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Maria Guadron

Alex Pickett - Keys to Success - 0 views

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    Describes keys for successful online course creation. Describes keys to being an effective online instructor.
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    Presentation by Alexandra M. Pickett - Keys to Success: Are you ready to develop an online course?
Maria Guadron

Harvard Education Letter - 0 views

  • In the classroom, teachers have seen how the same process manages to develop students’ divergent (brainstorming), convergent (categorizing and prioritizing), and metacognitive (reflective) thinking abilities in a very short period of time.
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    "In the classroom, teachers have seen how the same process manages to develop students' divergent (brainstorming), convergent (categorizing and prioritizing), and metacognitive (reflective) thinking abilities in a very short period of time."
Irene Watts-Politza

Disconnect: Common Core, Content, and Context | 21st Century Collaborative - 0 views

  • Maybe it is because standardization in some ways is demeaning to educators. They should be the designers of learning and orchestrators of creative curriculum implementation and student ownership of learning.
    • Irene Watts-Politza
       
      When faculty develop their own courses it promotes autonomy and independence. The disconnect between SLOs and course development has already been discovered b at least one coursemate (Joan).
  • Testing data should be used by students themselves to improve learning choices and reflect upon the learning experience.
  • In my mind the problem with State and National tests is they support a belief that we can create a standardization of the learning process. Standardization of learning is what I am against. The belief that somehow it is possible to standardize thinking, knowledge construction, aha moments, innovation, learning, creativity, and even teachers themselves.
    • Irene Watts-Politza
       
      Many of these educational aspects fall within the development domain of online teching and learning.
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  • Teachers become part of the learning process. They bring the expertise in the art of learning, metacognition, research, and pedagogy. Their role should be to model best practice, to coach, facilitate, organize, ask good questions, negotiate learning contracts and to provide a safe, intriguing environment for learning.
  • If projects were crowdsourced out to student/teacher networks, other classes could join in and build and learn together.
    • Irene Watts-Politza
       
      Wow! Is this what is known as scalability?
  • The teacher could operate in the role of curator and bring in important content and resources he/she felt added to the understanding and expertise of the student designers. Technology would have an important role to play, but quietly in the background supporting the learning.
    • Irene Watts-Politza
       
      It seems there is growing consensus that technology is learner-selected in order to support content learning. Use of technology for the sake of use of technology is not valuable.
Catherine Strattner

Defining Critical Thinking - 0 views

  • Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
  • Critical thinking can be seen as having two components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: 1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; 2) the mere possession of a set of skills, because it involves the continual use of them; and 3) the mere use of those skills ("as an exercise") without acceptance of their results.
  • Critical thinking of any kind is never universal in any individual; everyone is subject to episodes of undisciplined or irrational thought. Its quality is therefore typically a matter of degree and dependent on, among other things, the quality and depth of experience in a given domain of thinking or with respect to a particular class of questions. No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical thinking skills and dispositions is a life-long endeavor.
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  • Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way.  People who think critically consistently attempt to live rationally, reasonably, empathically.   They are keenly aware of the inherently flawed nature of human thinking when left unchecked.  They strive to diminish the power of their egocentric and sociocentric tendencies.  They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking.  They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason.  They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest.  They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society.   At the same time, they recognize the complexities often inherent in doing so.  They avoid thinking simplistically about complicated issues and strive to appropriately consider the rights and needs of relevant others.  They recognize the complexities in developing as thinkers, and commit themselves to life-long practice toward self-improvement.  They embody the Socratic principle:  The unexamined life is not worth living, because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world. ~ Linda Elder, September, 2007
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    Different ways to conceptualize a definition for critical thinking.
diane hamilton

Amazon.com: Early Intervention for Reading Difficulties: The Interactive Strategies App... - 0 views

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    comprehensive book on developing literacy and providing intervention in the early grades
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    comprehensive resource for developing literacy and providing intervention in the early grades
diane hamilton

Report of the National Reading Panel: Teaching Children to Read - 0 views

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    report on federal research into literacy development
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    report on government research into literacy development
b malczyk

Paulo Freire and informal education - 0 views

  • emphasis on dialogue
  • informal education is a dialogical (or conversational) rather than a curricula
  • should not involve one person acting on another, but rather people working with each other. Too much education, Paulo Freire argues, involves 'banking' - the educator making 'deposits' in the educatee.
    • b malczyk
       
