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ian august

Startup Advice for Online Education - 0 views

proquest.umi.com/pqdweb

online learning education teaching advice

shared by ian august on 02 Jun 11 - No Cached
  • Matthew Wicks, who runs a Chicago-area consulting firm specializing in helping schools and districts tap into the potential of online learning.
  • He was a co-founder of the Illinois Virtual High School.
  • "Understanding why you're creating the online school is really, really important
  • ...4 more annotations...
  • thoughts and needs of the staff, parents and students should come into play in any serious discussion, he says. "The best online programs I've seen do a great job of bringing in all those participants from the very beginning so they have ownership," Wicks says.
  • many teachers were worried the coursework wouldn't be up to par and that computerbased instruction would ultimately hurt district teachers
  • Promising Practices in Online Learning."
  • While iNACOL remains the largest national organization advocating for online learning, several others can offer help to districts looking to launch virtual programs. These include the Southern Regional Education Board (www.sreb.org) the Virtual School Clearinghouse (www.vsclearinghouse.com) and numerous proprietary vendors
  • ian august on 02 Jun 11
     
    things you need to know, groups that offer advice
Maria Guadron

Best Practices in Online Teaching - 0 views

cnx.org/latest

Module 4 assignment best practices online teaching

shared by Maria Guadron on 24 Jul 12 - No Cached
  • This course provides practical strategies and pedagogical advice for instructors teaching in an online environment.
  • Maria Guadron on 24 Jul 12
     
    " By Larry Ragan" This course provides practical strategies and pedagogical advice for instructors teaching in an online environment.
  • ...1 more comment...
  • Maria Guadron on 24 Jul 12
     
    Excellent resource from Merlot by Larry Ragan! Course in best practices in online teaching.
  • alexandra m. pickett on 24 Jul 12
     
    Glad you found this!!! : )
  • Lisa Martin on 24 Jul 12
     
    Awesome!
Gary Bedenharn

10 Principles of Effective Online Teaching: Best Practices in Distance Education - Facu... - 0 views

www.facultyfocus.com/...ractices-in-distance-education

online best practices practices distance education faculty

shared by Gary Bedenharn on 24 Jun 12 - No Cached
  • Gary Bedenharn on 24 Jun 12
     
    Teaching online advice.
alexandra m. pickett

Twitter Chat with Inside Online Learning » Online College Search - Your Accre... - 0 views

www.onlinecollege.org/at-with-inside-online-learning

onlinelearing lrnchat IOLchat via:packrati.us edchat

shared by alexandra m. pickett on 24 Jul 12 - No Cached
  • alexandra m. pickett on 24 Jul 12
     
    #IOLchat today on "creating a new online course" http://t.co/DzWyMrvP today at 12pET! #onlinelearing #edchat #lrnchat RT @Melissa_Venable: Are you creating your first online course? Have advice to share? Join me for an open discussion today: #IOLchat htt ...
Danielle Melia

EBSCOhost: Creating Effective Student Engagement in Online Courses: What Do Students F... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...pdfviewer

student-centered learning TEACHING online engagement student

shared by Danielle Melia on 16 Aug 12 - No Cached
  • Danielle Melia on 16 Aug 12
     
    While this paper set out to discover what activities and/or interaction channels might be expected to lead to more highly engaged students, what it found was a bit different. After first creating a scale to measure online student engagement, and then surveying 186 students from six campuses in the Midwest, the results indicate that there is no particular activity that will automatically help students to be more engaged in online classes. However, the results also suggest that multiple communication channels may be related to higher engagement and that student-student and instructor-student communication are clearly strongly correlated with higher student engagement with the course, in general. Thus, advice for online instructors is still to use active learning but to be sure to incorporate meaningful and multiple ways of interacting with students and encouraging/requiring students to interact with each other. (Contains 4 tables.)
Catherine Strattner

a_series_of_unfortunate_online_events.pdf (application/pdf Object) - 1 views

ualbany.mrooms.net/..._unfortunate_online_events.pdf

online teaching

shared by Catherine Strattner on 15 Jun 12 - No Cached
  • Catherine Strattner on 15 Jun 12
     
