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Joan Erickson

Dan Meyer: Math class needs a makeover | Video on TED.com - 1 views

www.ted.com/..._math_curriculum_makeover.html

module 4 assignment

shared by Joan Erickson on 19 Jul 10 - Cached
  • Joan Erickson on 19 Jul 10
     
    great video on how current math curriculum is set up wrong----great and inspirational MUST USE FOR online and f2f!
  • Joan Erickson on 19 Jul 10
     
    Dear professor and classmates, Please pardon me for sharing 20+ math links in one clip. I didn't want to share a link and later regret it. so I have been saving and deleting in my private list. I wasn't ready to share until now. Sorry.
  • Victoria Keller on 21 Jul 12
     
    You are absolutely right!! This was a very inspiration video. I loved how he was able to take the math problems from the book and break it up to make it more engaging.
Aubrey Warneck

If My Cat Can Compose, What's Your Excuse? - 0 views

www.childrensmusic.org/light11.html

shared by Aubrey Warneck on 10 Jul 08 - Cached
  • Now, I know from personal experience that the thought of creating a musical composition can overwhelm a “purr”son. (Oops!) In the past, I have tried too hard and nothing musical ever developed. So, since Al is a relaxed and laid-back composer, I will follow his example and listen for musical ideas in the world around me.
    • Aubrey Warneck
      Aubrey Warneck on 10 Jul 08
       
      This parapgrah is a cute way of letting students know that it is ok to feel a bit anxious about creating a piece of music.
  • Now after this mornings shower, I heard the annoying but rhythmic beat from my leaking bathroom faucet. In the kitchen, the whirring and pulsing sounds of the food blender were jazzy and invigorating. When turning on the TV, the first few notes that I heard became the beginning of a song. Fire engines and ambulance provided ALARMING possibilities. At last I was composing!!
    • Aubrey Warneck
      Aubrey Warneck on 10 Jul 08
       
      This paragraph fits very nicely into a Unit I always did in the F2F environment in 6th grade called Found Sounds. This might tie nicely to a F2F experience the students could have with composing in the classroom as a precursor to composing in their Software program.
    • Aubrey Warneck
      Aubrey Warneck on 10 Jul 08
       
      At last, a glimmer of possiblity in how to blend my learning environments :-)
  • Aubrey Warneck on 10 Jul 08
     
    This brief story I found on MERLOT is perfect for my Composition unit. The story tells of a person who becomes inspired to compose music by listening to the world around her.
  • Aubrey Warneck on 10 Jul 08
     
    Excellent anecdote about how to become inspired to create a composition.
Robert Braathe

Jim Kenney's Courses - 0 views

cadres.pepperdine.edu/...index.htm

online powerpoints presentations

shared by Robert Braathe on 20 Jun 08 - Cached
  • Robert Braathe on 20 Jun 08
     
    Jim Kenney at Pepperdine University outlines an effective method for becoming comfortable with becoming an online instructor. He has taught a course to instructors who are going to be teaching online, and on his website he lays out steps to prepare you for teaching online effectively. Some of the steps include using Powerpoints and other tools that are used F2F online, and progressively adapting the format as you become more comfortable teaching online.
Shoubang Jian

The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 1 views

technologysource.org/..._surpasses_facetoface_learning

shared by Shoubang Jian on 28 May 09 - Cached
  • Students are empowered to learn on their own and even to teach one another. Particularly in the discussion group mode, students have the opportunity to explain, share, comment upon, critique, and develop course materials among themselves in a manner rarely seen in the F2F classroom.
  • ar more writing-intensive than traditional classes
  • When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
  • ...6 more annotations...
  • relative "anonymity" of online discussions helps create a level playing field for women, homosexuals, students with physical handicaps, and members of other potentially marginalized groups, as they can participate in class activities without being stigmatized. Moreover, the format gives non-native speakers of English extra time to contemplate questions and compose appropriate answers.
  • teaching styles do not work in the online environment (just as some students have discovered that their learning styles make online courses unworkable for them)
    • jessica mascle
      jessica mascle on 28 May 09
       
      i wonder if my teaching style matches?
  • Online students, however, can and do e-mail countless questions to their professors and frequently engage in a dialogue that would be hard to duplicate in the F2F world.
  • Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
  • teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education.
  • On-demand interaction and support services
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      new technology, like Eluminate, allows teachers to conduct office hours in a virtual environment. Participants can talk to each other, share desktop, share the same browsing experience, chat, draw charts. Fantastic.
  • Jessica Backus-Foster on 28 May 09
     
