Students are empowered to learn on their own and even to teach one another.
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The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views
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Students are made accountable for their own education and are able to reflect on what they are learning. -
Students work together with professors to create a learning style that meets their needs. The students guide information that is important to them making the experience meaningful.
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Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
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I have seen my own students achieve better comprehension when they are able to see the information through the eyes of their peers rather than my perspective.
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This also supports Shift 4 in ELA Common Core which calls for students to have "rich" conversations centering on a text.
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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.
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This expectation is supported by the online instructor's facilitation of discourse and intellectual leadership, identified by Jones et al. as two aspects of teaching presence.
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On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
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This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
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I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
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They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
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Bodes well for gobalization of education, especially when supported by language conversion apps.
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Reminds me of a community of inquiry model. See Garrison, Anderson, and Archer, 2000.
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thrilled
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The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
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As online learning increases at the secondary level, is it possible that responsibility for curriculum development will become an APPR bargaining issue under the Regents Reform Agenda?
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the best way to teach students how to write more effectively is to have them write more often.
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One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
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Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
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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.
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Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
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I wonder what the limit on class size is for an online course to feel "intimate."
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In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
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This is huge for online learning. Students are able to thoughtfully respond which deepens discussions.
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. Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
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How do we make the jump and empower students to actually take on the role as a teacher?
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explain, share, comment upon, critique
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explain, share, comment upon, critique
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unresearched responses in the limited time
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unresearched responses
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I personally have seen a big difference in my thought and contributions when given time to think, research, and craft a response to an argument.
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There is also something to be said abou the "delete" button. Once you say something, you cannot undo it.
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can refer to their course materials and think through their answers
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I think this is a very important piece of online learning I hadn't thought about t before. When students are online they are able to actually process the information and not be afraid if they're processing skills are slower than other students.
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The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
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However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
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On average, online courses are far more writing-intensive than traditional classes have ever been.
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he first response that comes to mind rather than the best possible response
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and you don't have the, "Doh! I should have said ..." as you're walking out of the classroom.
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Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
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Geared to lifelong learning
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While I'm not a LMS hater, I do see this as a problem in the way LMSs keep a death grip on the content and learning. I'd like to develop a plugin for Balckboard that allows a student to easily "pack up" and take their work with them as they complete a course.
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as a result of the relative anonymity
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It's almost ironic that the initial anonimity can lead to deeper connections relative to F2F interactions.
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online education can be done well,
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It seems that some examples that are used to demonstrate a poor online course are often as good as a "normal" (i.e. F2F) class. Being as good as a traditional lecture class is a low bar to set.
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In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
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develop course materials among themselves in a manner rarely seen in the F2F classroom.
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In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session. But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something.
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Sorry I didn't want these to go public. These were just my notes to myself so that I could further do some research. Is there a way to remove these or make these private again. Guess I'm still testing the water.
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Role o f Learning Styles i n t he Quality o f Learning a t Different Level - 2 views
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Learning styles identification helps educators in understanding how their students perceive and process information in different manners and patterns
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process
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A Content Analysis Of Critical Thinking Skills As An Indicator Of Quality Of Online Dis... - 0 views
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promote interaction and collab-oration
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determining the quality of discussion andamount of participation of students in a coursecan be cumbersome to measure
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Benefit and importance of online discussions between instructor, students, and each other
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shared by lkryder on 11 Jun 14
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CL-1: Field-tested Learning Assessment Guide (FLAG): Assessment Primer (1 of 5) - 0 views
www.flaguide.org/...primerfull.php
formative assessment CATs assessment classroom assessment techniques Learning
shared by lkryder on 11 Jun 14
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There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments.
