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Irene Watts-Politza

Reflections on Online Teaching - Diane Hamilton - 3 views

dianehamilton.edublogs.org

shared by Irene Watts-Politza on 27 May 12 - No Cached
  • maybe even a little less nervous. 
    • alexandra m. pickett
      alexandra m. pickett on 27 May 12
       
      you are doing a great job so far! : )
    • diane hamilton
      diane hamilton on 27 May 12
       
      Thanks!
  • The rubric does allow for that, but there is a strong sense that some of these dialogic purposes are not as highly valued as others, but I value them all as essential components to class community.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Not at all. personal opinion, experiences and social presence and support ARE essential in building trust and the sense of a class community. That is why they we have class community areas for interaction in the course and why they are in the rubric. It is, however, important to understand that the discussion can't consist only of those types of posts. And high quality posts are what we need to strive for in the discussion areas of the cousre. The rubric is a device to clarify- to give students informed choice and guidance, and to elevate the quality of interactions. "2" points is not bad. it simply indicates the kind of post that it is. you can post as many "1" point posts as you like - that is not wrong - but, you also need to contribute to the quality of the discussion and learning and to do that you need to aim higher than social and personal experience/opinion type posts.
  • I believe students can have teaching presence within a course when the nature of their interactions helps others to think more deeply or to look at something from an alternate viewpoint.
  • ...9 more annotations...
  • (even caused me to consider dropping
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i am so glad you didn't : )
  • conversational tone she is requesting we use.
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      hey diane: don't misunderstand. I use a conversational tone becuase that is my style. my choice. That may not be right for you. I want you to find your own voice. Interestingly enough in my opinion, you have one, and it is strong : )
    • diane hamilton
      diane hamilton on 27 Jun 12
       
      Hi Alex, Thanks for this notation. Now, I am curious though - what kind of voice do I project to you? Diane
  • I keep trying to understand why it’s been repeated
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      the problem is that not every student reads every document. you would be surprised. That said, there are lots of ways to address this. It is certainly easier to not be redundant. Less to update. Less documentation. If you go this route, just make sure that you always link back to the documentation where the information is posted. : ) me
  • Maybe that’s the point.  Maybe I don’t need to know everything well, just the things I need in the moment. 
  • I have however come to realize that I need to ask my own questions and pursue them, go on a QUEST to find answers, to locate research and ideas that relate to my own burning wonderings.  There is a QUEST in every QUESTion!
  • It’s really difficult to flesh out, and it’s kind of foreign to me to be sharing these behind the scenes thoughts….
    • Maria Guadron
      Maria Guadron on 29 Jul 12
       
      Great screencast, Diane! What a wonderful way to add social presence and direct instruction
    • diane hamilton
      diane hamilton on 29 Jul 12
       
      Thanks!
    • Catherine Strattner
      Catherine Strattner on 30 Jul 12
       
      I would like to echo Maria! Thinking about doing this in my course as well- thank you for the inspiration!
    • Lauren D
      Lauren D on 31 Jul 12
       
      Great idea with the screencast!
    • Irene Watts-Politza
      Irene Watts-Politza on 17 Aug 12
       
      This is often how I felt. I attribute it to first-time online learning curve. Do you think you will be more comfortable in the role of instructor in discussion forum? I do.
    • diane hamilton
      diane hamilton on 17 Aug 12
       
      Yes, I do. I usually feel quite comfortable in that sort of role, but I also think I will have to be sure to promote a horizontal relationship within discussions so students don't shut down or defer to me. I want them to think,explore, and construct without pressure to give me the answer they think I want.
    • Irene Watts-Politza
      Irene Watts-Politza on 17 Aug 12
       
      Shea proposes "learner presence" ... http://www.slideshare.net/alexandrapickett/learning-presencecs2 Can you propose and research Course Presence?
    • diane hamilton
      diane hamilton on 17 Aug 12
       
