And as someone who is easily distracted and LOVES my subject matter, it’s hard not to just go “oh, this is fascinating!” and be off and running into a whole other sidetrack.
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What I have learned in ETAP 640…Part 1 - "What I have learned about myself" M... - 1 views
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Anneke Blogs » Blog Archive » Five hundred twenty-five thousand six hundred m... - 0 views
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shared by Lisa Martin on 09 Aug 12
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Tips from: Strategies for Managing Workload by Penn State World Campus at one... - 0 views
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strategies managing workload penn state world campus
shared by Lisa Martin on 09 Aug 12
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I summarized what I thought were the most valuable tips from these videos for myself as a reference.
What I have learned in ETAP 640 - Part 2 "What I learned about online teaching" Module 6 - 0 views
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My Journey Through Online Learning - What did I learn? - 0 views
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Lisa’s course had so many great tools and resources for students to show their learning. After reviewing the course I said to myself, “I wish I did that”.
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Notes to Self - 1 views
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I think if I could focus on a few people’s posts, I could make more quality contributions.
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i am kinda torn about the small group thing. i hate taking choice away - it seems to me that you can self select your own small groups. why don't you just do that? scan all the posts and then decide who you want to engage and then just pick them to interact with. Read all interact with a select few. In the discussion for this module (2) i have it split into several discussions. i am wondering if splitting it by topic like that will feel different to you. Let me know. ok? I have toyed with the idea of reducing the number of posts required... and just doubling your score on them. what would you think about that? i have never had so many people in the course. It is designed for a more intimate number of students. I am trying to come up with ways make my work more efficient yet still intimate, personal and effective. Work in progress. i am learnking too. : ) -
Alex - Seeing that module 2 was split into several discussions was a HUGE relief to me! It seems much less overwhelming and easier to be organized :-)
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Now that some more time has passed, I actually have done what you're suggesting here...reaking all and interacting with a select few. With this approach, it became more manageable. I haven't done my first post for module 2 yet (just finished the readings) but I do think the split into several discussions will make a huge difference. I can only imagine the work you have cut out by having read/rate ALL THESE POSTS! It seems overwhelming, and I am considering the implications of it as I think about designing my course. Thanks for the feedback!
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We could still have been required to complete the same number of posts, but perhaps had fewer count toward our grade on this first run. I
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hmmm. i don't count them all. the first couple with my feedback are the grace period... "if i were to rate this it would be a ..."
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I understand what you're saying here...I don't know what I missed and where I missed it, but I "assumed" (there's that pesky word again!) that all posts, beginning with the initial introduction, would be rated. I did fewer posts than I should have considering this. There were a few (though admittedly not of high quality as they were early in the Module and I hadn't yet gotten the hang of things) that weren't scored, so what I thought my score would be for discussion in the first module was not even close to my actual score. Live and learn...
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BOY, WAS I WRONG!
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As we continue to interact with content and then share that learning with each other, we construct our own meanings and apply what we’re learning in a variety of contexts.
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is imperative that I stop thinking about how to transform my F2F materials to suit the online environment.
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it is impossible to duplicate the f2f environment online. to try to do so is folly. you must reconceptualize. you have to leverage the options and mitigate the limitations of any environment in which you teach.
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I hit “Publish” only to find half of my post showed up and no way to retrieve what was lost. Therefore:
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I am very interested in the hyper-content design. I like the idea that with this model, students determine the order of their own learning activities. In this model, there may be a few things that could be tricky; for example, setting up group activities might be left to the students to manage since they wouldn’t all be completing the same activities at the same time.
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I've been thinking the same things about this model. I think it's so hard for me to envision because of my lack of experience with it. I also have a hard time applying some of the things we've learned in this course to that design.
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Whatever it takes.
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Yet, as I continued reading I realized that my grasp of the content was continuing to evolve. I feel that I have a deeper awareness of what teaching presence looks like, not only in an online course but also in a traditional classroom, as well.
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Perhaps it’s time I move from measuring in coffee spoons to taking in the big picture.
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Even though the course won’t start until January, I know it’ll be here before I know it.
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has led to me a realization–the course I’ve created will never (and should never) be finished! It makes sense. I never teach the same lesson twice in exactly the same way, so it should go without saying that every time I look at this course and eventually start using it, I will continue to add, remove, and change what’s there.
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Reflections - 0 views
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“This is not going to be easy and it is going to take a lot of time and energy, but I want to do this and I know I can!”
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What I do believe is that it will be increasingly important to maintain our own learning.
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I am truly surprised to see how many students from other states and countries are part of SLN.
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if you look at the numbers it is really only about 2% that come from outside NYS.
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I did recognize that the portion of students wasn't that large, but I am still surprised that it is even 2%. I think I could have communicated myself better by noting the number of countries and states outside of New York which were represented.
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I would expect that most students would be located in New York
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Especially with younger students, this feeling of uncertainty can lead them to completely shut down. If students trust in their guide, the teacher, they are much more likely to persevere through the uncertainty and attain resolution.
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I realize that online teaching includes continuous reflection, assessment, and development of yourself as an online instructor and of the course itself.
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K-12 online instruction does exist.