    Reading for Module 1
  • ...1 more comment...
  • jessica mascle on 28 May 09
     
    see highlighting
  • jessica mascle on 28 May 09
     
    do i have to respond to others?
  • Jennifer Boisvert on 09 Jun 09
     
    10 facts about online education
alexandra m. pickett

If I'm talking, you should be taking notes. - 0 views

nvanhoose.edublogs.org

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • , mad
  • However, I also have learned that we cannot assume that everyone of a certain age is a digital native. Working at a community college, I have students with a large variety of academic and technological experiences. Some students have very limited access to technology.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Hi Nicole, I worry about the same thing. I guess the more we make them work, the less likely we are to do too much leading.
  • ...16 more annotations...
  • June 20th,
  • it is concrete, born before me with a structure and a real plan
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Thank you Alex! I would never have been able to create this course without Alex laying out the modules as she did. Like you, I am starting to feel the course coming together in a very organic way.
  • I am fully committed to the idea of self-discovery and peer-teaching within my online course, but I also feel that I have a lot to add and I can’t keep all of this information to myself
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      You don't have to choose one; you can facilitate from afar, yet still be a presence in your course. In fact, your students will need feedback from you in order to know that they are on track. Self-discovery, peer teaching, and instructor presence are not mutually exclusive, thank goodness.
  • h-ha moments are coming regularly now. The challenge is now enjoyable.
  • The a
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Yay! All the time and effort becomes worthwhile.
  • not necessarily because it meets a learning objective
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      There have been times when I have had to stop and ask myself, "why am I looking to this particular technology?" If I can't attach it to a learning objective, I let it go.
  • . The first time I implement something I cannot always anticipate all of the issues, but after a run through I can plan for those problems and be proactive in preventing them.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I think this process is not only natural in teaching, but expected - especially in the online environment. We ask for student feeback so that we can improve the course. In this way, it is constantly evolving.
  • . Students will need to find a community setting for 15 hours of either observation of a child, or volunteering in working directly with children
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Great idea, and as a former supervisor of both a before-school and after-school program, you can observe a lot at one of these programs. Kids play, study, socialize, etc. Lots to learn through observation and probably with permission, your students might be able to interact with the kids as well.
  • July 4th,
  • I am going to give up more control and expect more self-directed learning from my students, not only online, but in my f2f courses too! I am going to put more emphasis on discussion boards than I had previously anticipated.
  • I am thinking about what I feel is working for me as a student and what is not, so I can include or not include those things in my course.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I think this is difficult for us because no matter how much we include in order to get students interacting, in the end it is out of our hands. Well, not completely -- we can always facilitate the discussion from behind the scenes if we need to, but you see what I mean.
  • Now my perspective had drastically changed—I am instead asking myself how do I get the students to the information? How will I devise learning activities that will assist them in their search for knowledge and understanding? It is not my responsibility to spoon feed them, but to teach them how to spoon feed themselves.
  • conceptualizing some of the activities for my course
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I struggled with this as well. Still not sure if I have enough substantial learning activities for my course. It wasn't until I actually started creating the learning activities that I realized I was rather naive about the entire process. Like you, I had this vague idea. I finally had to sit down and figure out what I wanted my students to be doing and then creating activities that met those objectives.
  • despite the extensive conversations that we have had.
  • Giving up control and trusting students to learn. I don’t need to give them the information, just provide the opportunity for them to discover it for themselves, and trust that they will do it. Everyone says this works, I can’t wait to see it happen!
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      brilliant!! : ) just made my day !!
  • Not only has my expectation for online teaching changed, but I also am trying to apply some of these ideas to my f2f courses.  I want students to take more responsibility for their learning. I want them to learn from each other, and to discover knowledge instead of waiting for it to be fed to them. I want to build more community into my courses, so students feel that they can share and learn from others and take risks in class. I also want students to learn what they are interested in learning, or what they need to learn depending on where they are in their understanding of the content.
alexandra m. pickett

Thoughts on how/if my online course will work with my in-school class | JJ Wagner - 0 views

jaytiger8.edublogs.org/...l-work-with-my-in-school-class

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • I haven’t found any information yet that shows a class being run simultaneously online and in the class room setting.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      JJ: i am not sure what you mean. do you mean i a k12 classroom that is enhanced with online activities? or do you mean where some of the class is online and some f2f? or where there are 2 cohorts of students one f2f and one online?
alexandra m. pickett