      Interesting....
alexandra m. pickett

My thoughts are free - 3 views

2kool4skool2014.edublogs.org

shared by alexandra m. pickett on 28 Jun 14 - No Cached
  • There are just too many posts.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      6 high quality posts in discussion per module (that is 3 per week) and 2 blog posts per module (one per week). You really think that is too much???
  • if the “essence” of the student can never be felt through a computer?
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      I question your assumptions about "essence" and "attendance" and "asking questions" and "peer acknowledgement" How can you say they are missing from an online class when we have examples of all these things all over the place this class?!
  • These are essentials missing from online courses that can not be seen.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      REALLY?????!!!
  • ...7 more annotations...
  • can’t be measured.In class,
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      i know every single click you have made in my cousre. I know dates, times, quantity. I have more data on you and your attendance and participation than any f2f teacher does.
  • ask questions and further ideas discussed in class allows the teacher to know if the student is on the right track.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      This is not only demonstrated in the ask a question area of the course, but in the talk with the professor area, the Bulletin Board, and in the suggestion box area, not to mention the discussion area itself as well as via email. Have you not observed how i keep you on track in this course?
  • Even acknowledging that the student in class is thinking for himself and paying attention is taken into consideration by the teacher. In the classroom, discussion leaders can be acknowledge by the rest of the peers and possibly offer suggestions for them on how to stand firm in opinions and facts
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      Don't you see how we do this with peer evaluations and the interaction and teaching presence demonstrated by students in the course?
  • how could she even know what type of personality her professor has if she has never even seen him in person
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      Don't you have a strong sense of my personality? And what about the personalities of your classmates? Don't you hear their voices in their posts??
  • it’s worth it. I
  • This “cured” my misconception, as this course marked my first course ever taking an online course.
  • I feel amazing
alexandra m. pickett

The Next Step Forward | on the path to the classroom - 2 views

ebuttgereit.edublogs.org

shared by alexandra m. pickett on 25 Jun 14 - No Cached
  • lack of due dates
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 14
       
      the due dates are the last day of each module except for blog posts - one at the end of each week of the course.
    • Elena Buttgereit
      Elena Buttgereit on 09 Jul 14
       
      Sorry, let me clarify: I meant staggered due dates. For college and graduate students, this generally does not pose as much of a problem. By having deadlines throughout a module, I think it could help my audience (high schoolers) avoid procrastination and hopefully keep them on track.
  • I am feeling an immense sense of relief and pride in the work I’ve done.  
Mike Fortune

Some educators question if whiteboards, other high-tech tools raise achievement - 1 views

www.washingtonpost.com/...AR2010061005522.html

educators

shared by Mike Fortune on 17 Jun 10 - Cached
  • Mike Fortune on 17 Jun 10
     
    Under enormous pressure to reform, the nation's public schools are spending millions of dollars each year on gadgets from text-messaging devices to interactive whiteboards that technology companies promise can raise student performance.
Joy Quah Yien-ling

Researching the community of inquiry framework: Review, issues, and future directions - 0 views

www.sciencedirect.com/science

Community of Inquiry instructional design framework instructional model

shared by Joy Quah Yien-ling on 17 Jun 10 - No Cached
  • Joy Quah Yien-ling on 17 Jun 10
     
    Complete version available in the journal "Internet and Higher Education" from the EBSCO database. The complete version is by Garrison and Arbaugh. The Internet version is only by Garrison.
Sue Rappazzo

Dyslexia - a knol by Sally E. Shaywitz, M.D. - 1 views

knol.google.com/dyslexia

dyslexia

shared by Sue Rappazzo on 29 May 10 - Cached
  • Dyslexia does not resolve over time.  Longitudinal studies indicate that dyslexia is a persistent, chronic condition; it does not represent a transient "developmental lag.”    The  image on the left shows the  trajectory of reading skills over time in good and poor readers. The vertical axis on the left is the reading achievement score
  • Dyslexia reflects a very specific difficulty with reading and has nothing to do with intelligence. In fact, understanding ideas and concepts are often at a very high level in dyslexia as are other higher-level reasoning skills. Dyslexia is a localized problem, one involving the sounds, and not the meaning, of spoken language. Consideration of the differences between spoken and written language provides a helpful understanding of why some bright children struggle to read.
  • In dyslexic readers, converging evidence from many laboratories around the world has demonstrated “a neural signature for dyslexia,” that is, a disruption of the two neural systems in the back of the brain observed during reading (shown in the image below).
Joan Erickson

How to Succeed in Online Courses - Online Courses - 0 views

www.onlinecourses.org/w-to-succeed-in-online-courses

shared by Joan Erickson on 08 Jun 10 - Cached
  • some things you’ll have to do differently
  • Online classes require lots of participation to keep the information flowing and the interest level high
  • the more involved you are, the more you’ll enjoy the class–and the more you’ll learn
  • ...2 more annotations...
  • messages come across differently than the sender had intended, so be sure to reread before sending
  • learn to deal with delay
  • Joan Erickson on 08 Jun 10
     
    from student's perspective
Joy Quah Yien-ling

Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory S... - 0 views

jcmc.indiana.edu/...ertmer.html

shared by Joy Quah Yien-ling on 19 Jun 10 - Cached
  • According to the authors, good feedback performs the following functions: clarifies what good performance is (goals, criteria, standards) facilitates the development of self-assessment and reflection delivers high quality information to students about their learning encourages teacher and peer dialogue around learning encourages positive motivational beliefs and self esteem provides opportunities to close the gap between current and desired performance provides information to teachers that can help shape teaching (p. 3).
  • According to Palloff and Pratt (1999), "the ability to give meaningful feedback, which helps others think about the work they have produced, is not a naturally acquired skill" (p. 123).
  • Joy Quah Yien-ling on 19 Jun 10
     
