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Irene Watts-Politza

Disconnect: Common Core, Content, and Context | 21st Century Collaborative - 0 views

www.21stcenturycollaborative.com/...1811

CCSS contentvscontext 21stCenturyLearning etap 640M3 EED406M5

shared by Irene Watts-Politza on 25 Jun 12 - No Cached
  • Maybe it is because standardization in some ways is demeaning to educators. They should be the designers of learning and orchestrators of creative curriculum implementation and student ownership of learning.
    • Irene Watts-Politza
      Irene Watts-Politza on 25 Jun 12
       
      When faculty develop their own courses it promotes autonomy and independence. The disconnect between SLOs and course development has already been discovered b at least one coursemate (Joan).
  • Testing data should be used by students themselves to improve learning choices and reflect upon the learning experience.
  • In my mind the problem with State and National tests is they support a belief that we can create a standardization of the learning process. Standardization of learning is what I am against. The belief that somehow it is possible to standardize thinking, knowledge construction, aha moments, innovation, learning, creativity, and even teachers themselves.
    • Irene Watts-Politza
      Irene Watts-Politza on 25 Jun 12
       
      Many of these educational aspects fall within the development domain of online teching and learning.
  • ...3 more annotations...
  • Teachers become part of the learning process. They bring the expertise in the art of learning, metacognition, research, and pedagogy. Their role should be to model best practice, to coach, facilitate, organize, ask good questions, negotiate learning contracts and to provide a safe, intriguing environment for learning.
  • If projects were crowdsourced out to student/teacher networks, other classes could join in and build and learn together.
    • Irene Watts-Politza
      Irene Watts-Politza on 25 Jun 12
       
      Wow! Is this what is known as scalability?
  • The teacher could operate in the role of curator and bring in important content and resources he/she felt added to the understanding and expertise of the student designers. Technology would have an important role to play, but quietly in the background supporting the learning.
    • Irene Watts-Politza
      Irene Watts-Politza on 25 Jun 12
       
      It seems there is growing consensus that technology is learner-selected in order to support content learning. Use of technology for the sake of use of technology is not valuable.
William Meredith

Strategies for Effective Online Group Work: Virtual Work Groups - 0 views

www.brighthub.com/...54305.aspx

shared by William Meredith on 24 Jun 12 - Cached
  • It is very important to bond with group members---to break the ice, post photos, details, etc.---so that team members can know each other personally
  • It is a good idea to discuss and identify the tasks at the beginning of the group work. The key is to divide the work and let individual team member’s work on their tasks
  • Finally, bring together all the work and make sure it blends in. The work should flow and sound as if it was d
  • ...4 more annotations...
  • by one person only
  • It is a good idea to discuss and identify the tasks at the beginning of the group work. The key is to divide the work and let individual team member’s work on their tasks. Finally, bring together all the work and make sure it blends in. The work should flow and sound as if it was don
  • It is recommended to define a communication plan and communicate regularly with an instant manager or video chat.
  • All group members should have their own tasks for which they are responsible. If done accurately, they should be rewarded in terms of acknowledgement in the form of a group thank you message
  • William Meredith on 24 Jun 12
     
    How to be successful in online groups
Lisa Martin

ETAP640amp2012: Discussion: I'll go first - 0 views

ualbany.mrooms.net/...view.php

shared by Lisa Martin on 30 May 12 - No Cached
  • At their age there are no egos, no prejudices, they just love to learn about what children their age are like from all over the world
    • Lisa Martin
      Lisa Martin on 30 May 12
       
      This is my favorite part of working with the little ones as well. They are so innocent and eager to learn with no bias :-)
  • I want to not only be able to bring these techniques into my classroom but I also want to be able to help other teachers who may not have a strong technical background feel more comfortable bringing it into theirs.
    • Lisa Martin
      Lisa Martin on 30 May 12
       