      This is in line with our module reading that describes knowledge as being joint constrcuted rather than a top down approach where an expert or textbook guide the instruction.
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  • action that is informed (and linked to certain values).
  • enhancing community and building social capital and to leading us to act in ways that make for justice and human flourishing.
    • b malczyk
       
      This is comprable to Brown and Adler's learning to be rather than simlpy learning to know
  • great significance to those educators who have traditionally worked with those who do not have a voice, and who are oppressed.
  • developing consciousness, but consciousness that is understood to have the power to transform reality'
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    Description of Paulo Freire and his work. He was an influential educator and sought to use education as a means of helping individuals develop a critical consciousness about their life situations. His work was geared towards groups who were oppressed and lacked opportunities.His most famous work was a book titled "Pedagogy of the Oppressed."
Maria Guadron

Definition of Social Work | IFSW - 0 views

  • Send me updates var fnames = new Array();var ftypes = new Array();fnames[0]='EMAIL';ftypes[0]='email'; try { var jqueryLoaded=jQuery; jqueryLoaded=true; } catch(err) { var jqueryLoaded=false; } var head= document.getElementsByTagName('head')[0]; if (!jqueryLoaded) { var script = document.createElement('script'); script.type = 'text/javascript'; script.src = 'http://ajax.googleapis.com/ajax/libs/jquery/1.4.4/jquery.min.js'; head.appendChild(script); if (script.readyState && script.onload!==null){ script.onreadystatechange= function () { if (this.readyState == 'complete') mce_preload_check(); } } } var script = document.createElement('script'); script.type = 'text/javascript'; script.src = 'http://downloads.mailchimp.com/js/jquery.form-n-validate.js'; head.appendChild(script); var err_style = ''; try{ err_style = mc_custom_error_style; } catch(e){ err_style = '#mc_embed_signup input.mce_inline_error{border-color:#6B0505;} #mc_embed_signup div.mce_inline_error{margin: 0 0 1em 0; padding: 5px 10px; background-color:#6B0505; font-weight: bold; z-index: 1; color:#fff;}'; } var head= document.getElementsByTagName('head')[0]; var style= document.createElement('style'); style.type= 'text/css'; if (style.styleSheet) { style.styleSheet.cssText = err_style; } else { style.appendChild(document.createTextNode(err_style)); } head.appendChild(style); setTimeout('mce_preload_check();', 250); var mce_preload_checks = 0; function mce_preload_check(){ if (mce_preload_checks>40) return; mce_preload_checks++; try { var jqueryLoaded=jQuery; } catch(err) { setTimeout('mce_preload_check();', 250); return; } try { var validatorLoaded=jQuery("#fake-form").validate({}); } catch(err) { setTimeout('mce_preload_check();', 250); return; } mce_init_form(); } function mce_init_form(){ jQuery(document).ready( function($) { var options = { errorClass: 'mce_inline_error', errorElement: 'div', onkeyup: function(){}, onfocusout:function(){}, onblur:function(){} }; var mce_validator = $("#mc-embedded-subscribe-form").validate(options); $("#mc-embedded-subscribe-form").unbind('submit');//remove the validator so we can get into beforeSubmit on the ajaxform, which then calls the validator options = { url: 'http://ifsw.us4.list-manage2.com/subscribe/post-json?u=2ba1006fc5fe4f46217ba1378&id=f1659bc18d&c=?', type: 'GET', dataType: 'json', contentType: "application/json; charset=utf-8", beforeSubmit: function(){ $('#mce_tmp_error_msg').remove(); $('.datefield','#mc_embed_signup').each( function(){ var txt = 'filled'; var fields = new Array(); var i = 0; $(':text', this).each( function(){ fields[i] = this; i++; }); $(':hidden', this).each( function(){ var bday = false; if (fields.length == 2){ bday = true; fields[2] = {'value':1970};//trick birthdays into having years } if ( fields[0].value=='MM' && fields[1].value=='DD' && (fields[2].value=='YYYY' || (bday && fields[2].value==1970) ) ){ this.value = ''; } else if ( fields[0].value=='' && fields[1].value=='' && (fields[2].value=='' || (bday && fields[2].value==1970) ) ){ this.value = ''; } else { this.value = fields[0].value+'/'+fields[1].value+'/'+fields[2].value; } }); }); return mce_validator.form(); }, success: mce_success_cb }; $('#mc-embedded-subscribe-form').ajaxForm(options); }); } function mce_success_cb(resp){ $('#mce-success-response').hide(); $('#mce-error-response').hide(); if (resp.result=="success"){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(resp.msg); $('#mc-embedded-subscribe-form').each(function(){ this.reset(); }); } else { var index = -1; var msg; try { var parts = resp.msg.split(' - ',2); if (parts[1]==undefined){ msg = resp.msg; } else { i = parseInt(parts[0]); if (i.toString() == parts[0]){ index = parts[0]; msg = parts[1]; } else { index = -1; msg = resp.msg; } } } catch(e){ index = -1; msg = resp.msg; } try{ if (index== -1){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } else { err_id = 'mce_tmp_error_msg'; html = ' '+msg+''; var input_id = '#mc_embed_signup'; var f = $(input_id); if (ftypes[index]=='address'){ input_id = '#mce-'+fnames[index]+'-addr1'; f = $(input_id).parent().parent().get(0); } else if (ftypes[index]=='date'){ input_id = '#mce-'+fnames[index]+'-month'; f = $(input_id).parent().parent().get(0); } else { input_id = '#mce-'+fnames[index]; f = $().parent(input_id).get(0); } if (f){ $(f).append(html); $(input_id).focus(); } else { $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } } } catch(e){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } } } Definition of Social Work Definition* The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work. Commentary Social work in its various forms addresses the multiple, complex transactions between people and their environments. Its mission is to enable all people to develop their full potential, enrich their lives, and prevent dysfunction. Professional social work is focused on problem solving and change. As such, social workers are change agents in society and in the lives of the individuals, families and communities they serve. Social work is an interrelated system of values, theory and practice. Values Social work grew out of humanitarian and democratic ideals, and its values are based on respect for the equality, worth, and dignity of all people. Since its beginnings over a century ago, social work practice has focused on meeting human needs and developing human potential. Human rights and social justice serve as the motivation and justification for social work action. In solidarity with those who are dis-advantaged, the profession strives to alleviate poverty and to liberate vulnerable and oppressed people in order to promote social inclusion. Social work values are embodied in the profession’s national and international codes of ethics. Theory Social work bases its methodology on a systematic body of evidence-based knowledge derived from research and practice evaluation, including local and indigenous knowledge specific to its context. It recognises the complexity of interactions between human beings and their environment, and the capacity of people both to be affected by and to alter the multiple influences upon them including bio-psychosocial factors. The social work profession draws on theories of human development and behaviour an
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    The International Federation of Social Workers updated its 1982 definition of the social work profession, a dynamic and evolving field. Social Work values multiple types of knowledge, including empirical knowledge and indigenous knowledge.
Irene Watts-Politza