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If you begin a course design with this in mind, and fold your feedback loops in carefully, students will know what matters and what to work at for success
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Assessment is more than grades To many, the word "assessment" simply means the process by which we assign students grades. Assessment is much more than this, however. Assessment is a mechanism for providing instructors with data for improving their teaching methods and for guiding and motivating students to be actively involved in their own learning. As such, assessment provides important feedback to both instructors and students. Assessment is Feedback for Both Instructors and Students Assessment gives us essential information about what our students are learning and about the extent to which we are meeting our teaching goals. But the true power of assessment comes in also using it to give feedback to our students. Improving the quality of learning in our courses involves not just determining to what extent students have mastered course content at the end of the course; improving the quality of learning also involves determining to what extent students are mastering content throughout the course.
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Assessment Drives Student Learning The types of assessment usually performed in first-year science, math, engineering, and technology (STEM) courses--giving students tests--merely inform students about their grade, or ranking, after they have received instruction. In addition, these common testing techniques--which typically test for fact-based knowledge and algorithmic problem solving--tell our students that this is the type of knowledge we think is most important. That is, we appear to value the understanding of concepts at a relatively low level. Given that this is the type of assessment our students most frequently encounter, and that it will eventually lead to their final course grades, students learn to study the content in our courses in an expeditious way that allows them to succeed in passing many first-year STEM courses without necessarily developing deep understanding of concepts. It is our assessment that drives students learning.
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Beyond Student Perceptions: Issues of Interaction, Presence, and Performance in an Onli... - 0 views
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Quality Enhancement for E-Learning Courses: The Role of Student Feedback - 0 views
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Student feedback is seen as a central strategy to monitor the quality and standards of teaching and learning in Higher Education Institutions.
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Litz - Student-directed Assement in ESL/EFL: Designing Scoring Rubrics with Students (T... - 1 views
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negotiable contracting and his research shows that students who are given a role in the assessment process and provided with the appropriate direction by their teachers are able to accurately evaluate their strengths and weaknesses and better pinpoint areas where they need to focus their efforts for improvement
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develop a clearer picture of the task and their teacher's expectations while the teachers reported that they had clearer instructional goals
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As a result, students typically perform at higher levels and gradually come to view assessment not as an arbitrary form of reward or humiliation, but rather as a positive tool for educational enrichment and growth.
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In this way the teacher presents his or her own expectations for the assigned work but also asks the students their opinion of what they think would constitute quality work
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This might be the greatest asset; having the students articulate what they think is quality work.
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openness and accomplishment
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Grade Inflation Article - Teaching Resources - Center for Excellence in Teaching and Le... - 0 views
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definition is that grade patterns change so that the overwhelming majority of students in a class, college, or university receive higher grades for the same quantity and quality of work done by students in the past
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corollary to this definition is the same GPA obtained by students with poorer academic skill
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less well known version of grade inflation is "content deflation" where students receive the same grades as students in the past but with less work required and less learning
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Poor grades exposed male students to the military draft
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colleges and universities mandate frequent student evaluations of faculty
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These same evaluations play an increasingly important role in tenure and promotion decisions
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Factors such as student effort, student persistence, student improvement, and class attendance count in favor of the students who possess these desirable characteristics
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faculty member who believes that grades are a vehicle to please students rather than to recognize and reward performance will tend to give higher grades
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Similarly a professor less willing to distinguish superior work from good or average work will tend to impart an upward bias to grades
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large number of non-traditional students, and a large number of working students all tempt professors to lower their expectations by reducing the number of textbooks
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current trend for classroom assessment by external authorities as an attempt to obtain again meaningful feedback on the quality of student performance.
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use of just five categories of grades (A-F) has, in the minds of some, contributed to overall grade inflation
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Managing the Platform: Higher Education and the Logic of Wikinomics (EDUCAUSE Review) |... - 0 views
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Wikipedia and other social networking sites provide a space or platform upon which all kinds of activities can flourish, with the idea of a platform transcending any particular technology or application and referring to either virtual or physical worlds. Collaboration among many users upon such a platform often produces unplanned and emergent
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results—results frequently unattainable in a command-and-control management setting
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the logic of commons-based peer production, and the logic of platform management transform the idea of the university and the very activities—teaching and learning, research, and publishing—that lie at the heart of this enterprise
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But at its heart, the university was born to provide a structure to govern the student-teacher relationship.