    Assume nothing! Excellent advice for new online instructors.
  • ...4 more comments...
  • Catherine Strattner on 17 Jun 12
     
    "Explicit orientations to each module with due dates, time frames, and details about what the module contains, as well as redundant, clear, explicit expectations and instructions are necessary to ensure students are at all times well oriented to the content, activities, and tasks in the course."
  • Catherine Strattner on 17 Jun 12
     
    "My best advice the first time through is -- keep it simple. Go for vanilla the first time and work your way up to rocky road. : )"
  • Amy M on 18 Jun 12
     
    Course Reading
  • Gary Bedenharn on 19 Jun 12
     
    What things to think about when designing an online course.
  • Catherine Strattner on 22 Jun 12
     
    Quoted with regard to the 24/7 faux pas.
  • Catherine Strattner on 23 Jun 12
     
    Many common threads with the Ragan article.
Anne Gomes

Davidson, G. & Burnak, M. E. (2005). Time management for online instructors - 0 views

www.vcu.edu/...OC0510.pdf

effective teaching online

shared by Anne Gomes on 22 Jun 12 - No Cached
  • Anne Gomes on 22 Jun 12
     
    Newsletter with advice on best practices for teaching online.
lkryder

The Hitchhiker's Guide To Internal Linking Strategy - 0 views

searchengineland.com/ternal-linking-strategy-158059

links web design linking navigation

shared by lkryder on 20 Jul 14 - No Cached
  • think more about how your users navigate websites, and consider which information they would find valuable based on their current location. Is the information on Page A related to Page B? Would someone reading Page A also want to read Page B?
  • In general, e-commerce sites do this really well
  • The result is an internal linking structure that is intuitive to users and that naturally prioritizes the most important pages for the most relevant keywords.
  • lkryder on 20 Jul 14
     
    A nice overview of how to think about internal linking in web design. although this advice is presented for Search Engine Optimization, it also helps us think about how and why we use links to navigate - including prioritization of content
Melissa Pietricola

What are the effects of cyberbullying? | Cyberbullying | Teacher advice | Teachtoday - 0 views

www.teachtoday.eu/...-effects-of-cyberbullying.aspx

cyberbullying

shared by Melissa Pietricola on 13 Aug 10 - Cached
  • Affecting your performance and attendance at school Causing stress and affecting your health Affecting your professional reputation and career Marginalising certain groups Fuelling prejudice in areas such as race, religion and sexuality Leading to suicidal thoughts
  • Melissa Pietricola on 13 Aug 10
     
    cyberbullying impacts
James Ranni

writing and keeping journals - a guide for informal educators, project workers and teac... - 0 views

www.infed.org/...keeping_a_journal.htm

shared by James Ranni on 27 Jul 09 - Cached
  • James Ranni on 27 Jul 09
     
    Some good advice for constructing journals
alexandra m. pickett

The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 3 views

irenewp.edublogs.org

lrnchat via:packrati.us edchat learning education teaching

shared by alexandra m. pickett on 23 Jun 12 - No Cached
  • “You are interacting with one single individual at all times.  There is no ‘class’ …”
    • Lisa Martin
      Lisa Martin on 23 Jun 12
       
      Thinking about this really helped me redesign my course profile :-)
  • “Design a course with the student perspective, one who has never taken an online course before” (Pickett, What Works?).
    • Lisa Martin
      Lisa Martin on 23 Jun 12
       
      Great advice! I have a hard time sometimes with this, because there's part of me that also wants to design it for someone who not only hasn't taken an online course, but perhaps isn't very tech savvy :-)
  • I must find a balance, however, in order to complete the necessary tasks well so I can savor the doing of those that have salience.
    • Lisa Martin
      Lisa Martin on 10 Jul 12
       
