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alexandra m. pickett

ETAP640amp2012: How am I doing it in this course? And how are you doing it? - 0 views

ualbany.mrooms.net/...discuss.php

shared by alexandra m. pickett on 16 Jul 12 - No Cached
  • That brings me to my first question for Alex: Was our reaction typical? In other words, do students normally begin the course feeling the way we were feeling? 
  • Were the VoiceThread introductions and the “opening” of the course two weeks prior to the actual start date a means for getting some specific information about who we would be as your students? Also, did you use this information to make any alterations to the course?
    • alexandra m. pickett
      alexandra m. pickett on 16 Jul 12
       
      Opening the course 2 weeks before is a good practice on a number of fronts... one it gives the early birds something to do, it helps students work through technical difficulties prior to the start of the course, it helps students decide if the course is for them AND it gives me some preliminary view of the students who may be part of the class community that term. It also really helps me prep by knowing what the background is of the students, what their expectations are, and what their disciplines are. I can begin to collect and tag resources based on the interests, expectations, and disciplines of the students.
Amy M

Through the Open Door: Open Courses as Research, Learning, and Engagement (EDUCAUSE Rev... - 0 views

www.educause.edu/...209320

shared by Amy M on 05 Jun 12 - Cached
  • A massive open online course (MOOC) is a potential byproduct of open teaching and learnin
  • Although courses are under pressure in the "unbundling" or fragmentation of information in general, the learning process requires coherence in content and conversations. Learners need some sense of what they are choosing to do, a sense of eventedness.5 Even in traditional courses, learners must engage in a process of forming coherent views of a topic.
  • The community-as-curriculum model invert
  • ...2 more annotations...
  • the position of curriculum: rather than being a prerequisite for a course, curriculum becomes an output of a course.7
  • Roles of Educators in Online Courses
  • Amy M on 05 Jun 12
     
    A research article about best practices in open education
alexandra m. pickett

Notes to Self - 1 views

tjbianchi.edublogs.org

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

One Step at a Time- Lauren D. - My journey through ETAP 640 - 1 views

lmd4242.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • dig deeper.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Lauren: you are almost there!!! what did you learn? how did you learn it? how do you know you learned it? what was it about the questions that made you dig deeper. what points were bought up about student-centered learning, meaningful discussions and writing intensity and enriched course materials? what did you learn about your classmates? make your thinking and learning visibile to me here. REFLECT!! add links to support your assertions and make your content more engaging. Think about the reader. think about your voice. engage me! did you see my reply to your comment on someones blog about ADDIE ? try to find it. (ask rob what i think about ADDIE : )
    • diane hamilton
      diane hamilton on 08 Jul 12
       
      Sounds you have been very thoughtful in your approach to setting up your course.
  • Using YouTube, we learn that people all over the world can connect and share ideas, but it has become way more of a teaching tool. People are using this to reflect on themselves and the world around them. One student mentioned how they saw this as an inner thought process: how others would perceive them and how the conversation became inner-mediated. With the activities that we have in the course, the discussions, and blogs we learn to become self-sufficient learners. Not only through the reflective process, but in the activities geared towards the process of learning and why it is important to learn and help each other learn.
  • ...3 more annotations...
  • I believe if I didn’t have this opportunity to reflect, it would have been a thought but I would not have acted on it. At first I thought blogging and journaling was just busy work and I wasn’t too excited to do them, but I have found great benefit from thinking about how I learn, why I learn and how I can use this to improve my contributions as an educator and student and that deflated feeling is going away with every week that passes and it is renewing my faith in education and where it is headed.
  • The course was developed in a way that the harder you work and the more you participate the better the experience and the more you will get out of it. I can guarantee that all of us were nervous and scared the first time we entered this course. The first day we knew that it was going to be a challenging, but we have made it to the end with a lot of rewarding experiences and a lot of lessons learned along the way.
  • Being a students and feeling like my work is getting noticed and valued is a tremendous boost in wanting to participate in the course and in my course design.
alexandra m. pickett

PBL: Teaching Online - 0 views

pbl-online.org/...design.htm

shared by alexandra m. pickett on 14 Jun 12 - Cached
  • This section of the Teaching Online Guide focuses on course planning and design. While many of the ideas and strategies are generic the main focus will be on the PBL online course. Included within the course design section is information about the phases of planning an online course, software for online teaching, using multimedia, teaching strategies, and assessment for online instruction. In general, the design of an online course entails four main realms. These are the people involved (who), the content (what), the teaching strategies and software tools (how), and the location of the course (where). The course design pages on this guide address aspects of these realms and the associated design elements. Scroll your mouse over the diagram to the right to see how everything fits together.  
Diana Cary