Ian August etap 640 SuMmEr 2011 - 1 views

ianaugustetap640.blogspot.com

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • Student centered learning
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      question your assumptions! why do you assume that "student-centered" means "teacher-less"?
  • why do I need to pay for this if I am on my own. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
    • Kimberly Barss
      Kimberly Barss on 11 Jul 11
       
      I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
  • leaders. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      self-assessment?!
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      missing from every post! check the rubric!
    • ian august
      ian august on 09 Aug 11
       
      i did not even realize, :O
  • ...26 more annotations...
  • could not locate a link for diigo but I contacted Mimi for more info
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      excellent! : )
  • But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      I am glad that Prensky "engaged" you, but in the long run the other article would help you to better understand and serve the fauclty you work with. Theories help us frame and understand probelms systematically. I need you to think about this and to think about what "engages" you and why. So here is something to engage you. Prensky is WRONG!!! I was hoping you would find find this on your own: http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html - Steve is a friend of mine and a well-known and respected blogger. Digg into this controversy! And then come back and tell me what you think!
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      I so agree. I use the polling option in my online course and was told I was the first to ever try. I believe that part of the problem is that online learning is coming from the top down, with little support.
    • ian august
      ian august on 17 Jul 11
       
      how do you use the polling option diane, for what type of assignments? Prof. Pickett has been telling me to let the student decide on many things, like Bill Pelz course, where the students approve each others final essays. when you say top down do you mean the teacher ruling the classing room? Because that seems to be the norm, how f2f classes run as well.
  • They use the basics like read this article and write this paper or take this quiz.
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      I am a visual person and find that I don't still have a mental map of this class. I wander around quite a bit. I have developed a few shortcuts, but it is definitely a work in progress.
    • ian august
      ian august on 17 Jul 11
       
      The map of the class has definitley gotten better since the start, I dont know if you used angel, but we use it at our college, I dont think I can send pics through here but I will send them to you another way.
  • t took me a minute to figure out the moodle system.
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      Do you like moodle better than Angel? I am disappointed in Angel's blog, so I will need to send my students to edublogs.
  • These ideas are the modern theories in action,  of the students new role in the classroom, whether online or f2f. Professor's have said in the past "this is our class", but these ideas I have mentioned are really creating an "our class" type of atmosphere where the teacher and students are more equal participants in the learning process than the traditional model of the teacher being the boss, and the student being the subordinate.
    • Kimberly Barss
      Kimberly Barss on 20 Jun 11
       
      I agree. This is certainly a benefit of online learning. You don't have to worry, as an instructor, about who's paying attention or talking in the back or being the "disciplinarian" you can all just focus on coming together and learning as a community.
  • Randy Pausch
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      love him. saw his last lecture a few years ago on youtube.
  • wikis's
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I'm going to include a student project that also has them create and work within a Wiki. It looks to be the perfect environment for collaboration on a single document (a short story).
  • This also shows the teacher asking the student to be an active participant in their own learning,
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Yes, that's what the online environment is all about...student centered social learning.
  • Every one of the teachers in Exempler courses for observation talked about they way analzye their course, sometimes when its over sometimes during, to see what worked and what did not work
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      We are already learning this through our use of "self assessment." I would imagine it takes a few runs through the course to work out all the kinks, and if it's a subject like science or technology where the information changes constantly, it's ever-evolving.
  • That was the role of student.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      In the wake of new technology, the role of the student is changing very quickly to one of self-directed learning.
    • Diane Gusa
      Diane Gusa on 11 Jul 11
       
