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Victoria Keller

Common Core-Modeling vs. Understanding - 1 views

engageny.org/...common-core-shifts.pdf

shared by Victoria Keller on 01 Jun 12 - No Cached
  • Irene Watts-Politza on 01 Jun 12
     
    Description of the twelve shifts in PK-12 ELA and math instruction under Common Core State Standards, adopted by New York State Board of Regents in July 2010
  • Victoria Keller on 12 Jun 12
     
    As we enter the phase of utilizing the common core the NYS DOE has published Shifts to promote teaching for understanding instead of teaching to do.
Irene Watts-Politza

Using Facebook to build community in large college classes (essay) | Inside Higher Ed - 1 views

www.insidehighered.com/...ty-large-college-classes-essay

shared by Irene Watts-Politza on 16 Jul 12 - No Cached
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Uh oh ... this is how it starts ... he'll be an online teacher within two semesters!
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Such affinity for promoting teaching presence!
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      The future of the public university ...
  • ...9 more annotations...
  • It is definitely not for everyone -- you must be committed (especially time-wise) to using it. But knowing that you and your hundreds of students are finally seeing eye-to-eye is worth the effort!
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      We must be passionate about what makes our students passionate.
  • The success of Fb described above, as well as survey data I collected showing positive reactions to the Fb group, will lead to my continued use of this technology.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Collecting feedback to improve future course iterations ... another example of using data to effect best practice.
  • After all the years of teaching these “mega-sections” and with the tough financial situation of my state university it was clear that this type of class was not going away.
  • I was hoping to include something that would add a greater sense of community to the class, something that everyone in the class could use to better connect to one another.
  • I knew the data about how many college students were on Fb, but would students be willing to spend some of their valuable Fb time communicating within a Fb group for a college course? Also, would I be willing to become an avid Fb user, following the flow of communication several times a day? It did not take long to learn that the answers to these questions was “Yes,” and that I had reached my goal of facilitating a sense of community. Although joining the Fb group for the course was not required, a little over 80 percent of the class became members of the group.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Roughly equivalent to 76% student satisfaction rate Alex and colleagues found regarding student satisfaction with high levels of student/instructor interactivity.
  • Moreover, the students essentially ran the group.
  • These included everything from asking for notes, getting clarification on points made in lecture, posting videos and images that pertained to class material, forming study groups, noting relevant events on campus, and congratulating class members on specific accomplishments.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      This makes me wonder how to increase the visibility of the "Bulletin Board" or "Faculty Lounge" course areas.
Amy M

50 Best Blogs for Online Educators | Education Bulletin Board - 0 views

educationbulletinboard.com/...est-blogs-for-online-educators

shared by Amy M on 19 Jul 12 - No Cached
  • As students flock to online courses in greater numbers than ever, and even elementary schools add online components, more and more educators are needed for online colleges and online educational programs.
  • Fortunately, many who work in educational technology fields are more than willing to share their expertise with others online through videos, podcasts, and more commonly, blogs.
  • Amy M on 19 Jul 12
     
    blogs to read
diane hamilton

Student Lounge Discussion Board -- Byrnes - YouTube - 0 views

www.youtube.com/watch

SMOW instructional workload management

shared by diane hamilton on 11 Aug 12 - No Cached
  • diane hamilton on 11 Aug 12
     
    managing student questions
Catherine Strattner

Reading Online - Articles: Exploring an Approach to Online Instruction - 0 views

www.readingonline.org/...many

scaffolding online instruction

shared by Catherine Strattner on 04 Jun 12 - No Cached
  • One study explicitly examined the quality of the discourse environment in an online literacy course at the graduate level in a teacher education program (Many, Howrey, Race, Pottinger-bird, & Stern, 2001). The authors noted that with deliberate scaffolding by the instructor and teacher-leaders, students developed a strong support community, provided mentoring and advice, and collaborated with colleagues. In addition, research has focused specifically on the nature of scaffolding that occurred in an online reading assessment course (Many, Bates, & Coleman, 2002). In that study, bulletin board postings included support from both the instructor and the class members and focused on the use of technology; clarification of assignments; strategies for learning online; understanding, assessing, and teaching literacy concepts; and understanding general concepts in education. Online scaffolding processes included modeling, supplying information, clarifying, assisting, questioning, prompting, focusing attention, encouraging self-monitoring, and labeling/affirming.
  • Instructional scaffolding of course content in online conversations. Instructional scaffolding took place in the highly individualized and elaborative e-mail feedback given by the instructor for all course assignments. An analysis of all such correspondence between the instructor and the members of the focus group revealed the following four categories related to scaffolding: Affirming Probing Providing explicit instruction Clarifying
  • Catherine Strattner on 04 Jun 12
     