Edwige Simon, PhD | Educational Technology Consultant, Denver/Boulder metro area, Color... - 0 views

edwigesimon.com

voicethread module 4 assignment audacity glogster voki

shared by Diana Cary on 22 Jul 13 - No Cached
  • Technology workshops for Language Teachers
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      Sticky note....I do not understand why they are not showing for our instructor.
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      I only tagged those tools that I am interested in using in my online course but there are many other tools and sinc ethis is a blog it is updated frequently.
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      I only tagged those tools that I am interested in using in my online course but there are many other tools and since this is a blog it is updated frequently. Also they have put a creative commons license on this blog so anyone can use the information in their own courses as long as they give credit to the author of the Blog.
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      Wow I hit the jackpot here in Melot. This blog has links out to how to manual for many of the tools I want to teach in my online course. I cannot highlight the links but I encourage those of you who are interested in learning web 2.0 tool to visit this blog. It's quite informative.
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      I plan to use some of the tutorial guides as recommended resources in my course.
  • Resources on hybrid/blended course(re) design
  • In 2012, 32% of all higher education students are now taking at least one online course
  • ...4 more annotations...
  • Voicethread 1/1 (Go to post) Voicethread 2/2 (Go to post)
  • Voki (Go to post)
  • Audacity (Go to post)
  • Glogster (Go to post)
Alicia Fernandez

TOWARDS AN EFFECTIVE USE OF AUDIO CONFERENCING IN DISTANCE LANGUAGE COURSES - 0 views

llt.msu.edu/...default.html

distance language learning audio conferencing audio graphic conferencing

shared by Alicia Fernandez on 19 Jun 14 - Cached
  • Alicia Fernandez on 19 Jun 14
     
    In order to respond to learners' need for more flexible speaking opportunities and to overcome the geographical challenge of students spread over the United Kingdom and continental Western Europe, the Open University recently introduced Internet-based, real-time audio conferencing, thus making a groundbreaking move in the distance learning and teaching of languages. Since February 2002, online tutorials for language courses have been offered using Lyceum, an Internet-based audio-graphics conferencing tool developed in house. Our research is based on the first Open University course ever to deliver tutorials solely online, a level 2 German course, and this article considers some of the challenges of implementing online tuition. As a starting point, we present the pedagogical rationale underpinning the virtual learning and teaching environment. Then we examine the process of development and implementation of online tuition in terms of activity design, tutor training, and student support. A number of methodological tools such as logbooks, questionnaires, and observations were used to gather data. The findings of this paper highlight the complexity of the organisational as well as the pedagogical framework that contributes to the effective use of online tuition via audio conferencing systems in a distance education setting.
alexandra m. pickett

My thoughts are free - 3 views

2kool4skool2014.edublogs.org

shared by alexandra m. pickett on 28 Jun 14 - No Cached
  • There are just too many posts.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      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
      alexandra m. pickett on 28 Jun 14
       
      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
      alexandra m. pickett on 28 Jun 14
       
      REALLY?????!!!
  • ...7 more annotations...
  • can’t be measured.In class,
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      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
      alexandra m. pickett on 28 Jun 14
       
      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
      alexandra m. pickett on 28 Jun 14
       
      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
      alexandra m. pickett on 28 Jun 14
       
      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
Danielle Melia

Interaction in Online Courses: More is NOT Always Better - 2 views

www.westga.edu/...Grandzol_Grandzol132.html

interaction courses education learning teaching online technology

shared by Danielle Melia on 18 Jun 10 - Cached
  • Francisca Capponi on 18 Jun 10
     
    "Interaction in Online Courses: More is NOT Always Better"
  • Joy Quah Yien-ling on 19 Jun 10
     
    Very interesting hypothesis and findings. Makes you think. Left readers dangling - did not follow up with reasons why more interaction is not always better. A qualitative investigation after the quantitative findings would have provided some insights. Good literature review, but all in favor of interaction! More studies needed to lend support to the findings. A meta-analysis would be valuable.
alexandra m. pickett