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Ultimately, I have learned that being learner-centered involves much more than making students do most of the work. It involves understanding the needs of each of your individual students, both academically and personally. It involves striving to meet those needs on an individual basis, while promoting self-directed learning. It involves being empathetic and addressing the specific limitations each student may have and striving to break through those limitations together. In my mind, that is what true interaction is all about, and it is one of the best ways to engage students in learning more deeply.
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Catherine, I love the metaphor! Nothing to add - you said it well. Diane -
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What I am realizing is that there really is a significant difference between creating an online course from scratch and converting a face to face course.
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I want my students to understand that these activities have a true purpose. I want to remind them of that purpose each time they engage in these activities.
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I kept finding myself asking “How can this contribute to higher levels of cognitive presence? Isn’t that ultimately the point of developing teaching and social presence?”
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Vivir es Aprender - 0 views
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word wrapping.
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in the olden days you had to manually shift and move the carriage to move from one line of typed text to another. Today word processer do that automatically. http://www.techterms.com/definition/wordwrap you wouldn't believe how many faculty hit the return key at the end of whatever line they are typing on... : ) me
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They’re already half way there!
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Are they really? question that assumption! just cuz kids surf and text does not mean they know how to use the internet to learn or for professional or academic purposes. Can you find research to support that assertion?
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communities
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I am so grateful that I had the opportunity to take this class. I have learned so much and have really enjoyed being involved in a community of learners with all of you. I have never truly felt like I have been part of a community of learners before, or really knew what that was or meant. I think this has resonated so strongly with me that it is something that I want to strive for with students in a face-to-face class or an online class, whichever comes first.
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what does that actually do? What are they learning? Are they learning or enjoying it? Are they engaged? Are they interested?
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I am so excited!
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I wanted to be present in my course and have my students feel like I was a real person so I created a voki avatar, various voicethreads and discussions, contact hours, a completed profile, and I gave directions in a direct format. I would hope that right off the bat my students would feel comfortable in my class and would know that I would be there for them.
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One Step at a Time- Lauren D. - My journey through ETAP 640 - 1 views
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dig deeper.
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Lauren: you are almost there!!! what did you learn? how did you learn it? how do you know you learned it? what was it about the questions that made you dig deeper. what points were bought up about student-centered learning, meaningful discussions and writing intensity and enriched course materials? what did you learn about your classmates? make your thinking and learning visibile to me here. REFLECT!! add links to support your assertions and make your content more engaging. Think about the reader. think about your voice. engage me! did you see my reply to your comment on someones blog about ADDIE ? try to find it. (ask rob what i think about ADDIE : )
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Sounds you have been very thoughtful in your approach to setting up your course.
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Using YouTube, we learn that people all over the world can connect and share ideas, but it has become way more of a teaching tool. People are using this to reflect on themselves and the world around them. One student mentioned how they saw this as an inner thought process: how others would perceive them and how the conversation became inner-mediated. With the activities that we have in the course, the discussions, and blogs we learn to become self-sufficient learners. Not only through the reflective process, but in the activities geared towards the process of learning and why it is important to learn and help each other learn.
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I believe if I didn’t have this opportunity to reflect, it would have been a thought but I would not have acted on it. At first I thought blogging and journaling was just busy work and I wasn’t too excited to do them, but I have found great benefit from thinking about how I learn, why I learn and how I can use this to improve my contributions as an educator and student and that deflated feeling is going away with every week that passes and it is renewing my faith in education and where it is headed.
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The course was developed in a way that the harder you work and the more you participate the better the experience and the more you will get out of it. I can guarantee that all of us were nervous and scared the first time we entered this course. The first day we knew that it was going to be a challenging, but we have made it to the end with a lot of rewarding experiences and a lot of lessons learned along the way.
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Being a students and feeling like my work is getting noticed and valued is a tremendous boost in wanting to participate in the course and in my course design.
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I am a high school librarian continuing my education to keep my library updated with tr... - 2 views
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introduction post counted (which apparently it didn’t) that now I am behind.
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Most initial posts are personal opinion/social and so don't generally get high ratings according to the rubric. I like to give you the first couple of posts as low pressure intros so that you can get the hang of the rubric and my feedback.
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I did that wrong too
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my hope is that you will push through your feelings and look to see what insight you can gather that will help you succeed as a student and as an educator.
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I'm trying but just when I feel like I have a grip I realize I did something else wrong!
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I enjoyed being able to observe the exemplary courses also.
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The cool thing is that I was able to show him some things that Alex showed me that he didn’t know, I looked like a rock star:)
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I know it hasn’t been utilized much or for a long period
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research
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Research is a difficult topic to entice high school student with.
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I think the digital age is reducing the amount of human interaction and students are losing out on the social aspects of school.
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online learning in k-12 students
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part.
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am having a hard time picturing my unenthusiastic, too cool for that, high school students being responsible enough to take an online course.
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community.
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There are guiding questions for these reflections that i don't see in your posts for this module and you need to self assess.