DEVELOPING LEARNING COMMUNITY IN ONLINE ASYNCHRONOUS COLLEGE COURSES: THE ROLE OF TEACH... - 0 views

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    An article about teacher presence in an online course.
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    Teaching presence is defined as the core roles of the online instructor. That the facilitation of discourse is the factor most strongly associated with students' sense of learning and community indicates that this skill should be emphasized and fostered through faculty development efforts.
Amy M

elearnspace › learning, networks, knowledge, technology, community - 0 views

shared by Amy M on 04 Jun 12 - Cached
  • What is the theory that underpins our moocs?
  • Interactions are distributed, multi-spaced.
  • Fostering autonomous and self-regulated learners. At the core of the MOOCs that I’ve been involved with is a power question: what can learners do for themselves with digital tools and networks? MOOCs foster not only a particular type of knowledge in a particular area of inquiry; they also foster a self-regulated, motivated, and autonomous learner. When an instructor does for learners what learners should do for themselves, the learning experience is incomplete. Developing capacity for learning and the mindsets needed to be successful learners is a central attribute of our MOOCs. We are not only concerned with the epistemological development of learners (knowing stuff) – we target ontological development (being a certain type of person) as well.
Maria Guadron

Developing your children's self-regulation through everyday experiences - 0 views

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    Many tips and strategies to develop children's self-regulation in everyday life experiences
Irene Watts-Politza

Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Pl... - 1 views

  • As universities shift toward competency and institutions cater more closely to learners’ specific needs, the distinctions between high school, undergraduate college, and graduate programs will dissolve. “Incentives will be given to students and institutions to move students through at a faster rate [and] the home school movement will lead to a home-college movement” (Dunn, 2000, p. 37). As leaders in the effort to cater to learners’ needs, distance education programs may be a dominant influence in this trend.
    • Irene Watts-Politza
       
      P-20 pipeline
  • Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations, and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality. (p. 37; see also Pond, 2003) Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.
  • Much of distance education programs’ success or failure can be attributed to how it is organized.
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  • the academically decentralized/administratively centralized model
  • Changes in the institutional landscape may magnify competition among educational providers and allow new models and leaders to emerge.
  • Knowledge proliferation may increase content-breadth demands on higher education, spreading distance education resources ever thinner and complicating development decisions.
  • An NEA survey reported that faculty members’ top concern about distance education was that they will do more work for the same amount of pay, apparently a merited concern.
  • As long as distance education contributions are not considered in tenure and promotion decisions, and as long as professors have their own, traditional ways of delivering their courses, many faculty members will be reluctant to participate in online courses (Oravec, 2003). Concerning this reluctance, Dunn has predicted that many faculty members will revolt against technological course delivery and the emerging expectations their institutions will have of faculty members. Dunn forecast that some of the resistance will even be manifest through unionization and strikes (Dunn, 2000). Some have suggested the labor-intensive and time-consuming demands required to develop online modules as reasons for faculty resistance (Brogden, 2002).
  • The results of de Alva’s 2000 survey support this trend: governors rated “maintaining traditional faculty roles and tenure” as the least desirable characteristic of a twenty-first century university (p. 34).
  • Faculty members tend initially to try to use their conventional classroom methods to teach at a distance and then become frustrated when attempts are unsuccessful (Dasher-Alston & Patton, p. 14). In Green’s (2002) survey of the role
  • Distance education teams include administrators, instructional designers, technologists, and instructors/facilitators (Miller, 2001; Williams, 2003). The functions of instructors and facilitators then include being a “facilitator, teacher, organizer, grader, mentor, role model, counselor, coach, supervisor, problem solver, and liaison” (Riffee, 2003, p. 1; see also Roberson, 2002; Scagnoli, 2001). The role of faculty members in distance education requires “some specialized skills and strategies. Distance education instructors must plan ahead, be highly organized, and communicate with learners in new ways. They need to be accessible to students [and] work in teams when appropriate” (PSU, 1998, p. 4). Distance faculty members must be experts in maintaining communication, because there is increased demand for student interaction in distance learning (NEA, 2000). Finally, they may have to assume more administrative responsibilities than is true in a residential model (PSU, 1998).
  • “Rather than incorporating the responsibility for all technology- and competency-based functions into a single concept of ‘faculty member,’ universities are disaggregating faculty instructional activities and [assigning] them to distinct professionals” (Paulson, 2002, p. 124). Doing this involves a “deliberate division of labor among the faculty, creating new kinds of instructional staff, or deploying nontenure-track instructional staff (such as adjunct faculty, graduate teaching assistants, or undergraduate assistants) in new ways” (Paulson, 2002, p. 126
  • Online students are becoming an entirely new subpopulation of higher-education learners. They are “generally older, have completed more college credit hours and more degree programs, and have a higher all-college GPA than their traditional counterparts” (Diaz, 2002, pp. 1-2). For example, Diaz has noted that online students received twice as many A’s as traditional students and half as many D’s and F’s.
  • One result of the highly competitive e-learning market will be institutions that specialize in meeting particular niches in the market (Gallagher, 2003). Morrison and Barone (2003, p. 4) observed, “We can see the beginnings of the trend toward the unbundling of courses, credits, services, and fee structures.” Dunn foresaw a similar trend, predicting that “courseware producers will sell courses and award credits directly to the end user and thus, through intermediation, bypass the institutional middleman” (Dunn, 2000, p. 37). The transition may also blur the distinction between two- and four-year colleges and universities (Carr, 1999). In this context of greater “portability,” more educational “brokers” (e.g., Western Governor’s University, Excelsior College, Charter Oak State College, etc.) will exist (Pond, 2003). Further, as de Alva has asserted, “Institutional success for any higher education enterprise will depend more on successful marketing, solid quality-assurance and control systems, and effective use of the new media than on production and communication of knowledge” (de Alva, 2000, p. 40).
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    Trends that affect distance education. The part that shows how different online students are now is very interesting.
Amy M

