‘productive inquiry
Digital Nativism - 0 views
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ETAP 640 Liz Keeney | Summer 2013 - 0 views
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By viewing this diagram, I really got the idea of creating a meaningful learning environment by combining the empirical research into a clear and precise diagram;
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giving it.
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This could also be due to my “millennial” nature and my “self-absorbedness” when it comes to my grades—something that Luke (4) also mentioned.
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A lot of what I was saying had to do with the instructor facilitating instruction rather than purely teaching it…something very common in our discussions. By the end of this course, I learned that along with being a facilitator, the instructor must be a supporter and help the online learner throughout their successes and struggles—something that I often do not experience in asynchronous learning.
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My discussion postings have gone from “skimming” the top of empirical research to truly digging into the topic and making my learning visible for my professor and my classmates. I learned how to research topics properly and write my findings in a clear, conversational way.
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Learning by Doing | ETAP 640 Introduction to Online Teaching - 0 views
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it wasn’t terrible!
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Her example was “what does it mean to be human?” The reason this struck a chord with me is that many students are either uninterested in research or they think that they are already expert researchers. Unfortunately, very few of them have the research skills required at the college level. This interview served as an important reminder to me that it’s my job to make the course both relevant and engaging. I want to do my best at writing engaging and thought provoking discussion questions.
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Pickett discusses the importance of establishing trust in the online classroom. One thing that has been surprising to me but upon reflection makes sense is that this is about both design and instruction. The icebreaker module takes on a new significance in this light – as it’s not only the launch of the course but also the launch of the community.
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In this course not only will I remember my instructor’s name – I will also remember my classmates’ names. That’s pretty remarkable!
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Mary Huffman: ETAP640 reflections blog - 0 views
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IEP’s unless they are GIEP’s.
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I do wonder why the gender percentages are so different,
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Since Latin is offered alongside other languages such as German, Spanish, and French, I assume that students who choose to take Latin are doing it for a reason, and are interested in a challenge.
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I think I will learn a lot about the students’ thought processes and understand which concepts they are grasping (or not).
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“I think that we take for granted the huge amount of information that we pass on to our students in a F2F classroom just by our presence and interaction with them (bathroom passes, appropriate conduct with each other, respect for the work and management of time) the aspects of education that never finds its way into our lesson plans. In many ways in learning to teach online we are having to learn how to teach again, to focus on the minutiae that is generally accepted we do, to take nothing for granted, assume nothing and to take the entire content of our and every moment of that course (every moment of 8+ weeks) and place it in text form in a virtual environmen
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them.
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what is best for the students. How can we serve our students? Are we doing the best we can to teach them? Are we teaching appropriate and relevant courses? Are we being interactive, engaging, are we even able to keep up with our students technology-wise? Do we adapt and change our methods to keep up with their demands, or try to force our students to adapt to our methods?
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The Role of the Online Instructor/Facilitator - Reading 2-1 instructor role.pdf - 0 views
www.cordonline.net/...%202-1%20instructor%20role.pdf
instructor facilitator ETAP640 teaching online student-centered learning
shared by Diana Cary on 13 Jun 13
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The facilitator must make participants comfortable with the system and the software that the conference is using.
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This role involves setting the agenda for the conference: the objectives of the discussion, the timetable, procedural rules and decision-making norms.
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Creating a friendly, social environment in which learning is promoted is also essential for successful moderating
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Certainly, some of the most important roles of online discussion moderator/tutor revolves around their duties as an educational facilitator
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» Blackboard vs. Moodle Mary Huffman: ETAP640 reflections blog - 0 views
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It reminds me of how I always hear mechanics complain about how poorly designed cars are, and how hard to work on. Why aren't the people who have to do the maintenance and work, consulted for the design? It makes me wonder how these platforms are created, and why they turn out to be something we have to fight with and make work, rather than something that really suits our needs. Professor Pickett had mentioned there's something about each LMS that she finds undesirable, I'd be interested to hear comparisons.
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one small step for blogging…one giant leap for me - 4 views
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Someone please explain to me the whole “hashtag” thing. PLEASE! I feel so out of the loop!
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not getting feedback on my course profile or course information documents.
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I also realized that my ideas come from a desire to incorporate social networking more into online courses.
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take a look at this http://www.masternewmedia.org/ning-alternatives-guide-to-the-best-social-networking-platforms-and-online-group-services/ - i think you are thinking about a social networking site. In the future you may want to consider this as a companion to your course.
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~I continue to be astonished every week with how much I am growing and learning in this course. Not only am I learning how to be an effective online instructor and everything that it entails, but I am also learning a lot about myself.~
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I lose track of time and hours have gone by without me even realizing it.
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“What young children perceive that their teachers do plays a more significant role in their socio-emotional outcomes than what teachers report they do” (p. 30). We have an EVEN bigger impact than we thought!
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“Am I providing a bridge for my students from their prior knowledge to where I want them to be and where THEY want to be?” “What am I doing to facilitate their growth not only in building a positive self-image, but also as learners in general?” “Am I REALLY taking into consideration their interests, passions and motivations?” And finally, “What Would Alex Do?”
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“I really like how you tell them you are there for them. A lot of my teachers give us confusing assignments and I never feel like I can ask them questions.”
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When she was done going through everything she said, “Are you actually going to teach this class? Can I take it when you do?”
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I was spending so much time figuring out the tools that I felt like I wasn’t spending time on content. I realize now that I needed to spend that time and those tools were part of the content of this course.