      Ah this is a philosophical stand. Many times we teach by the way we learn; however, this may not be the best for our students.
  • The Angel LMS that I am familiar with even gives he teacher the option to shut off news posts in a discussion forum so the student has only one option and that is to reply to a previous post.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      That's an interesting idea, especially when there are too many discussions going on.
  • build a wiki together
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I was going to have my students do the same, however, I just noticed that the course shell has an option for a Wiki...did anybody else see that? Anybody know how it works? I have since decided to give my students a choice other than to "write" a short story in small groups within a Wikispace. I'm going to allow them to recreate or interpret a short story in a multi-media fashion. Howard Gardner influenced. :-)
  • don’t show them how you do it, let them find out how it is done on their own
  • leave it up to the student to choose,
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I think they will surprise you!
  • I guess I can guide, so when the students get off course I can say hey you should check this guy out, or this writer out.
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      I had an instructor last semester (Jason Vickers, if you get a chance to take a class with him, he's great! Also, he's a PhD student) who would do this exactly. He would scarcely add to our discussions as he said that oftentimes that can shut them down, but when he did it usually was to suggest that we check certain authors/theories/articles out that might help put us back on the right track.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I remember Alex suggesting something to me during the first week or two when I was a little lost. She pointed me in the right direction and that was good because I was able to focus my energies.
  • Case Study
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Very good idea, because you're right...it seems like a very large amount of information that you're trying to cover. Case studies might work better.
  • Hopefully they will read the author I provide them with and than on their own they will read more articles by that author because they like him.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Perhaps you can assign one particular article, and then actually provide them with the links to 1-3 other article they might find of interest.
  • Another issue I am having is questioning if I have too much for the student to do. I really wanted them to do a group project but it seems like too much work.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Have you gone through the learning activities for each module and guesstimated how long it would take them to do? That might give you a better idea of whether it's too much. Just a suggestion.
  • letting the student do the heavy lifitng. Professor Pickett told me that it is a hard concept to implement as a teacher and I am seeing that.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      letting go of control of someone else's learning is a constant struggle. just keep telling yourself that it is NOT about you and what you know. It is about your students and catalyzing the passion for the topic of your course in them... they are the only ones that can do that... remember... if you do all the work, who does the learning? you have to let go and trust them to learn. That does NOT mean you are not there or that you have chaos.... you have to design it and facilitate it so that it works that way. It is a LOT of work : )
  • I am so glad I took this class. I learned so much, I feel so much more confident in my job as an instructional designer, and I feel more confident to take my skills to a new job envirnment. ANYONE HIRING OUT THERE?
  • I learned about some really important concepts for teaching online, like; -supply the students with a lot of information, module overviews, due dates, contact info, detailed explanation of how to complete assignments, rubric describing what type of work constitutes a Grade of A, B, C etc, -show your teacher presence in the course, by answering questions fairly quickly, posting in the discussion to guide, engage, provoke the student to do more research, asking for student input and using it, -Let the students do as much as possible instead of giving them everything ona silver platter. -Let students play the role of teacher in some of their assignments
  • After the first two weeks of this course, the first module, I learned so much, and grew so much more confident in my ability to work with faculty developing online courses.
Diane Gusa

Why have learning communities - 0 views

www.evergreen.edu/...lcfaq.htm

learning_environments module 2 e-learning learningcommunity

shared by Diane Gusa on 17 Jun 11 - Cached
  • learning communities have been shown to increase student retention and academic achievement, increase student involvement and motivation, improve students� time to degree completion, and enhance student intellectual development.
  • Students involved in learning communities become more intellectually mature and responsible for their own learning and develop the capacity to care about the learning of their peers.
    • Diane Gusa
      Diane Gusa on 17 Jun 11
       
      This makes me think that online learning communities will lead to retention in course, engagement, motivation, and increase learning
  • Diane Gusa on 17 Jun 11
     
    F2F learning communities findings in one college
Diane Gusa

ETAP640amp2011: Search results - 0 views

ualbany.mrooms.net/...search.php

shared by Diane Gusa on 10 Jul 11 - No Cached
  • In my f2f General Psychology class I plan on having students submit a draft of their paper, everyone exchange in class, and then together we go through the rubric. My self-regulation professor, Dr. Heidi Andrade suggested going through the rubric with student in class and having them use different colored pencils to underline sections in the paper that meet or do not meet specific rubric requirements.
Diane Gusa

Medium dictate its own set of constraits - 0 views

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

ETAP640amp2011 4 F2F online instructor

shared by Diane Gusa on 06 Jul 11 - No Cached
  • Speaking conversely about F2F learning, does that medium not dictate its own set of constraints?
alexandra m. pickett

Online Course Design - 0 views

joyquah.edublogs.org

shared by alexandra m. pickett on 23 Jun 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 23 Jun 10
       