Bloom's Taxonomy and Online Education: Overview of Education Theory - 0 views

  • Bloom's Taxonomy was developed on the premise that there are six levels of cognitive learning. All of these levels together represent a hierarchy. In order to reach the next level, you must master the previous level.
  • Bloom's Taxonomy can be used in virtually all parts of the online learning process, from writing course content to coming up with topics for online discussions. The University of Virginia's OnlineLearn resource recommends that teachers of online courses spend a block of time each day monitoring class forums to evaluate the effectiveness of current online discussions (http://onlinelearn.edschool.virginia.edu). They can then add discussion questions that will nudge students to think on a higher level of Bloom's Taxonomy.
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    Bloom's and Online Education.  A good resource developed for online learning.
alexandra m. pickett

Reflections Blog - Just another Edublogs.org site - 1 views

    • alexandra m. pickett
       
      Hey Bill: i completely get the "technologically connected" fatigue. i am very plugged in... but, i remind myself that i am in control. I have boundaries. Also fyi - i don't have a cell phone. I know i know... hard to believe, right?! I just don't want to be that connected. me : )
    • William Meredith
       
      I envy you for not having a cell phone!  I took mine to France but told people not to call me.  One of the best parts of being away!
  • it helps remove the filter.
    • alexandra m. pickett
       
      interesting. really? say more about that. : )
  • Alex mentioned her desire not to allow students to unsubscribe from the posts.
    • alexandra m. pickett
       
      Bill: i am actually really torn about this. I myself don't use the email subscription AT ALL. I find it confusing and disconnecting from the context and flow of the discussion. I have mine set to subjects only as a daily digest and i mostly just delete them... before even opeining them. I use the cousre interface to interact and view the interactions. I wish i could give students the option. But i can't. I have tried it both ways and talked about it with students from past courses. I even tried it once where i initially forced but then gave students the option to opt out... And i have come to the very reluctant decision that i have to force. I force the subscription, becuase frankly students don't login to the cousre. They disappear for days, and then claim they didn't know or couldn't find...and then claim they are overwhelmed. You also just can't "catch up" once a discussion has ended. The flow has moved on. There are also students that for some reason just prefer to get the posts via email. I've had several students tell me that they liked to view posts from their cell phones... So, i force subscription to all/only the essential forums in the course. The reality is that I can't force students to login to the course and click on the discussion and other areas of the cousre to see all that is happening. And i need a way to make sure that they are aware of the level of activity in the course and what is happening. me
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  • I feel as though students must be subscribed to forums, but be forewarned that they need to develop a system for themselves to allow for tracking of the dialogue and how they want to participate in that dialogue.
    • alexandra m. pickett
       
      i don't remember this being a problem in past semesters and i wonder if a default was changed at the system level. I thought everyone got a daily digest of subject lines and that highlighted new forum post tracking was automatically enabled by default... based you your feedback here, i have added "forewarning" : ) to 2 of the course information documents (contact and evaluation). : ) me
  • my presence could be demonstrated in other ways than just logging in daily or talking to students.
  • I came to realize that
  • in this course I feel as though everything I learn is huge.
  • it feels as though I am letting the students go without my assistance.
  • This is were the “earth-shattering” part comes in.  I am learning that I am not letting the students go.  I am going to be there.
  • I can fully see the difference between f2f and online teaching and WHY those differences exist.
  • In the beginning of this course my intention was to translate my f2f assignments and activities to an online format.  This made me feel comfortable as I knew that these activities worked for me and for most of my students.  Yet, as I began to learn about presence and community it became apparent that these f2f activities did not embody presence or community building.  They represented ease for me, and that cannot be the focus in online learning.
    • alexandra m. pickett
       