Reflection - where am I? | Kelly's Reflections for ETAP 687 - 0 views

etap687kelly.edublogs.org/...reflection-where-am-i

shared by alexandra m. pickett on 07 Aug 10 - Cached
  • where am I?
    • alexandra m. pickett
      alexandra m. pickett on 07 Aug 10
       
      hi kelly - i am also interested to know where you are regarding our course and your course. these were the questions for this reflection period " After conducting your own course review of your own online course, where are you in terms of completion of your online course? How are you doing? What do you need to complete your online course? What have you learned so far about yourself during this process? What has been the most surprising thing you have learned so far? What thoughts do you have about moving from theory (social, cognitive and teaching presence) to practice (building it into your online course)?" Also, you have neglected to self assess based on the rubric.
Joe Walker

Gathering Feedback on Teaching and Learning - 0 views

www.utexas.edu/...getfeedback

course design evaluation feedback questionnaires questions student

shared by Joe Walker on 17 Jul 08 - Cached
  • Gathering Data through Self-reflection
    • Joe Walker
      Joe Walker on 23 Jul 08
       
      I intend to use several areas and links on this web site to help me self evaluate my course design I also plan to use the site to help me develop a student evaluation form for my course in addition to maybe using it to develop a student self evaluation of their perceived learning in the course.
  • A template for student self-reflection on learning
    • Joe Walker
      Joe Walker on 23 Jul 08
       
      I plan to use parts of this template for ideas on how to create a self reflection for my students, perhaps to be incorporated into the blog reflection entries currently in the design of my course.
  • Joe Walker on 17 Jul 08
     
    A website devoted to helping you design feedback questions for student evaluation of the course.
Bill Hooper

The Upper Limit: The Issues for Faculty in Setting Class Size in Online Courses - 0 views

www.ipfw.edu/...015__the%20upper%20limit.pdf

class_size_online

shared by Bill Hooper on 20 Jun 08 - No Cached
  • Robert Braathe on 20 Jun 08
     
    "Presumptive maximum course size should be twenty students for undergraduate courses, and eight-fifteen for graduate courses...Courses which require a substantial number of lengthy written assignments may need to be smaller to minimize instructor burden."
  • Bill Hooper on 06 Jun 09
     
    This article examines class size and the number of students that can be effectively taught in an online course. It is authored by Joy Colwell of Purdue University.
Amy M

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views

www.educause.edu/...162420

shared by Amy M on 28 May 09 - Cached
  • 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
  • Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
  • Web 2.0,
    • jessica mascle
      jessica mascle on 28 May 09
       
      ?
    • Amy M
      Amy M on 04 Jun 12
       
      Web 1.0 was individuals accessing information.  Web 2.0 is the "social web."  Users focusing on social interaction rather than just getting conent.
  • ...26 more annotations...
  • from access to information toward access to other people.
  • What do we mean by “social learning”?
  • e that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      The dichotomy between Cartesian and Social Learning is problematic, and this is one of the reasons why. If Social Learning still comes down to group learning from each other, it remains unclear what would be the "alternative" model of learning/teaching between group users, if not substance/pedagogy.
  • apprenticeship
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Schools of Ed/teacher prep programs are being charged with providing "clinically rich" programs that engage candidates more actively, earlier, and more frequently in their program of study. This is proving to be difficult to actualize in the current wave of APPR uncertainty.
  • open source movement
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      Open Source Project may be a model for building up knowledge base among devoted users who are willing to follow the "path" set by predecessors. It is quite another issue whether it is a model for education.
  • Digital StudyHall (DSH)
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      It's not clear in what sense this DSH method is an example of social learning.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • open participatory learning ecosystems
    • b malczyk
      b malczyk on 30 May 12
       
      Not only is it a matter of "if" such campuses are a possibility, but "should" such campuses be a priority. If online and distance education can yield at least comparable results to traditional academic settings, then their ease of accessibility and lower overhead costs warrant further exploration as a viable possibility.
  • “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are
  • provided students with opportunities to observe and then to emulate how experts function
    • b malczyk
      b malczyk on 30 May 12
       
      How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"? 
    • Amy M
      Amy M on 04 Jun 12
       
      Open Source/Access research.  One of the problems right now is that the NIH or fed government will pay for research, but the public then had to pay for the results of that research.  We are paying for the same research twice.  Open Access Journals (see Harvard Memo) hopes to change this.
  • seeking the knowledge when it is needed in order to carry out a particular situated task.
    • b malczyk
      b malczyk on 30 May 12
       
      Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?" 
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I grew to see high school as a time for exposure to all disciplines in order to find what best suited one in preparation for college or the workplace. Now I am wondering if the multiplicity of disciplines will be "tailored" to fit the personal interests of the learner. Will differentiating for all eradicate the question Ben mentions?
  • all student writing was done on public blogs
    • b malczyk
      b malczyk on 31 May 12
       