      I've been thinking about the same thing. So many teachers at my school are terrified of technology and I would love a chance to show them that not only does it not have to be scary, but it can be fun!
Gary Bedenharn

Inspiring Teachers - Articles - Classroom Community: Building a Solid Foundation - Empo... - 0 views

www.inspiringteachers.com/...classroom_community.html

teachers classroom community educators

shared by Gary Bedenharn on 08 Aug 12 - No Cached
  • Gary Bedenharn on 08 Aug 12
     
    Bringing the classroom into an environment conclusive to a community for learning.
Gary Bedenharn

staffdevelop.org - 0 views

staffdevelop.org/reluctant.html

teacher pedagogy student-centred education

shared by Gary Bedenharn on 11 Aug 12 - No Cached
  • Gary Bedenharn on 11 Aug 12
     
    Strategies to bring in technology to people that resist it.
Lauren D

A Chronology and Analysis of the Andragogy Debate - 1 views

www.umsl.edu/...is_of_the_andragogy_debate.pdf

Andragogy analysis debate education learning teaching

shared by Lauren D on 09 Jun 12 - No Cached
  • Lauren D on 09 Jun 12
     
    The debate started with Malcolm Knowles, who fueled the conversation, stating that children and adults learn differently according to four assumptions: 1. As a person matures the self-concept moved from dependency toward self-direction 2. Maturity brings an accumulating reservoir of experience that becomes an increasing resource for learning 3. As the person matures, readiness to learn is increasingly oriented towards the person's social roles 4. As the person matures the orientation towards learning becomes less subject-centered and increasingly problem-centered
Norana Cantrell

The Next Revolution In School Tech: Bring Your Own Device - 0 views

www.forbes.com/...ool-tech-bring-your-own-device

Module 1 etap640

shared by Norana Cantrell on 09 Jun 14 - No Cached
  • Norana Cantrell on 09 Jun 14
     
    BYOD schools
Norana Cantrell

Schools report Bring Your Own Device success - Powhatan Today: News - 0 views

www.timesdispatch.com/...ca-11e3-b05b-001a4bcf6878.html

Module 1 etap640

shared by Norana Cantrell on 09 Jun 14 - No Cached
  • “Students who normally might not get involved in a lesson are more engaged and self-directed,” Jones said. “They’re more engaged with each other, which we want to see in our classrooms. We’re seeing behaviors we want to see out of our students that would naturally lead to higher achievement.”
  • Norana Cantrell on 09 Jun 14
     
    BYOD schools has a positive impact on motivation and behavior.
alexandra m. pickett

etap687 Joan Erickson - 3 views

joanerickson.edublogs.org

shared by alexandra m. pickett on 23 Jun 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 23 Jun 10
       
      Brilliant! i love how you have made your thinking visible to me here!!!
  • 2) leaving my comfort zone and exploring methods I had little training in. 
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      i am so glad you choose #2, joan!
  • ...23 more annotations...
  •  Synthesizing and formulating a mini-thesis is where learning becomes meaningful for me; this is where mere information becomes MY knowledge
    • Shoubang Jian
      Shoubang Jian on 18 Jul 10
       
      Well said. I couldn't agree with you more.
  • Then I think about the etap course now.  The teaching presence is so apparent.  I see it from the professor in the way shes asks questions and my classmates in their posts.  I listen to the exemplar courses interviews and think “wow, it must be interesting to be in that course!”
  • I don’t really care how students categorize me as a certain type or style of teacher.  I want to know if I am a good teacher in terms of challenging students to obtain knowledge. 
  • ” yeah, Joan Erickson is not easy but she can get you to do really good work.  And you know you are learning stuff in her class.”  
  • learning.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      don't forget to self assess : )
  • But does it make sense to a novice learner’s eye?
  • I love my subject, but I have failed to utilize the human nature to my advantage.  I forgot how powerful social interaction, motivation (how to engage), and the need to feel ownership can be in helping students learn. 
    • Sue Rappazzo
      Sue Rappazzo on 21 Jul 10
       
