Huffman on 07 Jun 13 - No Cached
  • Mary Huffman on 07 Jun 13
     
    Cauley, K. M., & McMillan, J. H. (2009). Formative Assessment Techniques to Support Student Motivation and Achievement. Clearing House, 83(1), 1-6.
Mary Huffman

EBSCOhost: Moving beyond subject boundaries: Four case studies of cross-curricular ped... - 0 views

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shared by Mary Huffman on 09 Jun 13 - No Cached
  • Mary Huffman on 09 Jun 13
     
    Savage, J. (2012). Moving beyond subject boundaries: Four case studies of cross-curricular pedagogy in secondary schools. International Journal Of Educational Research, 5579-88.
Mary Huffman

Validated Competencies for Distance Teaching - 0 views

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shared by Mary Huffman on 15 Jun 13 - No Cached
  • Mary Huffman on 15 Jun 13
     
    Darabi, A. B. (2006). Validated Competencies for Distance Teaching. Distance Education, 27(1), 105-122.
Maree Michaud-Sacks

Goals and Strategies of a Problem-based Learning Facilitator - viewcontent.cgi - 0 views

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cognitive presence online learning

shared by Maree Michaud-Sacks on 28 Jun 13 - No Cached
  • Maree Michaud-Sacks on 28 Jun 13
     
    list of facilitation techniques that can be used in online instruction
alexandra m. pickett

one small step for blogging…one giant leap for me - 4 views

lisamartin371.edublogs.org

lrnchat via:packrati.us edchat

shared by alexandra m. pickett on 28 May 12 - No Cached
  • Someone please explain to me the whole “hashtag” thing. PLEASE!  I feel so out of the loop!
  • I guess I just assumed that she was the exception,
  • I realize now that I was taking this, as well as all of my other skills, for granted.
  • ...16 more annotations...
  • Twitter
  • not getting feedback on my course profile or course information documents. 
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      I am still trying to figure out how to not be overwhelmed with the volume of interaction in this course. : )
    • Lisa Martin
      Lisa Martin on 25 Jun 12
       
      I realized since I wrote that how much more you have to do than usual...I can't imagine!
  • I also realized that my ideas come from a desire to incorporate social networking more into online courses. 
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      take a look at this http://www.masternewmedia.org/ning-alternatives-guide-to-the-best-social-networking-platforms-and-online-group-services/ - i think you are thinking about a social networking site. In the future you may want to consider this as a companion to your course.
    • Lisa Martin
      Lisa Martin on 25 Jun 12
       
      Thanks Alex!
  • ~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. 
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      that is the definition of "engagment"
  • “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.
  • Lisa Martin on 28 May 12
     
    I'm posting the link to my blog so that I can practice adding bookmarks to diingo
Joan McCabe

The Role of Socratic Questioning in Thinking, Teaching, and Learning - 0 views

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Socratic Method questioning thinking learning teaching

shared by Joan McCabe on 26 Jun 12 - No Cached
  • Joan McCabe on 26 Jun 12
     
    I think this is more of the article we had to read for class, but I am citing it here as there is more to it that I want to use. Describes how questions are the driving force of thought. Also describes the Socratic method in depth.
Danielle Melia

EBSCOhost: Online Education Forum: Part Two - Teaching Online Versus Teaching Conventi... - 0 views

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academic students teaching education online education online technology learning

shared by Danielle Melia on 27 Jun 12 - No Cached
  • Danielle Melia on 27 Jun 12
     
    This is the second in a series of three papers about online pedagogy and educational practice as part of the JISE "Online Education Forma." This paper deals with the question: How is teaching online different from conventional teaching? By comparing these differences along several dimensions, a set of recommended practices for online teaching emerges. This article examines issues such as online course organization and planning, teaching guidelines and constraints, relationships between students and teacher, lectures versus tutorials, and assessment of student performance. A transition is underway. The same networking and computing technology that has revolutionised global commerce, and many other facets of modem life, is now being targeted at education. Partnering the Internet with modern course management systems makes it possible for universities to offer online courscwork on a global basis. The critical task that lies ahead is to create and disseminate curricula of high quality online that students can embrace and educators can sustain. The overall objective of JISE's Online Education Forum is to examine the realities of college and university online teaching, and the processes of education using today's information technologies. The issues and insights discussed in this forum will provide educators with important tools and the understanding needed to embrace the world of online education. Reprinted by permission of the publisher.
Danielle Melia

EBSCOhost: Exploring the Impact of Web-Based Learning Tools in Middle School Mathemati... - 0 views

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academic students teaching education technology online online education learning

shared by Danielle Melia on 28 Jun 12 - No Cached
  • Danielle Melia on 28 Jun 12
     
    This study examined the impact of Web-Based Learning Tools (WBLTs), also known as learning objects, in middle school mathematics and science classrooms. Survey, qualitative, and student performance data were collected from a sample of 18 teachers and 443 students. Teachers were very positive about the learning benefits, design of WBLTs, and increased engagement of their students. Students were moderately positive about these same features. Student learning performance with respect to remembering, understanding, applying and evaluating concepts increased significantly when WBLTs were used. Qualitative data suggested that a number of students enjoyed the visual supports, ease of use, and interactivity of WBLTs as well using technology to learn. Some students noted that the WBLTs used in class were not challenging enough and that the help features and the design of certain WBLTs were deficient. Overall, it is reasonable to conclude that WBLTs, if selected carefully, can be a positive and effective learning tool in a middle school environment. Reprinted by permission of the publisher.
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