      This form of education was also based on what could be called an industrial style of education. They education system became an extension of industry--students were passed along on the assembly line from one course to the next, year after year and came out a finished produce with similar skills and altitudes as their peers. Now education has and can become more narrow and niche based and less industrial.
  • This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      This is the model embraced by most teacher ed programs.
    • Amy M
      Amy M on 04 Jun 12
       
      Which has its advantages and disadvantages. 
  • In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Will the professions embrace as colleague one who excels in a non-credit course of study or will opportunities continue to be closed to those who don't present the "right" credentials?
  • Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I am wondering if "leveraging" these networks will become a basis for funding in the case of state colleges and universities.
  • he site’s developers note: “We fundamentally believe that the new electronic environment and its tools enable us to revive the humanistic spirit of communal and collaboratively ‘playful’ learning of which the Decameron itself is the utmost expression.”
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      The notion of 'playful' learning is my ideal; this seems to be at odds with the test drill environment I am currently observing in grades 3 - 6. Currently, it seems as though there are two tracks developing in "Learning 2.0": assessment-driven and learner-driven.
  • As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • that will support active, passion-based learning: Learning 2.0. This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Surely the content and skills currently being taught and assessed Pk-12 must give way to a new set of literacies.
  • In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
  • CyberOne Classroom in Second Life
  • Jeanne Cousineau on 28 May 09
     
    Social View of Learning
Jessica Backus-Foster

Tools for Teaching - Fast Feedback - 0 views

teaching.berkeley.edu/...feedback.html

student feedback

shared by Jessica Backus-Foster on 14 Jul 09 - Cached
  • fast feedback
  • fast feedback
  • Informal sampling of students' comprehension
  • ...29 more annotations...
  • informal requests for constructive criticism
  • how well students are learning the material
  • the effectiveness of your teaching strategies
  • focus on what can be changed during the semester--for example, the pace of the course, turnaround time on exams and assignments, or the level of difficulty of the material
  • three or four weeks after the semester begins
  • teaching a course for the first time or have significantly revised a course you have taught previously, you may want to canvass students as early as three or four weeks after the semester begins
  • Distribute blank index cards during the last five or ten minutes of class
  • Ask students to complete a brief informal questionnaire
  • four to six short-answer or multiple-choice questions
  • issues posed should be ones you can respond to during the term; otherwise your students may develop false expectations about the remainder of the course
  • Consider asking students to list the one or two specific behaviors or incidents that weighed most heavily in their ratings
  • Arrange for your students to be interviewed
  • Select a spokesperson who will also write down the groups' comments. Name something in the course that they find helpful or worthwhile or that has helped their learning. Name something that has hindered their learning and that they would like to see changed. Suggest how the course could be improved
  • groups of five or six
  • Respond quickly to students' comments
  • Consider carefully what students say
  • Let students know what, if anything, will change as a result of their feedback
  • Thank your students for their comments
  • Ask students to write a "minute paper."
  • "What question is uppermost in your mind at the end of today's class?"
  • Ask students to list key concepts or ideas
  • Ask students whether they are understanding you or not
  • avoid the generic "Any questions
  • refrain from posing general questions that might put students on the spot: "Who is lost?"
  • Have students briefly paraphrase a lecture or a reading assignment
  • Ask students to provide a closing summary
  • Encourage students to form study groups.
  • Have students turn in class notes as an assignment
  • Encourage graduate student instructors to give you comments about the course
Kristen Della

creating an online course development process - 0 views

www.educause.edu/...162135

online course Development course development process)

shared by Kristen Della on 30 May 11 - Cached
  • Kristen Della on 30 May 11
     
    Tacoma Community College has created an online course development process. The process is designed to support faculty by providing a clear timeline for course development, a discussion of what kind of training faculty will need to develop and teach online courses, the kind of support faculty will need, and online course development rubrics for quality assurance and peer review.
Kristen Della

Using collaborative course development to achieve online course quality standards - 1 views

www.irrodl.org/...912

shared by Kristen Della on 04 Jun 11 - No Cached
  • Kristen Della on 04 Jun 11
     
    The issue of quality is becoming front and centre as online distance education moves into the mainstream of higher education. Many believe collaborative course development is the best way to design quality online courses. This research uses a case study approach to probe into the collaborative course development process and the implementation of quality standards at a Canadian university. Four cases are presented to discuss the effects of the faculty member/instructional designer relationship on course quality, as well as the issues surrounding the use of quality standards as a development tool. Findings from the study indicate that the extent of collaboration depends on the degree of course development and revision required, the nature of the established relationship between the faculty member and designer, and the level of experience of the faculty member. Recommendations for the effective use of quality standards using collaborative development processes are provided.
Catherine Strattner