      This is very moving Joan. You must be a great teacher to think this way.
  • I don’t know yet if my online students will step up to the plate, actively and enthusiastically contribute what they know to the community.
    • Francisca Capponi
      Francisca Capponi on 21 Jul 10
       
      Hi Joan (4) I have the same fear, I think they will be more slow that we expect, so we have to be patient, and encourage them to participate at first, and wait till they feel comfortable participating, but I hope it will work after a while!
  • Kind of like a wedding planner who walks through the empty reception hall and can foresee the problems with lighting, photography, food, and traffic pattern…  I am the course designer, it is my job to minimize any possible glitches.  It is my job to provide students with a doable and engaging learning environment.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 10
       
      exactly!!
  • I see more clear vision of myself as an educator.  During this summer course I was confronted with questions that challenged my teaching practices. I started asking myself why I wouldn’t try to trust my students more, let them develop the social presence in the f2f class?  What was the harm in that I wouldn’t even consider trying it?
  • I’ve finally made the connection between theory and application.  I witnessed firsthand the benefit of social constructivism.  It can be done.  Our etap687 course is a living proof.
  • I understand myself better as a learner.  This course pushed me to think honestly what I truly want to do. 
  • Taking education courses  is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas.  I needed it.  It’s reshaped my outlook on teaching.
  • For weeks and weeks I was obsessed with making Jing videos, trying new communication tools. 
  • have 2 weeks left.  I want to make a difference.  I CAN make a difference.  I can use the web 2.0 applications as my allies.  There is enough time for me to plan and implement changes in the f2f courses before school starts.
  • My reflecting puddle may seem small, because there is so much to learn and I’ve just begun.  But my puddle is deeper and its water runs clearer now.  Taking education courses  is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas.  I needed it.  It’s reshaped my outlook on teaching.
  • 2 weeks ago I wrote my tagline on this blog as my “reflecting puddle”.  I still think it’s a puddle; it is still small(but so much deeper!).  I can recount the discoveries on this etap687 journey when I stare into the puddle.  I see the following things:
  • ’t believe we are coming to the end of this course.  It wasn’t that long ago I was installing diigo toolbar, signing up for voice thread, and setting up this blog site.
  • Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching. 
  • My self efficacy is low.  Does it matter in the end?  I only have two  options:  If I cant’ seem to do the work, I should leave the course.  Or, I try with my darnedest effort, and see where I land. Time to take a chance!  I think I will have a lot to gain!
  • So this is what I’m gonna do:  I will blog here periodically and document my journey in the Ed Psych course.  Let’s see if I can be honest with myself.  Learn because life in general is interesting and worth exploring, and I can’t capture all on my own.  So I go to the experts and learn knowledge from them.
  • For weeks and weeks I was obsessed with making Jing videos, trying new communication tools.  I thought WOW, these are the coolest things I’ve learned this summer!  Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching.  What other tasks should be let go in order to make room for the new things in my practice?  What educational principles do I base on to justify the changes?  What kind of measured learning outcomes and students’ perceived learning do I anticipate after the changes are implemented?
    • alexandra m. pickett
      alexandra m. pickett on 29 Jun 11
       
      hi joan!
  • I added several communication tools.  I want the students to feel that I want to talk to them.  I want them to hear and see me.  (again, teaching presence and social presence.)
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 11
       
      good point
Mike Fortune

embracing technology in the 21st century classroom - 1 views

learning2cn.ning.com/...703147:Topic:18197

technology classroom

shared by Mike Fortune on 11 Aug 10 - Cached
  • Mike Fortune on 11 Aug 10
     
    discussion forum on bringing technology to your classroom.
alexandra m. pickett

Factors Influencing Faculty Satisfaction with Asynchronous Teaching and Learning in the... - 0 views

www.alnresearch.org/...fs-fredericksen.htm

faculty satisfaction at suny suny

shared by alexandra m. pickett on 22 Apr 08 - Cached
  • alexandra m. pickett on 22 Apr 08
     