    Addresses various uses of scaffolding in online instruction.
  • Catherine Strattner on 04 Jun 12
     
    This article provides examples of online instructional scaffolding.
Lisa Martin

Mission statements: importance, challenge, and recommendations for development - includ... - 0 views

findarticles.com/...ai_12282415

mission development importance

shared by Lisa Martin on 07 Jun 12 - No Cached
  • Some people argued that the current statement of purpose was sufficient. Others maintained that no one would ever read it and that preparing one would waste time and effort. A few board members suggested that mission statements were impractical, academic exercises.
alexandra m. pickett

My Reflections in ETAP 640 - 0 views

almcqu.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • it would be interesting to see the numbers for 2012,
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      I wish i had access to that data. When we decentralized in our move to ANGEL we lost access to system-wide data like this.
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • ...64 more annotations...
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      I would have liked more detail and critical analysis of these reports.
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • I miss the ability and opportunity to chat casually with students in an online course the same way I would before or after a F2F course, even if it doesn’t directly relate to my learning. 
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      are you not comfortable initiating that in the bulletin board created for that purpose?
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      your blog looks great Amy! check the blog roll. you are missing my blog from the list and george is no longer in the course. someone else is missing too.
  • I am following the directions.
  • Are there things that Moodle (or even Angel, per the courses for observation) can do that don’t replicate this structure? 
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 12
       
      part of the problem is that the LMS imposes a pedagogy. They have embedded into their DNA a teacher-centric cultrure-specific pedagogy. just look at how they label things... you can't get any more teacher-centered that referring to things as "lessons!" Fortunately in ANGEL at least you can change that... not so in BB. i chaffe under that imposition. This imposed pedagogy is largely due, in my opinion, to the fact that it is application developers, not instructional designers, that developed the LMS. We are stuck having to use tools that are inadequate for the purposes to which we must apply them. They are NOT flexible, they do NOT allow for creativity and innovation. It is a constant fight/struggle to work around their limitations and constraints to get them to DO what you want need them to do. I hate all LMSs equally.
  • Reiss doesn’t believe that all children are or should be curious and that curiosity doesn’t always motivate student learning. 
  • Should every class be for every student?
  • developing the course isn’t enough, classroom management is required throughout the course, especially for students who drop in and out. 
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I care.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 12
       
      the fact that you care about "her" and the fact that you understand that you are still learning mean it is highly unlikely that you will fail her  : ) 
Maria Guadron

Ethical Behavior Guidelines for Online Students - Online College Courses - 1 views

www.onlinecollegecourses.com/...guidelines-for-online-students

cyberbullying prevention resilience online learning

shared by Maria Guadron on 08 Jun 12 - No Cached
  • Classroom Behavior Your behavior in class, or the manner in which you conduct yourself, is also an ethical choice. One of the most common set of rules for interactions within a technologically-enabled environment is called Netiquette, which is important because “the distance imposed by computer networks disrupts our interactions so that people may become more vocal (mostly a good thing), but also more careless.” What I’ve noticed during class discussions is that students may forget that their classmates are people and can read, interpret, and misinterpret what has been posted. That’s why I remind students to read their messages aloud before posting them and consider both the content and possible tone of the messages. I also encourage students to find specific elements of their peers’ responses to focus on when they are posting messages – in other words, keep it academic, not personal.  Another ethical choice to make, concerning your classroom behavior, is related to the issue of cyber safety, which involves how you behave or act towards others online. Cyber safety for students “includes the language they use and the things they say, how they treat others, respecting people's property (e.g. copyright) and visiting appropriate websites.” Also related to cyber safety is cyber bullying. Forms of cyber bullying can include: •    “Insulting: Posting or spreading false information about a person that will cause harm to that person or that person’s reputation. •    Targeting: Singling someone out and inviting others to attack or make fun of her or him. •    Excluding: Pressuring others to exclude someone from a community (either online or offline). •    Harassment: Repeatedly sending someone nasty, mean and insulting messages.” It is your responsibility as a student to act ethically in your class. Instructors know the importance of monitoring online interactions to ensure that students have a safe classroom environment to work in. For example, if I observe a message within the discussion board that may be perceived as threatening or hostile, I’ll address it right away with that student and should the problem continue I can file a Student Code of Conduct violation with the school.
  • Maria Guadron on 08 Jun 12
     