      I need to find balance myself. I think the only reason the way I'm doing things right now is ok is because I live alone. I will eventually have a family, and I want to be an online instructor...I will certainly need to figure this out!
  • ...26 more annotations...
  • I realized that the online environment is actually a type of classroom; is that why course language includes such terms as “area”, and “room”?
    • alexandra m. pickett
      alexandra m. pickett on 23 Jul 12
       
      e u r e k a ! ! !
  • The resulting ah ha moments became the core of my entry …
  • One activity that I am especially excited to observe is the students tweeting from their placements when they make a course- to- practice connection.
    • Lisa Martin
      Lisa Martin on 23 Jul 12
       
      great idea!
    • Maria Guadron
      Maria Guadron on 24 Jul 12
       
      AWESOME idea! Love it.
  • How am I simultaneously learning how to be an online student and instructor?
    • Lisa Martin
      Lisa Martin on 23 Jul 12
       
      Great way to think about it
  • Something that has been proven to work is frequent, immediate instructor feedback.
    • Lisa Martin
      Lisa Martin on 23 Jul 12
       
      This is a HUGE difference I notice between Alex and other instructors. She has definitely built her social presence with me this way. Her podcast on my learning activities was an eye opener for me. It made me feel so good that she had ACTUALLY looked at my work! I have often wondered if other teachers REALLY did that.
  • Aug 04 2012
  • Reflecting on the online course design process, I realize I have made a tremendous transition from first-time student to instructor in the space of one semester. What I have learned about myself is that I have an affinity for designing in the online environment. 
  • I am technology-proficient.
  • While I am not yet a full technophile, I am surely no longer a technophobe!
  •   I so deeply enjoyed the reading and studying portion of this course … it opened a new world of theory to me, made more exciting by the historic proximity of the leading researchers in the field. 
  • I kept telling myself, “You need the experience if you want to be an instructional designer!”
  • So, reflection has proven its worth yet again:  reflecting on my work in designing EED406 thus far is proof that research-based best practice works.
  • discussion is the heart of online learning. 
  • students’ learning is demonstrated through the vehicle of discussion.  
  • blog posts are personalized records of learning, thinking, and being. 
  • It is not about what the instructor wants to hear, it is about hearing the student’s articulation of what is being learned that is essential to evaluating the content of a blog post.
  • Through trying to be “fearless” about using technology, as Alex advises, I have come to learn that confidence is something that one must exercise in all spheres of the online environment.
  • we can not help but to teach when we learn and to learn when we teach.
  • “As iron sharpens iron, so a friend sharpens a friend.” This is certainly true of discussion forum.  We learn with and for each other: as  you learn, I learn. 
  • (Think Twitter, Irene!) 
  • It causes me to reflect on the similarities between online and physical communities, something I had not thought of before.  Could it be that we really are, slowly and steadily, growing into a genuine community?
  • I am a student whose understanding of connectivism and heutagogy is being developed experientially through taking this course.
  • Teaching presence also involves anticipating students’ needs based on monitoring progress and being ready to find that perfect something to support the student’s learning.
  • I have spent my academic life I believing that I have to ‘go it alone’, since I walked home from school alone the first day of first grade.  Strangely, this course, in which I spend so much time alone, is teaching me that I don’t. 
  • complaints, above, I think about the layout of the course; if it’s too many clicks away or the explanations aren’t clear, students become anxious, lose interest, and possibly
  • I just finished what may be my last discussion post for ETAP640. As I went through the post process, I was cognizant of each step: read your classmates’ posts; respond to something that resonates within you; teach (us) something by locating and sharing resources that support your thinking;  include the thinking and experiences of classmates; offer your opinion on what you are sharing; cite your resources for the benefit of all; tag your resources logically.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jan 13
       
      hi irene!
  • alexandra m. pickett on 23 Jul 12
     
    Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
Erin Fontaine

Teaching Students with Special Needs: Advice for Teachers (Grades K-12) - TeacherVision... - 0 views

www.teachervision.fen.com/...48460.html

shared by Erin Fontaine on 24 Jun 12 - Cached
  • A learning disabled student …
  • Use these appropriate strategies with learning disabled students:
  • Present tests and reading materials in an oral format so the assessment is not unduly influenced by lack of reading ability.
    • Erin Fontaine
      Erin Fontaine on 24 Jun 12
       
      You could try using voice to text service, set up chat sessions, even meet in person to conduct evaluations
  • ...7 more annotations...
  • frequent progress checks.
    • Erin Fontaine
      Erin Fontaine on 24 Jun 12
       