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

groups.diigo.com/...%22module+4+assignment%22

Merlot Assignment- Strattner

shared by Catherine Strattner on 23 Jul 12 - No Cached
  • 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
  • Catherine Strattner on 23 Jul 12
     
    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
alexandra m. pickett

Small Town Girl in the Big Cyber City - 1 views

efontaine.edublogs.org

shared by alexandra m. pickett on 25 Jun 12 - No Cached
  •  My original goal was to get an A in the class, and every other class until I reached my objective of  my Master’s w/ a 4.0. Now my goal is to become a teacher that is there for my students, who isn’t assuming any good or bad about them, who’s only goal is to help them grow and learn, (and hopefully to get at least a B in this class.)
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      B R I L L I A N T ! ! !
  • Again, I find myself writing for a college professor rather than a middle school student. Even this past September, I handed out my “course syllabus” to each of my classes. Looking back now I wonder if they knew it was one of my course information documents or is they were trying to figure out how to clap out the syllables.
  • Why did I need to call it a syllabus? That wasn’t for them, it was for me. 
    • alexandra m. pickett
      alexandra m. pickett on 27 Jun 12
       
      i LOVE this observation!
  • ...14 more annotations...
  • I want them to know that I understand that some activities will suck and be difficult and that they’ll want to rip their hair out but that I also know which activities are the most fun and how rewarding and accomplished they will feel when it’s all said and done.
  • I really don’t know why I do things the way I do. Is it from years of routine as to this is how it needs to be done? Is it from no one stopping and helping me break these habits?
  • At first my fear was that I was a “dead-thinker”
  • I was predispositioned to not question, to memorize and regurgitate information. I was scared that I was passing this trait on to my students.
  • I’m losing that with all the hours it takes to create these.
  • I really began to question whether I am a teacher or a web designer.
  • After Alex asked me to think about how this may hold true in my daily life and routine I realized I really don’t speak up any where let alone in class.
  • I think this is not only my biggest challenge in this class but in my life as well
  • I think I’m just scared. 
    • alexandra m. pickett
      alexandra m. pickett on 26 Jul 12
       
      This is a brilliant self-reflection. Now what are you going to do about it? There is NOTHING wrong with being shy, or an introvert ( http://www.diigo.com/user/alexandrapickett/introvert ) WATCH this NOW! http://www.ted.com/talks/susan_cain_the_power_of_introverts.html You need to get MAD and use that anger to get over the fear that is preventing you from doing/being/experiencing. Anger is a powerful force that can help you stop focusing on yourself -when you flip it to use it to advocate for those less powerful than you - your students!
    • Erin Fontaine
      Erin Fontaine on 26 Jul 12
       
      Oh, I'd love to get angry and actually stand up for myself and others. Unfortunately that only seems to happen with a few glasses of wine in me. Not too feasible in the classroom, lol. That should be my next goal, find strength without liquid courage!
  • Ya know Alex, I love you and all and this class has been amazing but I honestly think you are killing my laptop!!
  • Well no more soul searching I have a course to design. Best of wishes to all my fellow classmates as we begin to wrap up this amazing journey!
  • Lisa, I can’t believe how amazing your course is! I want to take it!!
    • Lisa Martin
      Lisa Martin on 05 Aug 12
       
      Thank you, thank you, thank you...I'm finally now starting to spend a good amount of time looking through other people's courses. Looking forward to seeing yours!
  • Less than 24 hours later this article appeared in my inbox. At first I was really aggravated by this article because it seemed like it was ripping to shreds everything I have been working at this summer and I felt like he was sitting at home with an “I told you so” smirk. This quote just floored me “In terms of learning on the college level, the Department of Education looked at thousands of research studies from 1996 to 2008 and found that in higher education, students rarely learned as much from online courses as they did in traditional classes.” Really, what study? Everything that we have read seems to be in the complete opposite direction of this statement! I agree that for some there will be a financial obstacles and internet issues like we’ve all had but that’s where as a teacher we come into play and offer solutions and options. Upon reading it for a second time I feel that this article and any other article discrediting online teaching should be looked at as a challenge! I am strong and passionate about this endeavor of mine and no article or fuddy duddy teacher is going to come in the way of that. Well I hope you all have an amazing weekend. I will be attempting to cool my boiling blood as I sit by the calming cool waters of the Kinzua Dam with a delicious glass of Riesling.
    • alexandra m. pickett
      alexandra m. pickett on 06 Aug 12
       