    Prevent cyberbullying with ethical behavior guidelines for online students.
Lauren D

Online Discussion Boards & Rubrics - Pedagogy - Learning - Center for Online Learning, ... - 0 views

www.uis.edu/...rubrics.html

rubrics feedback education interaction social

shared by Lauren D on 19 Jun 12 - No Cached
  • Rubrics play a vital role in helping students identify their own strengths and weaknesses. If a students understand their weakness then the they can use rubric feedback to improve future performance.
  • Lauren D on 19 Jun 12
     
    Rubrics play a vital role in helping students identify their own strengths and weaknesses. If a students understand their weakness then the they can use rubric feedback to improve future performance.
rhondamatrix

Fearless Writing (a book by Tom Romano) - 2 views

www.heinemann.com/...romanosamplechapter.pdf

teaching learning

shared by rhondamatrix on 11 Jun 14 - No Cached
  • rhondamatrix on 11 Jun 14
     
    This link will take you to the opening chapter of Tom Romano's latest book about multi-genre papers. Romano has been working on this concept for close to two decades. It branches off Gardner's work on multiple intelligences, which Samantha wrote about on the Module 1 discussion board. I believe that we need to rethink what an academic paper "should" look like. Are we teaching an outdated model?
  • dkiesel on 11 Jun 14
     
    Rhonda, I started reading Fearless Writing with this link you provided and if I had nothing else to do today I would curl up and just read it. This is a topic that I have been thinking about whie taking these ETAP classes that there needs to be a paradigm shift in letting people just write. As a writer, of sorts at least I have published a book, I write best with editing a thousand times as the writing becomes better targeted. However, one can notice in our online discussions how some students do not write much, or do not write from the soul of self, the creativity with the science and theories to figure out how to remember and apply what we learn. During the years I was writing my book, I discovered that when I played the piano or figured out some 1700 Spanish classical guitar piece..I could write easily. It was like food for the writing. Now days I have that music in my head whenever write like right now there's a tune being built with the pace of tapping the keys. This process is what we need to let flourish when student have their dance of art, music, and other types of deigns in the Mind that form pathways to help us learn.
  • rhondamatrix on 11 Jun 14
     
    Thanks for the comment. I haven't done much with multigenre papers since getting the teacher certification, but I do think it's an area that needs more exploring. Romano focuses mostly on the high school population but I see no reason why these ideas can't be pulled up into an expository writing course. Yes, college students need to know how to do the basic research, citation, and so on, but they also need to know how to CREATE, how to enjoy words for words' sake rather than putting words on the page to fulfill a grading formula. Again, call me a Luddite if you will but I fear that as these web tools grow more sophisticated, we are losing our grip on the simple pleasure of the written word...
rhondamatrix

'Which (blank) are you?' Online personality quizzes go viral on social medi...: Univers... - 0 views

eds.a.ebscohost.com.libproxy.albany.edu/...detail

e-learning

shared by rhondamatrix on 19 Jun 14 - No Cached
  • rhondamatrix on 19 Jun 14
     
    I am trying to find research (if it exists) on the academic value of online personality quizzes. This article, which appeared in several Canadian newspapers, discusses what is so compelling about this social media trend.
  • rhondamatrix on 19 Jun 14
     