      Joy! thank you for making your learning visible to me! I am awed and inspired by the depth of your insights!
  • So establishing teaching presence is what all the designers, Alex, and even I, am doing when we make decisions about the content of the course, the types of activities we want to include, the tools we would like to use, how we want to assess, how we provide channels for providing and managing feedback, how we want to induct students into the course, how we want to wrap up the course….Basically – everything!
  • From planning, to execution, to assessment, to revision. So this is why developing a course is an “iterative process”.
  • ...23 more annotations...
    • alexandra m. pickett
      alexandra m. pickett on 23 Jun 10
       
      eureka!!! brilliant!!!
  • And nothing happens by chance. Everything happens by deliberate design. And I am seeing how this is happening.
  • People are important, so… (make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Thinking is important, so ….(make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Learning is important, so….. Content knowledge is important, so… Skills are important, so…
  • From this, I have learnt that it is perfectly fine to change your mind, as long as you have solid justification. This was also a useful reminder abot the importance of accurately matching the number of objectives with activities. A designer needs to avoid creating an objective that has no activity, and an activity with no objective, as can sometimes happen through oversight.
  • “You need to rethink lots of things, to be open to possibilities, opportunities to options, then you’re more likely to be successful,” says Alex. This kind of openness does not happen as a matter of course. It has to begin with an awareness. This attitude of being open to possibilities, opportunities and options has to be actively worked upon. I failed to understand this at first. So I found it perplexing that Alex would pursue what I thought was a trivial line of discussion. What do you think is not possible to teach and learn online? I volunteered several bright contributions. I was still unaware of the purpose of this apparently innocuous discussion. Of course now I know better. That discussion was supposed to challenge a closed mind. Because with a closed mind, we render ourselves unable to be open to possibilities, opportunities to options. A closed mind works against innovation, progress, improvement, expansion. This is a new frontier, and therefore the stance which can reap untold benefits and leanings should be “Let’s explore!” So the question we should be asking isn’t “What cannot be done?” but rather “How do I make this possible?”
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      thank you for this observation, joy! thank you for taking the bait and giving us all the opportunity to question our assumptions and to arrive at creativity, innovation and possibilities!! : )
  • I need to be open to possibilities, opportunities, to options. I must put aside my prejudices and temporarily suspend “logical thinking” in favor of creative thinking.
  • But we should never give up on the unwilling ones.
  • The best way to spark change is to let them attend an effective online course.
  • I am beginning to see how “developing a course is a transformative experience”.
  • I don’t think I can return to the classroom and teach anything the same way before.
  • Designing an online course has been, for me, a truly transformative experience. It has allowed me not only to reexamine, reformulate and reassess, but to also move forward to innovate and in some ways, to reinvent myself as a teacher.
  • I was therefore quite relieved Alex confirmed what I had feared. I was packing in too much. Even before even before Alex provided her completely justified feedback that my course was too packed (“for you Joy, less is more!”)
  • An online environment is different from a f2f setting. Being able to state it in a theoretical way is not the same as understanding it and translating it into practice. Of course I knew the theory. But when the time came for application in the design of the online course, my knowledge did not transfer well into practical application. This is one of the main problems when there is a failure of the student to  successfully transfer learning, which is basically one of great challenges of teaching.  So basically, what I did initially did was to replicate my f2f activities directly into my online classroom.
  • As I feared, and Alex confirmed, this large amount of group work puts a strain on the students and also poses too many logistic difficulties. Perhaps one or two group work activities might work, but not several in each module. It is unrealistic. So I have learnt, in a very concrete and hands-on way, that designing for my online classroom in this instance is different from designing for my face-to face classroom.
  • Once again, I am reminded that theory and practice need mutual reinforcement. Understanding the theory is one thing. Transferring the theoretical knowledge into action requires experience, reflection, and feedback from others.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      thank you for making your thinking and learning visible to me!
  • Having experienced a wonderful sense of community, and seeing how it is done, I do feel that I have a fair idea of the basic ingredients that go into creating a sense of community. However, Alex has set a high, high standard, and I don’t know I have the energy to sustain the community building effort, even if I knew how to do it!
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      i have great expectations of you joy! i know you can do it : )
  • this is a process
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      Yes!!! the value to me and to the others in the class is to be able to watch your process. we see how you think and refine and how your ideas change and evolve and that adds to our understanding of you and our own learning.
  • My present ideas never look like version 1! The result is that the ideas I handed up in the proposed learning activities resemble very little of what I actually have now
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      Oh Joy, I can relate! By the time Alex reads my submitted writing assignment, my actual course design has already morphed a few times. I've visited your course, it looks great! the activities you set up indicatethat you have high expectations for the participants!
  • Confucius
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      wow, Confucious said that? I didn't even know, and I'm Chinese!
  • In short – let the students do the work. This is the best way to learn. This principle, I think, has been demonstrated in this course. And I intend to pursue it in my own course. I see the value of giving the students both structure and space.
  • One of the insights has to do with letting go as a teacher.
  • Reading Sue’s
  • I agree with Sue.
alexandra m. pickett