      Great way to utilize the Act. Report feature in Moodle
  • immediate feedback
  • Make activities concise and short
  • Learning disabled youngsters have difficulty learning abstract terms and concepts. Whenever possible, provide them with concrete objects and events—items they can touch, hear, smell, etc.
    • Erin Fontaine
      Erin Fontaine on 24 Jun 12
       
      This will be my hardest, how do you accomodate everyone, with every thing they need?
  • provide specific praising comments that link the activity directly with the recognition
  • offer information in both written and verbal formats
  • Create an atmosphere in which a true “community of learners” is facilitated and enhanced.
Irene Watts-Politza

Using Facebook to build community in large college classes (essay) | Inside Higher Ed - 1 views

www.insidehighered.com/...ty-large-college-classes-essay

shared by Irene Watts-Politza on 16 Jul 12 - No Cached
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Uh oh ... this is how it starts ... he'll be an online teacher within two semesters!
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Such affinity for promoting teaching presence!
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      The future of the public university ...
  • ...9 more annotations...
  • It is definitely not for everyone -- you must be committed (especially time-wise) to using it. But knowing that you and your hundreds of students are finally seeing eye-to-eye is worth the effort!
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      We must be passionate about what makes our students passionate.
  • The success of Fb described above, as well as survey data I collected showing positive reactions to the Fb group, will lead to my continued use of this technology.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Collecting feedback to improve future course iterations ... another example of using data to effect best practice.
  • After all the years of teaching these “mega-sections” and with the tough financial situation of my state university it was clear that this type of class was not going away.
  • I was hoping to include something that would add a greater sense of community to the class, something that everyone in the class could use to better connect to one another.
  • I knew the data about how many college students were on Fb, but would students be willing to spend some of their valuable Fb time communicating within a Fb group for a college course? Also, would I be willing to become an avid Fb user, following the flow of communication several times a day? It did not take long to learn that the answers to these questions was “Yes,” and that I had reached my goal of facilitating a sense of community. Although joining the Fb group for the course was not required, a little over 80 percent of the class became members of the group.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Roughly equivalent to 76% student satisfaction rate Alex and colleagues found regarding student satisfaction with high levels of student/instructor interactivity.
  • Moreover, the students essentially ran the group.
  • These included everything from asking for notes, getting clarification on points made in lecture, posting videos and images that pertained to class material, forming study groups, noting relevant events on campus, and congratulating class members on specific accomplishments.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      This makes me wonder how to increase the visibility of the "Bulletin Board" or "Faculty Lounge" course areas.
Gary Bedenharn

Plagiarism - 2 views

library.csusm.edu/...index.html

module 4 assignment Plagiarism teaching online

shared by Gary Bedenharn on 17 Jul 12 - Cached
    • Danielle Melia
      Danielle Melia on 17 Jul 12
       
      Love that this is a simple explanation of plagiarism for students to understand.
    • Danielle Melia
      Danielle Melia on 17 Jul 12
       
      I am going to use this as a recommended site to explore in the module for learning how to create citations. 
  • Students know that putting their name on a paper written by someone else is plagiarism, but they are less clear about when to give credit to others for ideas included in their papers. This site attempts to clarify what actions are considered plagiarism and provide techniques for avoiding them.
    • Danielle Melia
      Danielle Melia on 17 Jul 12
       
      This is so important
    • Gary Bedenharn
      Gary Bedenharn on 20 Jul 12
       
      This is good advice for people that are not sure they are actually plagiarizing someone's work.   
Catherine Strattner