    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
Donna Angley

A Constructionist Approach to Online college Learning - 0 views

xg9ax2jm9j.search.serialssolutions.com.libproxy.albany.edu/?genre=article&issn=10967516&title=Internet+%26+Higher+Education&volume=7&issue=2&date=20040601&atitle=A+constructivist+approach+to+online+college+learning.&spage=79&pages=79-93&sid=EBSCO:A

on-line education educational theory constructionist assessment

shared by Donna Angley on 12 Jun 11 - No Cached
  • Donna Angley on 12 Jun 11
     
    The key elements of online course design and pedagogy suggested by research as promoting effective learning are discussed through the lens of constructivist epistemology. Presentation of content, instructor-student and student-student interactions, individual and group activities, and student assessment are each addressed, in turn. The focus is on learning and recognition that, from time-to-time, all students are teachers as they bring diverse expertise, experiences, and worldviews to the task of learning. Reflection on past experiences, interaction with other members of the learning community, immediate instructor behavior, authentic group activities, and diverse assessment tasks with timely and detailed feedback are underscored.
Diane Gusa

ETAP640amp2011: How am I doing it in this course? And how are you doing it? - 0 views

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

db ways of knowing module 4

shared by Diane Gusa on 09 Jul 11 - No Cached
  • It seems that a very informative post that does not bring in outside research to teach the class something will never receive a perfect score. That seems to be the essence of a perfect post. Search the web, search books, search resources, and bring these ideas back to the class to teach the class something.
    • Diane Gusa
      Diane Gusa on 10 Jul 11
       
      You gave me an idea for my next post.:)
Diane Gusa

Teaching Creativity - 0 views

www2.goshen.edu/...tc.html

creativity teaching socratic questioning education

shared by Diane Gusa on 27 Jun 11 - Cached
  • Most five year olds are totally confident that they can draw, sing, and dance.  Tragically, within three or four years this child, if she is typical, will experience a crisis of confidence
  • She will no longer feel competent or creative. 
  • When allowed to do what we want to do, we are most likely to revert to whatever we previously found enjoyable and/or successful.
    • Diane Gusa
      Diane Gusa on 27 Jun 11
       
      I have experienced this with my students, but now I also understand that they need more confidence to be risk-takers
  • ...11 more annotations...
  •   In order to force a new idea to the surface, an artist might reverse the order of work, change the medium, change the scale, forbid a certain common component in the work, and so on.  These are limitations to jog or jump start the creative impulse.
  • In creative teaching, assignment limitations provide a way to change the student's habits of work
  • people have developed problem solving habits that lack confidence in their own ability to bring any life experience or judgement to the situation.
  • a society that values conformity above indiviual creativity and choice making probably should teach drawing as a series of prescribed symbols rather than teaching actual observation, thinking, feeling, and interpretation skills.
  • Teach creativity by giving TIME FOR THE CREATIVE PROCESS Assign HOMEWORK OF THE MIND
  • When we show an end product in order to help explain something, we risk that students will not be challenged to think creatively
  • To teach process, we avoid posting charts that gives answer unless the students themselves have invented the charts.
  •   The scientific method says that questions must be answered experimentally and the results are repeatable.
  • the scientific method takes more time in the short run, but if a student learns that they can design experiments to solve their own problems, they have learned not only the scientific method, they have learned one of the important components of artistic thinking and artistic behavior. Ultimately, time is saved because students have learned to figure out how to answer their own questions. They are empowered.
  • True creativity happens when intuitive imagination brings forth the previously unknown and unimagined
  • The creative process includes preparation, incubation, insight, elaboration, and evaluation.
Diane Gusa