Instruction by Design - 5 views

mcm1199.edublogs.org

communityofinquirey etap640 via:packrati.us CoI onlinelearning

shared by alexandra m. pickett on 12 Jun 13 - No Cached
alexabliss liked it
  • I was a bit surprised
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 13
       
      why surprised? It is no longer a question of whether is is as good as f2f instruction. There is a now a significant body of evidence that online instruction done well surpasses f2f instruction: http://slneducation.edublogs.org/2010/07/27/more-than-no-significant-difference/
  • I have been pushed to find out and learn about topics relevant to me!
  • I believe that using questions that allow my students to explore areas that are relevant to their unique situations will help them to be successful.
  • ...14 more annotations...
  • After reading that statement, I felt as though many things clicked for me. The course design and teaching practices are closely linked. The social, cognitive, and teaching presence are related and depend on each other. What does this mean for my course? For me it translates to making sure my course design contains a careful balance to establish the community of inquiry, and that my teaching practices are supported by my course design.
  • First that instructors must give control over the learning to the students, and second that instructors must be skilled at guiding discussions in order to help students learn what is necessary through interactions with others. I especially liked an analogy that Luke used in one of his discussion posts, “Yoda (the teacher) guided Luke (the student) in the ways of the Force, he pointed him where he needed to go but had Luke do the work.” I think this is very relatable for those of us who are star wars fans. Yoda is this incredibly wise mentor, who says very little. The statements he makes are brief but have a lot of meaning. I do see how this relates to effective teaching online. I had to help facilitate a discussion in a past online class, and always felt hesitant to jump in. My sense was that you only want to add something when the thinking stops. You only want to ask enough questions, or statements to get the thinking going again.
  • When I think about my own learning in this course, I realize that even though I may not have direct contact with my classmates or the instructor, I am following those interaction patterns in this course.  I am working with the concepts and ideas introduced in each module, researching, relating, and making connections.  Then I bring my work back to the community to share.  My classmates or the instructor will absorb my contributions and perhaps push it further with suggesting alternate views, or things I have not considered.
  • Now we are discussing how we are using text based environments to create intimacy in learning environments.  Perhaps, it is not all that different
    • alexandra m. pickett
      alexandra m. pickett on 27 Jul 13
       
      BRILLIANT!!!
  • I now believe that a teacher is someone who can create an environment where students are able to gain knowledge through interaction and experience.  This may be through reviewing materials or engaging in activities, but that seems less important to me now.  The crucial part is now designing the interactions. 
    • alexandra m. pickett
      alexandra m. pickett on 09 Aug 13
       
      Eureaka!! it is NOT about content : ) brilliant!
  • my workshop is really about the journey rather than the destination
  • I realized that although you may think you are engaging students in your course, it may be trickier than you expect
  • I really appreciated that the course was able to allow me to reach these conclusions in my own way, rather than just telling me “the line between direct instruction and facilitation of discourse can be blurred”. 
  • I have been able to make the big connections, and form ideas in a way that previously has been difficult for me. 
  • I feel as though the reflection assignments have provided the context for my brain to think in a different way.  This not only gives me confidence for the future, but it also helps me to discover the connections I have made unconsciously!  It seems kind of strange to say that, but it is true!  I am hoping to continue to use blogging as a tool to document my insights and learning after the course ends.
  • I definitely was struggling with motivation when I felt the connection to my classmates and the instructor fading.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 13
       
      interesting...
  • Through ETAP640, I have really learned how important reflection is for deep learning. It is through my blog posts that I have been able to tie all the ideas together in my head and makes sense out of the information. The course manual suggests that you ask your students why they are taking the course within the ice breaker.
  • Now I understand that asking the students to articulate what they want to get out of the course is an important start to getting them to reflect on their learning and progress throughout the course.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 13
       