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August 4, 2012
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Right now I am very frustrated. I have tried very very hard to listen to all of Alex’s comments throughout the semester and make changes based on her criticisms. My course when reviewed needed a lot of work but she expressed being frustrated that I didn’t take her advice when I am always careful to do that. I am not sure if I misunderstood or maybe it was the way things were worded. She had mentioned changing the names of my module’s during one of the previous assignments but in my course review she said she was frustrated because I didn’t listen about changing names of discussions and forums, when in fact, I changed the names of the modules like we had discussed. We never discussed discussion or forum names. I think these issues are issues that need to be addressed when learning about teaching online. Without having a face to face discussion misconceptions are not always cleared up right away and could cause problems later.
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My Reflections in ETAP 640 - 0 views
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it would be interesting to see the numbers for 2012,
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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.
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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,
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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,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
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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,
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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,
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I would have liked more detail and critical analysis of these reports.
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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,
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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,
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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.
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are you not comfortable initiating that in the bulletin board created for that purpose?
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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.
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I am following the directions.
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Are there things that Moodle (or even Angel, per the courses for observation) can do that don’t replicate this structure?
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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.
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Reiss doesn’t believe that all children are or should be curious and that curiosity doesn’t always motivate student learning.
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Should every class be for every student?
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developing the course isn’t enough, classroom management is required throughout the course, especially for students who drop in and out.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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I care.
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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 : )
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Malczyk Mirror | Am I an online learner or an online teacher? - 1 views
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access to highspeed internet
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Perhaps the mark of an effective teacher is not that there students have all the right answers but that there students know how to ask the right questions.
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I appreciate the chance to reflect and recognize that the “me” that comes out in the blog is different than the “me” in the discussion area. I want my students to have various opportunities to express themselves.
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reveals things about myself.
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his has been a great exercise to realize that my personal preferences are not likely everyone else’s preferences and should therefore be thought through.
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I really believe that this course has taught me important skills because I was required to actually use the skills I was learning about.
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when I am able to direct the topic of my learning I am more engaged. It becomes a joy to find additional resources instead of chore. Online courses offer a unique aibilty to have more individually focused learning in discussions that I have greatly benefitted from during this semester.
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. My learning was enhanced when I sat down and made time for the course. Even though it is an online course, I had to treat it at times like a traditional course and block out an hour or two or three as if it were a class time. Then I was much more productive. Setting aside time for online courses is a must as many others have recognized. 2. If my life was sufficiently complex to hinder learning, how much harder it must be for young students who face much more challenging conditions. I have a very supportive wife and family, a car to get from place to place, an office and access to fast reliable internet. Many youth who we criticize for dropping out or doing poorly in school have no such supports or access. They live in unsafe conditions, lack examples and role models and may even be lacking basic necessities of life like food and safe shelter. These conditions are the real hindrances to learning and have been recognized as such for some time.
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Notes to Self - The evolution of understanding - 0 views
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As the days go on, I realize that my understanding of what it takes to be a successful online learner and teacher is changing.
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I find that I am quickly falling back into old (and excellent) habits of being a student. While it’s overwhelming, I do love it. I’ve also observed that since the last time I was a student, much has changed. Yes, in terms of technology and pedagogy, but I’m referring to me personally. I’m a little older, a little wiser, much more settled in terms of my personal life and career, and overall just a much happier person than I was 7 years ago.
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Creating the Perfect Balance: Course Interaction | My Reflection's on Online Course Cre... - 0 views
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the quality of interaction is more important than the quantity
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I feel like I can finally REALLY READ and digest what people are saying in their posts now.
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Enlightenment - Library Life - 0 views
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The biggest help was Skyping with Alex. Using http://quickscreenshare.com/ she was able to show me around the course and diigo.com. It was so helpful to watch her navigate and give me the visual of what she is asking the students to do.
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I love the idea that we can do something like this with our students to help them out.
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50 Must-See Teacher Blogs Chosen By You | Edudemic - 0 views
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shared by Maria Guadron on 17 Jun 12
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sharing what i know » Blog Archive » i am huetagogynous - 0 views
etap640.edublogs.org/...i-am-huetagogynous
Heutagogy self-determination lifelong learning motivation 3.0
shared by Maria Guadron on 17 Jun 12
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Catherine's Reflections » Blog Archive » Three weeks in: What is and isn't wo... - 0 views
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Go for vanilla the first time and work your way up to rocky road.
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I think about this quote alot in regards to my course. I know I will not be able to do EVERYTHING I want to in the next few weeks, but I will be able to make it "rocky road" in the future :-)
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Just some of Kelly's thoughts - 0 views
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As I work on finalizing my course one of the main things I will be thinking about is, do my modules and learning activities tell a story? Or do my modules and learning activities need to be rearranged so that their story makes more sense?
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During this course I feel like I almost found myself as an instructor. I know that sounds a little strange but I feel like I now know who I am and what I am capable of. This course gave me, in some way, the confidence that I needed to be a better instructor to my students in a f2f setting.
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you might want to take a look at this: https://urresearch.rochester.edu/institutionalPublicationPublicView.action?institutionalItemId=2499 : )
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This course has taught me to keep on learning.
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One of the most important things that I learned was about building a classroom community and the similarities it has between the online classroom and a f2f classroom.