Notes on the Meaning of Education (1) « Calliope - 0 views

calliopemuse.wordpress.com/...notes-on-musel-education

Socrates educare educere education bringing out

shared by Diane Gusa on 21 Jun 11 - No Cached
  • Well, my art of midwifery is in most respects like theirs; but differs, in that I attend men and not women; and look after their souls when they are in labour, and not after their bodies: and the triumph of my art is in thoroughly examining whether the thought which the mind of the young man brings forth is a false idol or a noble and true birth
  • I ask questions of others and have not the wit to answer them myself
  • therefore I am not myself at all wise, nor have I anything to show which is the invention or birth of my own soul, but those who converse with me profit
  • ...1 more annotation...
  • It is quite dear that they never learned anything from me; the many fine discoveries to which they cling are of their own making.
Diane Gusa

Relational Context of Teaching - 3 views

relationalcontextofteaching.edublogs.org

shared by Diane Gusa on 07 Jun 11 - No Cached
Kristen Della liked it
  • He continues that we can face the future with confidence if we know how to teach ourselves, read between the subjective lines of media, process the vast amount of information that will be available, work collaboratively, and reaching for resources that will expand our capacities – for example a resource like this course!!
  • I believe that anyone can conquer fear by doing the things he fears to do, provided he keeps doing them until he gets a record of successful experience behind him.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      You can do this!!! You are doing this diane!!! Thank you for being brave and persisting. you just made my day!! : )
  • However, to be part of the social network and be actively involve citizens, each must become life-long learners. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      ... and like it or not life is now technology mediated. No matter who you end up being "when you grow up" if you are not comfortable with technology, can't assess/evaluate information, can't find information when you need it, you will be at a disadvantage.
    • Diane Gusa
      Diane Gusa on 17 Jun 11
       
      I agree. I am concern for the students who are not exposed to this technology. In our district, the computer teacher was laid off, yet we kept all the coaches/sports. Adults, who are not on board with the technological needs of their students, are the ones making these decisions.
  • ...25 more annotations...
  • Eleanor Roosevelt
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      don't forget to self-assess!
  • I am going to give this blog a 3.
  • Teacher presence
  • June 21st,
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      diane: the blogging assignment for module 2 was due on june 19th.
  • What I would like is to have the option of posting and assessing it as NG (no grade)
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I too feel that the blog area should be a little more relaxed. I like your idea of a NG post. I'm wondering if you could create a separate "page" just for social commentary. Just a thought.
  • Finally, I carefully considers there are no place where Alex might say “can you tell me more”
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      It's okay if Alex asks you to elaborate a little more, that's the role of the instructor if the students aren't providing enough feedback.
  • Since our blogs are shared work-spaces, we are suppose to engage in collaborative reflective discourses,  creating a shared understanding, leading to collaborative knowledge
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Yes, it has taken me a while to figure all this out as well. I never take the straight path from point A to point B. I always take the detour, but I do get there eventually :-)
  • Dewey states: “I assume that amid all uncertainties there is one permanent frame of reference: namely the organic connection between education and personal experience. (Dewey 1939:25).
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Dewey was a great believer in the connection between the educational system and the social community. "It was forgotten that to become integral parts of the child's conduct and chracter they must be assimilated; not as mere items of information, but as organic parts of his present needs and aims -- which in turn are social" (Dewey). In his book, The School and Society, he talks about the deep connection between home and school, between home and work, and the importance of the school as the connector.
  • pay attention
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I had a doctor describe ADD very aptly to me. He said think about your child's surroundings as radio waves. Your child is picking up every radio wave that is out there and he does not have the ability to ignore any of it. When my son was 11 he described his inability to understand things in school like this: it's like I'm looking through a window that is foggy. I can see, but it's not clear enough to make sense.
    • Diane Gusa
      Diane Gusa on 09 Jul 11
       