Reading Online - Articles: Exploring an Approach to Online Instruction - 0 views

www.readingonline.org/...many

scaffolding online instruction

shared by Catherine Strattner on 04 Jun 12 - No Cached
  • One study explicitly examined the quality of the discourse environment in an online literacy course at the graduate level in a teacher education program (Many, Howrey, Race, Pottinger-bird, & Stern, 2001). The authors noted that with deliberate scaffolding by the instructor and teacher-leaders, students developed a strong support community, provided mentoring and advice, and collaborated with colleagues. In addition, research has focused specifically on the nature of scaffolding that occurred in an online reading assessment course (Many, Bates, & Coleman, 2002). In that study, bulletin board postings included support from both the instructor and the class members and focused on the use of technology; clarification of assignments; strategies for learning online; understanding, assessing, and teaching literacy concepts; and understanding general concepts in education. Online scaffolding processes included modeling, supplying information, clarifying, assisting, questioning, prompting, focusing attention, encouraging self-monitoring, and labeling/affirming.
  • Instructional scaffolding of course content in online conversations. Instructional scaffolding took place in the highly individualized and elaborative e-mail feedback given by the instructor for all course assignments. An analysis of all such correspondence between the instructor and the members of the focus group revealed the following four categories related to scaffolding: Affirming Probing Providing explicit instruction Clarifying
  • Catherine Strattner on 04 Jun 12
     
    Addresses various uses of scaffolding in online instruction.
  • Catherine Strattner on 04 Jun 12
     
    This article provides examples of online instructional scaffolding.
diane hamilton

Voki - 0 views

blog.voki.com

voki teaching technology

shared by diane hamilton on 02 Jun 12 - Cached
    • diane hamilton
      diane hamilton on 02 Jun 12
       
      See the post fro May 15th for interesting applications of Voki.
  • Avi was developed to welcome, guide, encourage and give advice on study skills
  • diane hamilton on 02 Jun 12
     
    interesting applications of Voki
alexandra m. pickett

I am a high school librarian continuing my education to keep my library updated with tr... - 2 views

dsmelia.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • introduction post counted (which apparently it didn’t) that now I am behind.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Most initial posts are personal opinion/social and so don't generally get high ratings according to the rubric. I like to give you the first couple of posts as low pressure intros so that you can get the hang of the rubric and my feedback.
  • I did that wrong too
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      my hope is that you will push through your feelings and look to see what insight you can gather that will help you succeed as a student and as an educator.
    • Danielle Melia
      Danielle Melia on 12 Jun 12
       
      I'm trying but just when I feel like I have a grip I realize I did something else wrong!
  • I enjoyed being able to observe the exemplary courses also.
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      what did you learn from your observations?
  • ...11 more annotations...
  • The cool thing is that I was able to show him some things that Alex showed me that he didn’t know, I looked like a rock star:)
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      that is awesome!
  • I know it hasn’t been utilized much or for a long period
  • research
  • Research is a difficult topic to entice high school student with.
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 12
       
      question that assumption
  • I think the digital age is reducing the amount of human interaction and students are losing out on the social aspects of school.
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 12
       
      question that assumption
  • online learning in k-12 students
  • part.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      self assess!
  • am having a hard time picturing my unenthusiastic, too cool for that, high school students being responsible enough to take an online course.
  • community.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      There are guiding questions for these reflections that i don't see in your posts for this module and you need to self assess.
  • August 4, 2012
  • Right now I am very frustrated. I have tried very very hard to listen to all of Alex’s comments throughout the semester and make changes based on her criticisms. My course when reviewed needed a lot of work but she expressed being frustrated that I didn’t take her advice when I am always careful to do that. I am not sure if I misunderstood or maybe it was the way things were worded. She had mentioned changing the names of my module’s during one of the previous assignments but in my course review she said she was frustrated because I didn’t listen about changing names of discussions and forums, when in fact, I changed the names of the modules like we had discussed. We never discussed discussion or forum names. I think these issues are issues that need to be addressed when learning about teaching online. Without having a face to face discussion misconceptions are not always cleared up right away and could cause problems later.
Amy M

Motivating Your Students: Teaching Advice & Tips (Grades K-12) - TeacherVision.com - 0 views

www.teachervision.fen.com/...48452.html

shared by Amy M on 20 Jun 12 - Cached
  • Offer differentiated instruction. Be aware that you'll have students of differing abilities in your classroom. Don't make the mistake of crafting a single lesson for everybody—without taking into consideration the different ability levels.
  • Students should have multiple opportunities to set their own academic goals.
  • trust and respect
  • Amy M on 20 Jun 12
     
    motivating students with flexible learning
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