Group items tagged

half of the requirement for this class.

I was given this gift: show your students the importance of reflection. 

There was absolutely nothing about my course learning activities that was learner-centered, or, one could argue, learning-centered!  I was being extremely teacher-centered in my approach! 

  Because of that, I need to embrace these tools, explore new ideas, and for goodness sake- think about the STUDENT.

the more effort you put into it, the more successful you’ll be.

One thought I had, as I look forward to getting a PhD, is that theories come from practice which means that theories about online learning come from individuals creating courses, teaching courses, and collecting feedback from courses over and over and then after all of that work is finished, turning right around and working at analyzing the data, and attempting to answer research questions.  In order to have credible research, the questions must be relevant, the measures must be valid and thorough, and the analyses of results must be comprehensive. 

Reflective Writing: I have to admit, at the beginning of the course I thought the blogging activities were just busy work.  I viewed the assignments as busy work, and treated my entries as such.  As time ticked on, I started getting into the blogs and realizing that it was my personal space in which I could reflect on my work on my course and my learning throughout the week/module.  So much of life and learning in school is sort of thrown at you, and if you don’t take the time to intentionally deconstruct the events and make sense of them, then you’ll never grow and improve.  I’d rather grow.

If I don’t place intentional emphasis on something (like making it worth a portion of their grade) then I am sending a message that it’s not important. 

Nothing should be an accident or “just because” in the online teaching environment. 

Students don’t want their time wasted.

Be prepared to use a variety of delivery systems for feedback in case the technological system fails

Take note of students who don’t participate during the first session, and contact them individually after class. They may have technological difficulties

Provide substantive critique, comment, and/or evaluation for work submitted by individual students or groups, referring to additional sources for supplementary information where appropriate.

Make interpretive as well as descriptive comments.

Thank students publicly for comments submitted to the Virtual Classroom showing insight or depth. This will serve to model the types of responses and critical thinking skills you expect from other participants as well as give positive reinforcement to the student who contributed the message.

Provide private, weekly updates to EACH participant on their grade status.

the instructor should recognize quality work and intervene as the work is being developed to steer students in the right direction

Do not comment on every student posting. Much like in face-to-face class discussions let the conversation develop and give students a chance to participate before jumping in with in depth comments/feedback or analysis.

Use your students' feedback regarding course content, relevancy, pace, delivery problems, and instructional concerns to improve your course for the next time you teach it.

formative assessment

When the teacher dominates the learning, students take shallow approaches to learning.

1.  Teachers do learning tasks less. Assign to students some of the tasks of organizing the content, giving examples, summarizing discussions, solving problems, and drawing diagrams, charts, and graphs.            2.  Teachers do less telling; students do more discovering. Give a quiz on your syllabus and policies without going over it first. Let students discover information in assigned readings without presenting it first or summarizing it later.  3.  Teachers do more design work. Design activities and assignments that move students to new skill levels, motivate engagement in the course content by doing the work of practitioners in the discipline, and that develop self-awareness of their learning of the content. 4.   Faculty do more modeling. Demonstrate how a skilled learner (the teacher) continues to learn. Show them drafts of your articles, notes on your own reading in professional journals; talk aloud as you solve a problem, thereby revealing  and modeling your thinking process. 5.  Faculty do more to get students learning from and with each other. Create work for small groups to do in class. 6.  Faculty work to create climates for learning. Create a climate that promotes interaction, autonomy, and responsibility (more in chapter five). 7.  Faculty do more with feedback. In addition to assigning grades, use other means of providing frequent feedback (more in chapter six).

focuses on student responsibility for learning and how to promote it.

transforming passive students into autonomous learners

The more structured we make the environment, the more structure students need

The more motivation we provide, the less they find within themselves. The more responsibility for learning we try to assume, the less they accept on their own. The more control we exert, the more restive their response. We end up with students who have little commitment to and almost no respect for learning and who cannot function without structure and imposed control. (p. 98)

The more we decide for students, the more they expect us to decide.

eimer explains several strategies for creating a climate that produces self-regulated intrinsically motivated learners: 