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development of Wikiversity (http://en.wikiversity.org/wiki/Wikiversity:Main_Page), an initiative from the Wikimedia Foundation
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materials are produced by Wikiversity participants, who are, like their counterparts in Wikipedia, motivated volunteers. In addition, the Wikiversity course materials, unlike those made available by MIT, are editable by users
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. Instead, students are invited to work together, to engage in discussion, to solve problems, and to otherwise “construct their knowledge.”
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Put another way, the role of the teacher in a constructivist setting is like being a “procedural author,” as defined by Janet Murray when discussing virtual reality spaces.9
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transformed into a kind of platform where students were invited to explore/create/construct knowledge. Peer production is very much a part of the constructivist classroom setting.
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are more theme-parks than sandboxes,” meaning that learning is made as uniform and as controlled as possible (under the name of “standardization” and “outcomes-based” assessments).
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This is a great analogy-we have our kids waiting in line to have them produce cookie-cutter results..
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In contrast, a sandbox conjures up images of unstructured, unplanned, emergent play that is determined by the players. Imagine a university organized and managed like a sandbox, where teachers and students are invited to play and create in an unstructured environment—or, rather, in an environment structured by their own actions, choices, and decisions.
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Concerns would surely be raised about the quality of these credentials, similar to the debates about the quality of the articles in Wikipedia
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To what degree will such informal learning and “credentialing by reputation” be legitimated and accepted by society?
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emerge from the decisions, the edits, the additions, and the deletions of a number of people, all bound by the rules and protocols of Wikipedia
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The wiki-ized university will probably not displace the traditional university but will likely exist alongside it, albeit in direct competition.
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JOLT - Journal of Online Learning and Teaching - 0 views
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performance
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A few students indicated it was hard to have discussions when they did not know with whom they were discussing. One student said, “It was weird because I was having this online in-depth discussion with someone I had never seen before, and it felt a little creepy.”
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that's why an ice breaker in the beginning is really important. You get to know each other, so you won't feel creepy
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In general, the more contact between students and faculty both inside and outside the classroom, the greater the student development and satisfaction
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problem-solving
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participation
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A characteristic of an online course design model includes the reliance of the group discussion
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one of the most beneficial tools of online learning is the discussion board
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participation
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social presence and collaboration
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interaction and knowledge construction
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students' satisfaction, participation
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Is there a difference in the quality of online asynchronous discussions and traditional classroom discussions
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The online and traditional groups were given the same set of guiding discussion questions
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the quality of discussion that occurs in online and traditional instruction is similar when specific content-related questions are provided to structure the discussions
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Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses - 0 views
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Principle 1: Good Practice Encourages Student-Faculty Contact
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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?
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Principle 2: Good Practice Encourages Cooperation Among Students
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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?
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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.