      This was a good explanation of ADD. Do you know that there is a college that is set up for ADD students? It is called Landmark College and it is a remarkable place!
  • then I go on an adventure and troll through the internet and my books to satisfy my desire to learn. I continue, immerse in my hyper-focus state of mind, until I feel that I have a deep understanding of whatever I am exploring.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      This is a good thing; it's what online learning is all about. I realize it's probably frustrating to you because you focus so intensely on what you're doing, but I definitely see your presence in this course, so I wouldn't worry that you're not interacting enough. Just for the record, 12 posts is difficult for me as well when you consider how much research goes into each one.
  • I will investigate and use group Wikis
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I've decided to have my students use Wiki as well for a group project. I think it will be a good learning activity and will give them the opportunity to collaborate outside of the forum. They will be writing their own short stories in small groups.
  • detailed rubric
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I need to create a rubric for my "Book Club" forum. Any suggestions for where to start? Do I reinvent the wheel, or are there sites that have pre-fabricated rubrics that can be tweaked to fit my needs?
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Hi Donna, Whenever youi can do not reinvent the wheel. I am going to post either today or tomorrow a post on building a rubric. First I need to see what Alex wants us to do
  • plan on using Alex’s rubric for my instructional design,
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Can we do this, just borrow a rubric from somebody else? That would be awesome, but I don't want to plagarize anything.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      I prefer to think I synthesize....I always search the internet for "ideas" for my rubrics and course syllabi.
    • ian august
      ian august on 17 Jul 11
       
      Hey diane, sometimes I never know when I am ready to write. I thought I had the pattern down. Read the material, take notes, reflect and research on what interests or inspres me, but this module I was not ready to blog and i started writing something, and some crazy stuff just came out. It might have been the two best blog posts of the semester. 
    • ian august
      ian august on 17 Jul 11
       
      Give this women a thousand points for quoting me :)!!
    • Diane Gusa
      Diane Gusa on 30 Jul 11
       
      Yes Ian I have learned much from you all. I also could use the 1,000 points! :)
    • ian august
      ian august on 17 Jul 11
       
      While i agree with you I think I would not push myself sometimes if I wasnt forced. I might have chosen to slack instead of worked when I was tired or busy with life.  Do you think you can use different models of teaching with different students in the same class?
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      I agree with Ian...it reminds me of doing sports in high school. If my coach didn't push us harder and harder we wouldn't ever have been successful! Alex is our coach and we can either choose to step up to the plate and work our butts off or we can sit on the bench and let the game, or in this case the learning, pass us by!
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      On a side note, I loved kung fu panda!!
  • I am saddened and concern for the positivist, behaviorist methods she employs and models. I
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I don't understand this comment.
    • Diane Gusa
      Diane Gusa on 17 Aug 11
       
      This was base on reading only half of the rubric...
  • poor grade.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      This is the second time you've brought up this issue. The way I see, Alex is the instructor, and she has designed a course with rubrics. I really don't see that the rubrics are that difficult to understand. I understand you wanting to get an "A" but if you want the "A" you have to work hard for it. If your life circumstances prevent you from doing what she considers the fair amount of work, that's not her problem. I don't feel an instructor should change the syllabus or rubrics for every student that complains about the work load, unless the instructor has received numerous complaints. I think that perhaps you have a lot on your plate right now, atleast that's the feeling I get from reading some of your posts. I can understand that, I've been through a lot myself this semester. However, it's unfair to expect Alex to change the point system just for you. May I suggest something: Clearly you are a hard working student, but circumstances are obviously preventing you from putting in the amount of work needed to earn an "A." Just accept that and work toward a "B" which is a perfectly acceptable grade. Take the pressure off of yourself. It's just a grade. A year or two from now it won't matter. All that will matter is that you learned about online teaching and came away with a robust course that you can teach. I think that's a good deal.
    • Diane Gusa
      Diane Gusa on 30 Jul 11
       