The instructor should “make the content relevant, demonstrate its power to answer questions, and otherwise show its apparent intrigue.” Make the student responsible for learning decisions by relying on logical consequences of action and inaction, rather than punishment. For example, to deal with lateness, present important material or assignments early in the period that you do not repeat, rather than deduct attendance points for lateness. Do not summarize chapters if students have not read them. If they arrive unprepared, put the unread material on a test; give frequent tests. Be consistent in administering policies. If your syllabus says late homework is not accepted, never accept late homework despite the heart-wrenching excuse offered by the student. Involve students in a discussion of creating a climate that promotes learning. Have this discussion early in the semester. Weimer’s suggestion for starting the discussion is to have students complete sentence stems such as “In the best class I ever had, teachers . . .” “In the best class I ever had, students . . .” “I learn best when . . .” “I feel most confident as a learner when . . .” (p. 108) Obtain feedback on the classroom climate occasionally and revisit the discussion of policies and procedures. Employ practices that “encourage students to encounter themselves as learners” (p. 111). Explain the purposes and benefits of assignments and projects; tell students what problems they might run into in doing the assignments and suggest remedies. Help them with time management. With group projects, provide guidance in managing the project, handling group dynamics, and assigning individual responsibilities.

helps us deal with the fact that almost all students will resist their teacher’s learning-centered approaches. Most of the learner-centered strategies recommended in this book change what students have become accustomed to. Understanding the reasons will help teachers deal with the inevitable student resistance when they present learner-centered practices and policies that withdraw the support students have become dependent upon during their first twelve years of schooling. The good news is that most students see the benefits of learner-centered approaches and benefit from them.

, why do students resist it? Based on her research, Weimer lists four reasons: Learner-centered approaches are more work. When the teacher does not summarize the important points in the chapter, the students will have to read it for themselves. When the teacher asks small groups to produce five applications of a concept, rather than supply it in a handout, the students have to do more work. Learner-centered approaches are more threatening. Students who lack confidence in themselves as learners become filled with anxiety at the prospect of becoming responsible for decisions that might be wrong. Students who are not used to questions with no single, authority-approved right answer are fearful of being wrong. Learner-centered approaches involve losses. The strategies recommended in this book are designed to move students to higher stages of self-directedness and higher stages of intellectual development. Moving from one stage to another requires a loss of certainty and the comfort that certainty brings. Learner-centered approaches may be beyond students. Some students’ lack of self-confidence or intellectual immaturity may prevent their accepting responsibility for their own learning.

overcome student resistance to learner-centered approache

The communication is frequent and explicit The communication encourages and positively reinforces The communication solicits feedback from students The communication resists their resistance.

developmental approach to transforming passive dependent learners into self-confident autonomous learners. Learners become self-directed in stages, not in one sin

moment of transformatio

Some faculty resistance has emerged recently against using online materials, even if they are blended with classroom work. This week, 58 Harvard professors wrote a letter seeking the creation of a new committee to consider the ethical issues related to edX and its impact on higher education.

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.

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.

I care.

design.

module 1

  In this class, i had to wrap my head that I have to design a course that the student is responsible for their learning with me as a facilitator. 

 I have so many ideas that I have learned from this course that I want to implement them all into my class.  But, I really need to stand back and reflect.  The most I got from this class is all the information that everybody shared on diigo.com and in their discussions.  I am very proud of everybody’s  contribution to my education and their own.  I loved how everybody had a share in the teaching presence and how Alex facilitated the learning.  This was an an excellent example of an effective student-centered learning environment.

. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. 2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. 3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuses. 4. Use content-specific tools, software, and simulations to support learning and research. 5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. 6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom. 7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside of the classroom. 8. Select and use appropriate tools and technology resources to accomplish a variety of task and solve problems. 9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. I do believe that these standards should assist the students in either online or face-to-face class to succeed with learning.  I am actually going to observe and take notes of my 8th graders to see how many standards that they can achieve. I had a great summer learning and being challenged to do my best at learning.

 Synthesizing and formulating a mini-thesis is where learning becomes meaningful for me; this is where mere information becomes MY knowledge

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.

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.

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?

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?