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Factors Influencing Faculty Satisfaction with Asynchronous Teaching and Learning in the... - 0 views
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Eric Fredericksen, Alexandra Pickett, Peter Shea State University of New York William Pelz Herkimer County Community College Karen Swan University of Albany Abstract "…100% of faculty reported that they were either satisfied or very satisfied with the SUNY Learning Network." Spring 1999 SLN Faculty Satisfaction Survey The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SLN are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere, and to be the best provider of asynchronous instruction for learners in New York State and beyond. We believe that these goals cannot be achieved unless faculty receives appropriate support. This paper will examine factors that have contributed to the high level of faculty satisfaction we have achieved in the SLN. The analysis will be done on several levels. This first section will look at the SLN at a program-wide level and will provide information regarding the systemic implementation of our asynchronous learning environment. The second section examines issues that contribute to on-line teaching satisfaction from a faculty- development and course-design perspective. This section will present the evolution of the four-stage faculty development process and a seven-step course design process that was developed by SLN and comment on lessons learned. The third section presents results from the SLN Faculty Satisfaction Survey conducted in spring 1999. This section examines factors from a quantitative analysis that significantly contributes to faculty satisfaction with on-line teaching and offers recommendations for course and program design based on these factors. The fourth section e
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shared by Joy Quah Yien-ling on 12 Dec 10
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The "V-PORTAL": Video Online Repository for e-Teaching and Learning... - The World Is Open - 3 views
travelinedman.blogspot.com/...v-portal-video-primers-in.html
online teaching online online course teacher development
shared by Joy Quah Yien-ling on 12 Dec 10
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List of 27 videos: 1. Planning an Online Course 2. Managing an Online Course: General 3. Managing an Online Course: Discussion Forums 4. Providing Feedback 5. Reducing Plagiarism 6. Building Community 7. Building Instructor and Social Presence 8. Online Relationships: Student-Student, Student-Instructor, Student-Practitioner, Student-Self 9. Fostering Online Collaboration/Teaming 10. Finding Quality Supplemental Materials 11. Blended Learning: General 12. Blended Learning: Implementation 13. Blended Learning: The Future 14. Online Writing and Reflection Activities 15. Online Visual Learning 16. Using Existing Online Video Resources 17. Webinars and Webcasts 18. Podcasting Uses and Applications 19. Wiki Uses and Applications 20. Blog Uses and Applications 21. Collaborative Tool Uses and Applications 22. Hands-On/Experiential Learning 23. Coordinating Online Project, Problem, and Product-Based Learning 24. Global Connections and Collaborations 25. Assessing Student Online Learning 26. Ending, Archiving, Updating, and Reusing an Online Course 27. Trends on the Horizon
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In Crisis, U. of California Outlines a Grand and Controversial Online Learning Plan - T... - 0 views
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Online education is booming, but not at elite universities—at least not when it comes to courses for credit.
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But UC's ambitions face a series of obstacles. The system has been slow to adopt online instruction despite its deep connections to Silicon Valley. Professors hold unusually tight control over the curriculum, and many consider online education a poor substitute for direct classroom contact. As a result, courses could take years to gain approval.
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The goal is to determine whether online courses can be delivered at selective-research-university standards.
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Suzanne Guerlac, a professor of French at Berkeley, found Mr. Edley's talk "infuriating." Offering full online degrees would undermine the quality of undergraduate instruction, she said, by reducing the opportunity for students to learn directly from research faculty members.
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"It's access to what?" asked Ms. Guerlac. "It's not access to UC, and that's got to be made clear."
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Claims that online courses could reap profits or match the quality of existing lecture courses must be carefully weighed, she said.
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Curriculum and Instructional Design - 0 views
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I can now see that learning to transform my ideas and beliefs about learning IS GOING TO require a constant and steady flow of reflective inquiry.
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I am curious, what do you mean logical? Is it possible that what is logical to one student, will be chaos for another?
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There are still so many tools and technologies to learn!
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I KNOW! It is so overwhelming at times. I just keep telling myself "it's all going to be worth it!" It is extremely comforting, however, to hear the experts in the field and those who have been doing this for a long time saying that they felt the same way when they first began. -
I just found out tonight about this ability to use Diigo in our blogs to leave post-its....very cool!
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Jun 21st,
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I do not know all that there is to know about online learning
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I need to move outside of comfort zone to make this course work!
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I am able to read the discussion posts and announcements while I’m on the road, at work, exercising or shopping. I am able to stay connected to the course, and this has been a great help to my learning.
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I'm a little jealous :-) I don't have internet on my phone, so I have to wait to be home to do any work at all. It must be nice to always have the option of connecting!
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I still have so much learning to do
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We all do...hopefully the learning never ends. I think of myself as one long work in progress.
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visual
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post quality responses
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This has proved to be one of the more difficult portions of this course. It takes me hours to create a quality post, but I do learn a lot in the process.
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Hi Kristen I too am grateful for the experiences, even though that cause me great frustration, because those have made me dig deeper...