      Donna My comment is a pedagogical one and not an attack on Alex. The point I may not be making clearly, why the number 12? I am not the only student who has stated that a post takes several hours. Does Alex require this? No. Why I take this time is because of the quality I expect to bring to the discussion forum. I was not posting prior knowlege, but new understandings. Learning takes time and the #12 does not seem to recognize this time. I again do not see "choice" in this rubric. I agree the knowlege is the goal, and I have no problem with what I have learned and will continue to learn. However, with the exception of the last grading I have not gotten a "B" but failed every discussion forum except the last. Yes I was teaching a summer online course. I also have home responisblilites. These were stresses, but not obstacles. According to the expectations we were expected to do ~ 45 hours in class work and 100+ hours building our course. I don't know about you but the class work I have done over 150 hours just in class work. Finally, why do I bring this argument up for a second time. It is not for Alex to change; but for you all in this class to not simply copy and use Alex's rubric in your own courses. That is why I speak out.
    • Diane Gusa
      Diane Gusa on 17 Aug 11
       
      Again if I had scrolled down I would have seen that 12 posts were not required.
  • In the future I will build my course off line,
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Good idea!
  • when a student finally understands that their discussions need to encompass teaching, cognitive engagement, and social presence, then the discussion forum truly becomes a awesome learning tool!!!!!!  
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I guess that's what it's all about in the end. I'm not sure all online students understand this concept when they first delve into it. I've actually added a resource that explains the generalities of social learning theory and the students part in it.
  • Alex, my  Shifu, has diligently pushed me down the road of online pedagogy. There were many times when I landed hard and bounced a few times. However, just like the panda, I too will become capable in my bumbling ways. I too realize there is no secret ingredients in 21st century teaching….it still is best practices in education with technology embedded in it.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      i TOTALLY LOVE this image : ) thank you! : )
  • I have changed in many ways as a result of this class. I am now and will continue to be a blogger, and use blogs  as one way to facilitate learning for my students. I understand the Community of inquiry approach, and have now created a rubric for my discussion forums that reflect the elements of teacher, cognitive, and social presence. I was fortunate to be teaching online as I took this class, and I observed my discussion forums going from conversations to dialogue that exhibit depth of learning. I have observed the pedagogy of my professor and will incorporate similar ways of interacting with my students, using the tools that web 2.0 affords me. I have moved from having little enthusiasm for online learning to embracing it as an essential medium for learning.  
  • I will do this because I care about their learning.
  • I knew I needed this course to become the better online teacher, what I didn’t know was the transformative change  that I would experience this summer.
  • ulnerability, especially with the knowledge that their efforts will be evaluated by their instructor.
Alicia Fernandez

Preparing the Academy of Today for the Learner of Tomorrow | EDUCAUSE.edu - 0 views

www.educause.edu/...academy-today-learner-tomorrow

adult learners adult education student attitudes

shared by Alicia Fernandez on 22 Jul 14 - No Cached
  • Alicia Fernandez on 22 Jul 14
     
    Predicted to be America's first generation to exceed 100 million persons,1 the wave of Net Geners entering colleges and universities brings a blend of behaviors, attitudes, and expectations that creates opportunities-as well as challenges-for higher education.
lkryder

Six Facets of Understanding - 0 views

pixel.fhda.edu/...six_facets.html

UbD understanding curriculum facets planning Wiggins Education

shared by lkryder on 28 Jun 14 - Cached
  • Plan instructional strategies and learning experiences that bring students to these competency levels.
    • lkryder
      lkryder on 28 Jun 14
       
      This is key for me - bring students to the competency levels - this is like the "bridging" Mike mentioned
  • Required uncoverage of abstract or often misunderstood ideas
    • lkryder
      lkryder on 28 Jun 14
       
      uncoverage of abstract or often misunderstood ideas is really learner centered and fits nicely with the CoI model in that the social perspectives present will foster a richer interpretation of topics under scrutiny
  • lkryder on 28 Jun 14
     
    A remnant of a faculty development workshop - many links don't work but this page is a nice summary of the ideas
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