      this is a brilliant observation bill!
  • Yet, I know I will always want to be tweaking my activities!
  • My two issues with online education before the start of this class dealt with the actual education being offered as well as the connections being formed.
  • But the theory in this course has allowed me to see that in practice, online education can allow for a sound education and a classroom community that can match that of most f2f classrooms.
  • Online learning allows an instructor the opportunity to put everything into place before the course starts so that students come in being able to see all that they need to be successful.  This may not always be the case with f2f courses.  Additionally, to make sure that such theories as presence and community are present in online courses online instructors often have to do more to ensure success in their classes.  For these reasons I am starting to believe that online education, when combined with effective theories can eventually surpass f2f learning.
  • I am not decisive as I would like to be.
  • While it probably should not be surprising that I feel prepared to teach online at the end of a course in online teaching, for me, I feel as though it is quite a surprising development and one I hope to pursue.
  • The article  written by Mark Edmundson, a professor at UVA, questions the validity of online learning. 
  • I have discovered that my thoughts are completely different on online education as a result of this class.  While this is probably not a huge development it has been interesting to watch my opinions change so much.  So, for the moment that is where I am.
  • I discovered that just inserting technology does not suddenly make things better. 
  • I leave this course knowing that presence is more than just responding to students. 
  • Being truly present requires that the students feel your presence as they are completing assignments and learning – knowing what is expected of them and what they expect of the instructor.
  • if a student knows what to do and how to do it (presence) he/she might feel more comfortable branching out in discussions and discussing points with a majority of students instead of just discussing with the same people at the same time.  But community depends heavily on presence and the two really work in tandem.
  • Yet, the blame lies solely with me for just assuming that my students know how to do something.
  • Instead, instructors, both f2f and online, need to assume that their students do not know how to do something.  Taking the time to explain something may seem tedious but it will provide for greater clarification, greater learning, and more meaningful assessments.  Taking the time to just let students know what to do and how to do it has the potential of increasing the enjoyment of learning for all involved!
  •   I truly struggled with this course and I walk away feeling fantastic about it.
  • Coming into this course I figured we would read a few articles about online education and create a course shell for an online course.  Additionally, I came into this course assuming online education failed to meet the standards of f2f education. Now, my thoughts are completely changed. 
  • Leaving this course I feel as though I could write an effective rebuttal of that argument and I believe that illustrates a great amount of growth for a person who entered this class questioning the merits of online education.
    • alexandra m. pickett
       
      what would you say? i would like to read that rebuttal.  : ) 
  • Yet, I feel as this is one of the first courses that will let me leave with having a profound change in thinking. 
  • Online education is the way of the future and more important, it needs to be done correctly.
  • o in my new “educated” role, I would like to try and be an advocate for online education.  I will try to discuss the field more often and when I hear someone mention online education I will ask them what they know about it and what they think about it.  Striking up conversations allow for the spread of ideas and maybe eventually online education will gain the same prominence that many f2f courses currently possess. (4)
alexandra m. pickett

My Reflections in ETAP 640 - 0 views

  • it would be interesting to see the numbers for 2012,
    • alexandra m. pickett
       
      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
       
      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
       
      are you not comfortable initiating that in the bulletin board created for that purpose?
    • alexandra m. pickett
       
      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
       
      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
       
      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  : ) 
Amy M

Colleges Search for Their Place in the Booming Mobile Web - Technology - The Chronicle ... - 0 views

shared by Amy M on 20 Jun 12 - No Cached
  • Most colleges do not have the resources to build their own mobile applications from scratch. The environment is changing quickly, and developing new products for each new major device—iPhones, BlackBerrys, Android phones, iPads—can be prohibitively expensive.
  • One key to these projects is recognizing the mobility of mobile devices, and not treating them as if they were small desktop computers. Among colleges, even the leading mobile applications and Web sites still function like add-ons; students and others can get much the same information on a personal computer, although perhaps not as quickly.
  • Creating a cohesive mobile platform does not mean that colleges should try to move everything from their Web sites to a smaller screen. It can be impossible to know in advance what people want to do on a smartphone, and what they would prefer to leave to a full-size computer.
  •  
    Most colleges do not have the resources to build their own mobile applications from scratch. The environment is changing quickly, and developing new products for each new major device-iPhones, BlackBerrys, Android phones, iPads-can be prohibitively expensive.
cpcampbell88

Designing and Developing Online Teaching - 1 views

  •  
    This book answers questions and concerns for teaching just starting to develop an online course. It also offers suggestions on what to include to help students learn best
Joy Quah Yien-ling

ThinkQuest : Website Development Tools - 0 views

  •  
    See how the developers have built in tools to help students process, build and communicate content.
Joan Erickson

Zone of proximal development - Wikipedia, the free encyclopedia - 0 views

  • The concept of the zone of proximal development was originally developed by Vygotsky to argue against the use of standardized tests
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