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teacher
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it is teaching presence not teacher presence. there is a big difference. : )
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This course allows me to learn the theoretical underpinnings of learning and teaching online, but also allows me to apply what I have learned and “make the connection” to my professional life and to the greater world!
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From this point on, I have made the decision to be strategic about the design and impact of my course on my faculty’s personal and professional lives.
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for business
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stay consistent with the structure
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It's taken a while for me to realize this as well. I've since gone back and added consistency throughout my modules.
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Using collaborative course development to achieve online course quality standards | Cha... - 1 views
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The common practice of systematic design, such as the ADDIE model, simply did not fit well with the academic culture (Moore & Kearsley, 2004; Magnussen, 2005). Over the past two decades, instructional designers in higher education have needed to redefine their role and practice. The role of a change agent emerged as instructional designers worked side by side with faculty to rethink their teaching in order to integrate technology into course design and delivery (Campbell, Schwier, & Kenny, 2007). Not only do instructional designers play the role of advisers to faculty and department on issues of curriculum and course quality, they also play a vital role in faculty development and institutional change when it comes to researching and implementing new learning technologies. Undoubtedly, instructional designers in higher education need to modify their approach and design models to fulfill their widening role and to make meaningful contributions. New design prototypes have evolved through field experience in higher education (Power, 2009), and role-based design has been proposed to transform the field of instructional design (Hokanson, Miller, & Hooper, 2008).
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There was strong agreement among participants that the guidelines are more helpful for new and less-experienced faculty members.
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Rubrics - 1 views
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A rubric is an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score.
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It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.
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use a range to rate performance.
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focus on measuring a stated objective
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contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met (Pickett and Dodge).
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improve students' end products
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provide the scaffolding necessary to improve the quality of their work and increase their knowledge.
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help students become better judges of the quality of their own work.
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allow assessment to be more objective and consistent.
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force the teacher to clarify his/her criteria in specific terms.
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provide students with more informative feedback about their strengths and areas in need of improvement.
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Is Google Making Us Stupid? - Magazine - The Atlantic - 1 views
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how the Internet has altered his mental habits. “I now have almost totally lost the ability to read and absorb a longish article on the web or in print,” he wrote earlier this year. A pathologist who has long been on the faculty of the University of Michigan Medical School, Friedman elaborated on his comment in a telephone conversation with me. His thinking, he said, has taken on a “staccato” quality, reflecting the way he quickly scans short passages of text from many sources online. “I can’t read War and Peace anymore,” he admitted. “I’ve lost the ability to do that. Even a blog post of more than three or four paragraphs is too much to absorb. I skim it.”
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Bruce Friedman, who blogs regularly about the use of computers in medicine, also has described how the Internet has altered his mental habits. “I now have almost totally lost the ability to read and absorb a longish article on the web or in print,” he wrote earlier this year. A pathologist who has long been on the faculty of the University of Michigan Medical School, Friedman elaborated on his comment in a telephone conversation with me. His thinking, he said, has taken on a “staccato” quality, reflecting the way he quickly scans short passages of text from many sources online. “I can’t read War and Peace anymore,” he admitted. “I’ve lost the ability to do that. Even a blog post of more than three or four paragraphs is too much to absorb. I skim it.”
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THE ROLE OF COMMITMENT TO PEDAGOGICAL QUALITY: THE ADOPTION OF INSTRUCTIONAL TECHNOLOGY... - 0 views
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This study examined the importance of faculty's commitment to pedagogical quality (CPQ) in predicting instructional technology adoption. A customized electronic survey of 27 questions was developed and implemented to four higher educational institutions and yielded 104 usable surveys. Data were analyzed with SPSS using correlation and backward stepwise regression methods. Results indicated CPQ is related to instructional technology adoption. Beliefs about instructional technology and categorical variables (academic title, years taught in higher education, and tenure status) affect both CPQ and faculty adoption of instructional technology independently. Intrinsic and extrinsic motives, and teaching in health-related courses also predict adoption