    "Using Peer Feedback to Enhance the Quality of Student Online Postings"
Francisca Capponi

ScienceDirect - Computers & Education : What makes teachers use technology in the class... - 0 views

www.sciencedirect.com/science

benefits technology

shared by Francisca Capponi on 01 Jun 10 - No Cached
  • Francisca Capponi on 01 Jun 10
     
    benefits of using technology
Joan Erickson

Cooperative Learning - Resources (CA Dept of Education) - 0 views

www.cde.ca.gov/...cooplrng.asp

shared by Joan Erickson on 09 Jul 10 - Cached
Sue Rappazzo liked it
  • heterogeneous
  • positive interdependence
  • Individualistic and competitive teaching methods certainly have their place in the instructional program, but they should be balanced with cooperative learning
  • ...3 more annotations...
  • Cooperative learning represents a valuable strategy for helping students attain high academic standards
  • interdependence and individual accountability
  • the theory and philosophy of cooperative learning; (2) demonstrations of cooperative methods; and (3) ongoing coaching and collegial support at the classroom level
  • Joan Erickson on 09 Jul 10
     
    what instructors have to know in order to implement cooperative learning
Mike Fortune

Using Technology to Improve Student Achievement - 0 views

www.ncrel.org/...te800.htm

high stakes testing NCLB

shared by Mike Fortune on 13 Aug 10 - Cached
  • Mike Fortune on 13 Aug 10
     
    Somewhat dated yet useful essay
Melissa Pietricola

Study hits 'grade inflation' in New York state testing of pupils | SILive.com - 0 views

www.silive.com/...y_hits_grade_inflation_in.html

grade inflation

shared by Melissa Pietricola on 14 Jul 10 - Cached
  • middle-school students who passed their math and English Language Arts tests are likely to struggle on their high school Regents exams
  • tudents who scored a Level 3 on their state tests -- which is considered passing -- would likely earn a 65 on their Regents exams, but that a score of 80 was typically needed to earn college credit for a course, according to the News.
  • Steiner is also calling for longer tests with more rigorous questions.
    • Melissa Pietricola
      Melissa Pietricola on 14 Jul 10
       
      Does longer mean better? Does a longer test necessarily mean it will better assess the learning objective?
  • ...3 more annotations...
  • Critics have long been saying the tests appeared to be getting easier, and have wondered whether the scoring was adjusted to make politicians look better.
    • Melissa Pietricola
      Melissa Pietricola on 14 Jul 10
       
      Do regents and middle level state tests give kids "false sense of hope" as she states? My kids could care less what the state says. They are worried about their daily grades.
  • "But by any measure -- including the highly respected NAEP exams, state tests, and graduation rates -- due to the bold reform agenda implemented by this administration, the significant progress made by New York City students has far outpaced that of students in the rest of New York state."
  • Melissa Pietricola on 14 Jul 10
     
    NYS example of grade inflation; focusing on the middle level
Joan Erickson

Multitasking drains brain - 0 views

www.ccbi.cmu.edu/...iegoUnionTribune-dualtask.html

shared by Joan Erickson on 07 Aug 10 - Cached
  • After all, if you really want to listen to something, you close your eyes, right?"
    • Joan Erickson
      Joan Erickson on 07 Aug 10
       
      I'm skeptical about this, too
  • But when both tasks were done at the same time, the volunteers' brains did not engage the sum of the two, or 74 voxels. Instead, their brains displayed only 42 voxels of activity.
    • Joan Erickson
      Joan Erickson on 07 Aug 10
       
      sum of the parts not equal to whole, our brain is fascinating, how does our brain work?
  • map brain areas involved in high-level cognitive tasks -- processing sentences, comprehending paragraphs, formulating strategies, planning many moves ahead and evaluating uncertainty
  • ...1 more annotation...
  • volunteers' overall accuracy did not suffer
alexandra m. pickett

Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses - 0 views

sln.suny.edu/...95223246cabd6b85256a090058ab98

evaluating lens

shared by alexandra m. pickett on 28 May 08 - Cached
  • Principle 1: Good Practice Encourages Student-Faculty Contact
    • alexandra m. pickett
      alexandra m. pickett on 31 May 08
       
      Our SLN research shows that the highest predictor of satisfaction with online instruction among online students is the quantity and quality of interaction with the online instructor. How would you move that research finding into practice in your own online course? How do you see that understanding expressed in our course ETAP 687?
  • Principle 2: Good Practice Encourages Cooperation Among Students
    • alexandra m. pickett
      alexandra m. pickett on 31 May 08
       