    I am curious, can you folks read this article? I am posting the link as it appeared in the SUNY Albany library, and since we are SUNY Albany students, it should work, right? A couple of folks said so on the discussion board ...
efleonhardt

elearn Magazine: Transition from Tradition: 9 Tips for successfully moving your face-to... - 1 views

elearnmag.acm.org/featured.cfm

teaching transition online_facilitation

shared by efleonhardt on 13 Jun 14 - No Cached
  • Try and make similar assignments as regular as possible, but don't try and fill up every day.
  • erms of what would fit on a phone screen for students to read while they're waiting in line for a latte.
  • Short virtual lectures of 10 minutes or less used to orient students to the course, to introduce a module, or to demonstrate how to solve a particular style of problem are efficient teaching tools that students can access again and again.
  • ...5 more annotations...
  • reate assignments that are challenging yet relevant to them
  • give it early and often
  • As the first activity in your course, create a short orientation video using one of the programs mentioned above to show them how and where to find materials, calendars, quizzes, assignments, discussion boards, e-mail, announcements, drop boxes, etc.
  • Create a mandatory orientation module that has your syllabus, orientation video, and short exercises that let them practice turning in assignments, similar to what they'll see later down the road
  • . Let students help each other out
abeukema

The Technology Source Archives - Adventures in Virtualand: The Challenges of Teaching a... - 0 views

technologysource.org/...adventures_in_virtualand

technology etap640

shared by abeukema on 14 Jun 14 - No Cached
  • by its nature informal, emotional, full of humorous quips, and in a word, "chatty" (see Exhibit 5 for examples of chats). Given the one-line limits to chat text, interruptions abound. Chatters move on while someone else responds to something said a few lines back. Although the chat is hardly recognizable as an academic discussion, it can help generate a vital engagement with the text that students then transfer to the message board
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
Melissa Pietricola

Instructional Methods - 0 views

itc.utk.edu/...in_strategies.html

instructional methods teaching education learning

shared by Melissa Pietricola on 24 Jun 10 - Cached
  • Melissa Pietricola on 24 Jun 10
     
    Various Methods to be used by professors. Breaks down teacher-centered vs. learner-centered suggestions and definitions.
Melissa Pietricola

Reducing the Online Instructor's Workload (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...157409

shared by Melissa Pietricola on 13 Jun 10 - Cached
  • Automate parts of the course whenever possible.
  • Create a “What’s New” section to let your students focus on new assignments or learning materials without having to review the entire course. This also minimizes the amount of e-mail questions you will receive regarding assignments
  • Communicate with students early in the semester about how to best use the course
  • ...3 more annotations...
  • Determine what kind of technical support you have available.
  • substituting peer, computer, or self-assessment options. Group assignments often require less teacher assessment than do individual assignments
    • Melissa Pietricola
      Melissa Pietricola on 14 Jun 10
       
      I am considering requiring group posts to our discussion board that critique the other groups' work. I'm hoping this will cut my grading down to a quarter of what it would be.
  • Post any new e-mail questions or general problems on the FAQ and “What’s New” sections to minimize repetitive e-mail questions from others in the class
Joan Erickson

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...oneal_0309.htm

shared by Joan Erickson on 27 Jun 10 - Cached
  • performance
    • Joan Erickson
      Joan Erickson on 27 Jun 10
       
      This is what I am looking for: performance outcomes
  • 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.”
    • Joan Erickson
      Joan Erickson on 27 Jun 10
       
      that's why an ice breaker in the beginning is really important. You get to know each other, so you won't feel creepy
  • In general, the more contact between students and faculty both inside and outside the classroom, the greater the student development and satisfaction
    • Joan Erickson
      Joan Erickson on 27 Jun 10
       
      same as what Alex said
  • ...11 more annotations...
  • problem-solving
  • participation
  • A characteristic of an online course design model includes the reliance of the group discussion
  • one of the most beneficial tools of online learning is the discussion board
  • participation
  • social presence and collaboration
  • interaction and knowledge construction
  • students' satisfaction, participation
  • Is there a difference in the quality of online asynchronous discussions and traditional classroom discussions
  • The online and traditional groups were given the same set of guiding discussion questions
  • the quality of discussion that occurs in online and traditional instruction is similar when specific content-related questions are provided to structure the discussions
Melissa Pietricola

Teachers' Domain: Melba Pattillo Beals - 0 views

www.teachersdomain.org/...iml04.soc.ush.civil.beals

civil rights Brown v. Board integration module 4 assignment

shared by Melissa Pietricola on 14 Jul 10 - Cached
  • Melissa Pietricola on 14 Jul 10
     
    One of the Little Rock 9 documents her experience; audio file Great for students looking at voter integration; primary source file for them to include on their sites.
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