      That article prompted response from the online learning community. Here is a particularly excellent articulate and respectful response: http://www.insidehighered.com/blogs/technology-and-learning/open-letter-professor-edmundson
    • alexandra m. pickett
      alexandra m. pickett on 06 Aug 12
  • As this class come to an end and I look back at where I was in May, I can only say I wish I knew then what I know now. This class has given me so much academically, personally and technologicially, lol. In only a short time I feel like I have grown so much as person and as a teacher.
alexandra m. pickett

Reflections | Just another Edublogs.org site - 1 views

vk267722.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • However, I do wonder about exactly how this survey was implemented in order for it to valid.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      we collected demographic information from every single student that was an online student that term. It was a survey that they hand to fill out to get access to their course. we had 100% response rates. so these are real numbers.
  • Somtimes I just have to tell myself “I Think I Can”
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 12
       
      I KNOW you can !!!
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 12
       
      Victoria! i am so glad that you are considering using bloggin in your course. Your reflections on the benefits and your insights on this aspect of the course and how it applys to you and might apply to your future students are astounding to me. Thank you for making your thinking visible to me. Als, your observation of the Social Presence afforded by Moodle with the simple little addition of an icon/avatar that represents the individual and its comparison to FB is brilliant. Well done!
  • ...6 more annotations...
  • My experience as a student was that I was focused on my routines from the other class and interpreting feedback to what I was thinking Alex meant and it wasn’t the same.  Then, we I began to trust Alex’s words and it became clear to me that she wanted to use to think deeper about the questions.
  • My question is how do we get our students motivated to think critically when, students just want to get the right answer?
  • In this process I learned a lot about myself as a learner and teacher.  I really need to promote more critical thinking activities and discussion.  It is very hard especially, with the children who I teach because they just want to get the right answer and have no motivation to further discuss any math concepts.
  •  I also need to think more critically as a person and a teacher.  In my school we put a lot of the blame on the parents because the parents don’t help students at home.  Meanwhile, many of these families can’t do it because they don’t know how the do the homework assignment, can’t read English, or are working.
  •  I know I have learned this because now I have a deeper appreciation in using technology as a learning tool.
  • What hindered my learning was time.  This course was a big adjustment in how much time I needed to set aside for this course.  I feel as though my school activities got in the way.  I really put too much on my plate this year as far as being involved in school activities.  This coming school year I am not going to do as much so I can focus more on taking the online courses.
alexandra m. pickett

My Reflections in ETAP 640 - 0 views

almcqu.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • it would be interesting to see the numbers for 2012,
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      I wish i had access to that data. When we decentralized in our move to ANGEL we lost access to system-wide data like this.
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • ...64 more annotations...
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      I would have liked more detail and critical analysis of these reports.
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • I miss the ability and opportunity to chat casually with students in an online course the same way I would before or after a F2F course, even if it doesn’t directly relate to my learning. 
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      are you not comfortable initiating that in the bulletin board created for that purpose?
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      your blog looks great Amy! check the blog roll. you are missing my blog from the list and george is no longer in the course. someone else is missing too.
  • I am following the directions.
  • Are there things that Moodle (or even Angel, per the courses for observation) can do that don’t replicate this structure? 
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 12
       
      part of the problem is that the LMS imposes a pedagogy. They have embedded into their DNA a teacher-centric cultrure-specific pedagogy. just look at how they label things... you can't get any more teacher-centered that referring to things as "lessons!" Fortunately in ANGEL at least you can change that... not so in BB. i chaffe under that imposition. This imposed pedagogy is largely due, in my opinion, to the fact that it is application developers, not instructional designers, that developed the LMS. We are stuck having to use tools that are inadequate for the purposes to which we must apply them. They are NOT flexible, they do NOT allow for creativity and innovation. It is a constant fight/struggle to work around their limitations and constraints to get them to DO what you want need them to do. I hate all LMSs equally.
  • Reiss doesn’t believe that all children are or should be curious and that curiosity doesn’t always motivate student learning. 
  • Should every class be for every student?
  • developing the course isn’t enough, classroom management is required throughout the course, especially for students who drop in and out. 
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I care.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 12
       
      the fact that you care about "her" and the fact that you understand that you are still learning mean it is highly unlikely that you will fail her  : ) 
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