      brilliant!!
  • Maree (4)
alexandra m. pickett

Mary Huffman: ETAP640 reflections blog - 0 views

huffmanmary.edublogs.org

shared by alexandra m. pickett on 12 Jun 13 - No Cached
  • IEP’s unless they are GIEP’s.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 13
       
      what does that mean?
  • I do wonder why the gender percentages are so different,
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 13
       
      ok. so this is a perfect opportunity to do some research. You have your thoughts, assumptions, ideas maybe about why, but can you find research to support our findings? If you have a question, answer it!!
  • 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.
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 13
       
      example sticky note in diigo
  • ...7 more annotations...
  • I think I will learn a lot about the students’ thought processes and understand which concepts they are grasping (or not).
  • “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
  • them.
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 13
       
      don't forget your self-assessment.
  • It isn’t easy to write a good discussion question, but it is essential for a productive discussion.
  • I understand how and why I did it, and I could do it again. 
  • One cool thing about this course is the ‘meta’ quality. 
  • 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? 
Hedy Lowenheim

The Challenges of Online Learning | Suite101 - 0 views

suite101.com/...ges-of-online-learning-a372697

shared by Hedy Lowenheim on 08 Jun 13 - No Cached
    • Hedy Lowenheim
      Hedy Lowenheim on 08 Jun 13
       
      I think it's crucial that instructors teaching distant eduation courses are aware that they will need to use very different teaching methods and tools than they used in thier traditional f2f classes.
William Meredith

Getting Started Teaching Online | The Sloan Consortium - 0 views

sloanconsortium.org/225451

shared by William Meredith on 28 Jun 12 - No Cached
  • Online enrollments continue to increase substantially (Allen & Seaman, 2010, p. 2), as nearly one third (30%) of higher education students take at least one online course (Allen & Seaman, 2010, p. 2).
  • These data revealed that online learning has been adopted in the mainstream of higher education with trends indicating continued growth. Unfortunately, however, institutions often require instructors to design/develop online courses and/or transition into teaching in the online learning environment sans an understanding of the fundamental pedagogical/andragogical differences among face-to-face (f2f), blended/hybrid, and online learning environments.
  • William Meredith on 28 Jun 12
     
    preparing to teach online
Anne Deutsch

A Preliminary Look at the Structural Differences of Higher Education Classroom Communit... - 0 views

sloanconsortium.org/...ssroom-communities-traditional

community VLN teachingpresence discussions

shared by Anne Deutsch on 06 Jul 12 - No Cached
  • Irene Watts-Politza on 06 Jul 12
     
    Study comparing effectiveness of community building practices in the f2f and ALN environments
Catherine Strattner

Online vs. Face-to-Face Throwdown: Good Teaching Transcends Course Format - Faculty Foc... - 0 views

www.facultyfocus.com/...line-vs-face-to-face-throwdown

online teaching course format

shared by Catherine Strattner on 08 Jul 12 - No Cached
  • And yet, despite the differences between online teaching and face-to-face teaching, Shibley says the two have a lot more in common than originally believed because, in the end, effective teaching transcends course format.
  • Catherine Strattner on 08 Jul 12
     
    Love this short article about the differences in online and f2f teaching.
Julie DelPapa

Unity in the Elementary School classroom:building community - 0 views

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

class community f2f learning social learning.

shared by Julie DelPapa on 13 Jul 12 - No Cached
  • Julie DelPapa on 13 Jul 12
     
    study about elementary class community and how it relates to learning
alexandra m. pickett

ETAP640amp2012: how do you do it f2f? - 0 views

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

shared by alexandra m. pickett on 16 Jul 12 - No Cached
  • This got me to think, Why? why is a safe environment important for developing lifelong skills it this community is only in the classroom?
    • alexandra m. pickett
      alexandra m. pickett on 16 Jul 12
       
      brilliant question!
Catherine Strattner

Online learning costs for K-12 schools « California Dreamin' by Rob Darrow - 0 views

robdarrow.wordpress.com/...earning-costs-for-k-12-schools

distance distance learning funding costs

shared by Catherine Strattner on 09 Jun 12 - No Cached
  • Some researchers suggest that teaching online costs less than teaching face-to-face, while others suggest that teaching online costs about the same.
  • Catherine Strattner on 09 Jun 12
     
    Addresses cost differences in f2f and virtual learning.
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