      The second highest predictor that we have found in our SLN research of satisfaction and high levels of reported learning among online students is the quantity and quality of interaction between students. Knowing that, what implications might that have in the design of online activities in your online course?
  • The "Seven Principles for Good Practice in Undergraduate Education," originally published in the AAHE Bulletin (Chickering & Gamson, 1987), are a popular framework for evaluating teaching in traditional, face-to-face courses. The principles are based on 50 years of higher education research (Chickering & Reisser, 1993). A faculty inventory (Johnson Foundation, "Faculty," 1989) and an institutional inventory (Johnson Foundation, "Institutional," 1989) based on these principles have helped faculty members and higher-education institutions examine and improve their teaching practices.
alexandra m. pickett

Teaching High School Psychology: AP Psychology Exam - Last Minute Items - 0 views

teachinghighschoolpsychology.blogspot.com/...gy-exam-last-minute-items.html

psychology highschool APpsych

shared by alexandra m. pickett on 05 Jun 09 - Cached
  • alexandra m. pickett on 05 Jun 09
     
    Jim - this one is for you!
Jennifer Boisvert

online technology dictionary, high-tech dictionary, online definitions - 0 views

www.computeruser.com/...dictionary.html

dictionary

shared by Jennifer Boisvert on 07 Jun 09 - Cached
  • Jennifer Boisvert on 07 Jun 09
     
    Dictionary for looking up technology terms.
Catherine Strattner

Teachers' Domain: Home - 0 views

www.teachersdomain.org

resources multimedia education lessonplans technology teaching

shared by Catherine Strattner on 24 Jun 09 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 07 Jul 09
       
      join the teachers' domain and explore the resources you find here. the resources are extremely high production quality from WGBH programs such as NOVA , Nature, the american experience. In addition to the subject collections, be sure to have a look at their special collections. me
  • Catherine Strattner on 22 Jul 12
     
    So many resources!
alexandra m. pickett

Thoughts About Teaching Spanish Online - 0 views

brdemmin.edublogs.org

shared by alexandra m. pickett on 12 Jul 09 - Cached
  • In an online environment it is fundamental.  Discussions generate questions, and questions promote critical thinking.  I now firmly believe, and understand, that in order to promote a higher level of language usage, I need to help my students learn how to think critically through questioning.  This is best accomplished through a dialogue format, where all students are expected to contribute in a relaxed and supportive learning environment.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      Brilliant!!! yes! you are getting it!
  • I am wondering if there is a way to copy a module set-up, and then simply customize the web pages within each module. 
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      i wish there were in moodle but to my knowlege there is not. Believe me, i understand.
  • Suddenly, the student is propelled to think clearly and critically, as now their core ideas have the potential to be shared with anyone, anywhere.
  • ...8 more annotations...
  • t occurred to me that real learning requires the removal of classroom walls in the sense that students need to be made to feel empowered  in their ability to learn independently, as well as in the amount of information they learn. 
  • Personal stories give life to a faceless person, just as they do in literature.  We come to know, like, love, despise, and sympathize with characters the more we know about them.  Online it is very different in the sense that we are communicating interactively, but unless we become ‘real’ to our students, there will be a disconnect between instructor-student that must ultimately interfere with knowledge acquisition, particularly since effective teaching presence has been shown to directly affect the quality of education in online environments based on interactions between students and instructors (Alex – Breeze presentation module 5).
  • Specifically, I need to ask myself:  Do these questions simply ask student to use their  foundational knowledge, and book resources,  in order to answer the questions? Or do they need to think, analyze, research and push themselves cognitively in order to understand, and answer, the posted questions?
  •   Online learning requires a different framework of thinking and behaving.  It requires a sense of self-reliance, responsibility and an openness to collaboration and reflection. 
  • Many of our high school students are not equipped with these survival skills. 
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 09
       
      barbara: it is my experience that students rise to your expectations. I have seen remarkable work by k12 students and lower level college students. And even if it is true that they are not well equipped, they will have a fantastic teacher in you to get them there : ) me
  • online learning not only allows students to learn according to their favored multiple intelligences (visual, auditory, tactile, etc.), it also allows students to learn according to their own rate of information reception.  While the classroom forces us all to be quick thinkers, and immediate responders, many of us are not.  We need time to formulate ideas, responses and concepts.  Students who cannot respond immediately are left out of the learning environment and many may eventually ‘check-out’. 
  • Seeing others accomplish things that I had either not thought of, or was too intimidated to attempt, made me take chances. 
  • This is what learning is all about – moving out of our comfort zone and pushing our possibilities.
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