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I LOVE learning in general! I liked learning before…well I never disliked it anyway…well unless it was math…or science…I had no idea what it was like to truly LOVE learning. Its sad to me that it took me 30 years to experience this. Did I work A LOT in this course? Did I give up much of my social life? Did I stay up too late? YES, YES and YES. Was it worth it? Absolutely! Did I mind? NOT ONE BIT…Reflecting on the fact that I worked so hard and so much on something and not only wasn’t bothered by it, but enjoyed every moment was a HUGE wake up call to me.
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This was the only course I have EVER taken in which I will walk away having truly internalized knowledge. I know that I internalized what I have learned because when I was reviewing my classmate’s courses I didn’t have to refer to a book or a checklist, it was all in my head. When I look back at my undergrad education, I have always said that I didn’t feel like I actually “learned” anything until I student taught and learned by DOING. That’s exactly what happened in this course, I learned by doing. This is only course that has ever provided me with this type of experience and it has shown me what quality education should be, not only online but in a face-to-face situation as well.
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We(myself, my classmates AND Alex) worked together in this course to contribute to the construction of our knowledge.
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It wasn’t until this summer when I turned 31 that I finally experienced being a student in a student-centered, constructivist environment that actually got me to THINK. Not just think, but think critically…It took 31 years for me to experience a true community of learners! I don’t want other students to have to wait 31 years to experience what its like to REALLY LEARN!
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The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 3 views
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“You are interacting with one single individual at all times. There is no ‘class’ …”
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“Design a course with the student perspective, one who has never taken an online course before” (Pickett, What Works?).
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I must find a balance, however, in order to complete the necessary tasks well so I can savor the doing of those that have salience.
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I realized that the online environment is actually a type of classroom; is that why course language includes such terms as “area”, and “room”?
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One activity that I am especially excited to observe is the students tweeting from their placements when they make a course- to- practice connection.
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How am I simultaneously learning how to be an online student and instructor?
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Something that has been proven to work is frequent, immediate instructor feedback.
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This is a HUGE difference I notice between Alex and other instructors. She has definitely built her social presence with me this way. Her podcast on my learning activities was an eye opener for me. It made me feel so good that she had ACTUALLY looked at my work! I have often wondered if other teachers REALLY did that.
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Reflecting on the online course design process, I realize I have made a tremendous transition from first-time student to instructor in the space of one semester. What I have learned about myself is that I have an affinity for designing in the online environment.
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I so deeply enjoyed the reading and studying portion of this course … it opened a new world of theory to me, made more exciting by the historic proximity of the leading researchers in the field.
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So, reflection has proven its worth yet again: reflecting on my work in designing EED406 thus far is proof that research-based best practice works.
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It is not about what the instructor wants to hear, it is about hearing the student’s articulation of what is being learned that is essential to evaluating the content of a blog post.
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Through trying to be “fearless” about using technology, as Alex advises, I have come to learn that confidence is something that one must exercise in all spheres of the online environment.
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“As iron sharpens iron, so a friend sharpens a friend.” This is certainly true of discussion forum. We learn with and for each other: as you learn, I learn.
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I have spent my academic life I believing that I have to ‘go it alone’, since I walked home from school alone the first day of first grade. Strangely, this course, in which I spend so much time alone, is teaching me that I don’t.
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It causes me to reflect on the similarities between online and physical communities, something I had not thought of before. Could it be that we really are, slowly and steadily, growing into a genuine community?
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I am a student whose understanding of connectivism and heutagogy is being developed experientially through taking this course.
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Teaching presence also involves anticipating students’ needs based on monitoring progress and being ready to find that perfect something to support the student’s learning.
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complaints, above, I think about the layout of the course; if it’s too many clicks away or the explanations aren’t clear, students become anxious, lose interest, and possibly
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I just finished what may be my last discussion post for ETAP640. As I went through the post process, I was cognizant of each step: read your classmates’ posts; respond to something that resonates within you; teach (us) something by locating and sharing resources that support your thinking; include the thinking and experiences of classmates; offer your opinion on what you are sharing; cite your resources for the benefit of all; tag your resources logically.
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Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
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Disconnect: Common Core, Content, and Context | 21st Century Collaborative - 0 views
www.21stcenturycollaborative.com/...1811
CCSS contentvscontext 21stCenturyLearning etap 640M3 EED406M5
shared by Irene Watts-Politza on 25 Jun 12
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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.
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Testing data should be used by students themselves to improve learning choices and reflect upon the learning experience.
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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.
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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.
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If projects were crowdsourced out to student/teacher networks, other classes could join in and build and learn together.
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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.
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ETAP640amp2012: are you prepared to change the way you teach? - 0 views
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ETAP640amp2012: More than 6 posts? - 0 views
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ETAP640amp2012: Discussion: I'll go first - 0 views
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At their age there are no egos, no prejudices, they just love to learn about what children their age are like from all over the world
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I want to not only be able to bring these techniques into my classroom but I also want to be able to help other teachers who may not have a strong technical background feel more comfortable bringing it into theirs.
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sharing what i know » Blog Archive » the cms is a dinosaur …and you know what... - 0 views
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I naturally resist and feel uncomfortably confined by the locked down nature of the CMS… i mean really, is a “blog” that is locked into a CMS really a blog? No!!!!!!!! you can’t just call it a chicken when it is a duck!!!! Part of what makes it a blog is the fact that it is public – anyone can see it and interact with it. It also represents you publicly, belongs to you/you own it/it is yours to have and use, and to keep it beyond the end of the course and term - that is an authentic online learning activity! That is why i also thought it essential that the shared resources for the course be external to the CMS using diigo… i want my students to have access to the resources after the course ends!