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alexandra m. pickett

Learning Reflections - Just another Edublogs.org site - 0 views

amerie.edublogs.org

shared by alexandra m. pickett on 25 Jun 12 - No Cached
  • I think I’ll hang around another week.
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      glad to hear that !! : )
  • talking with the professor and maximizing perception of student to access instructor are small things I can do to enhance the course and student satisfaction.
  • I honestly have to say that this is an ongoing process because I learn something new every day that cause me to reevaluate things.
  • ...8 more annotations...
  • I have also learned to be Open about to suggestions and change.  Why? Because I know that learning is a lifelong process.  Continuous learning and education has long since been a part of the social work field. 
  • habit
  • I have to squeeze a lot of material into an online course
  • doing it
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      don't forget to self assess!
  • intent
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      don't forget to self assess!
  • Thinking back on my experiences, I can say that I developed a support system and friendships through working with classmates in online classes, but before this class, I never realized that may have been the
  • How do I know this?  Because I just told you that I did. AND I did it verbatim from memory—that’s how I know.  How else do I know that I learned this?
  • I have been changed in many ways, particularly in how I think, how I will teach, how and what I will study in the future.  I was a proponent of online learning before I took this course, I am a greater fan now that I understand the flip side of the equation.  I love the course I built and want to keep working on it and improve on it so when I am ready (in the near future) I can teach it.  I still do not think that I am quite ready to teach—there are a few things I need to work on. However, I am confident that I will be ready relatively soon.  I feel confident and empowered!!!
alexandra m. pickett

Anneke Blogs - 0 views

annekeblogs.edublogs.org

shared by alexandra m. pickett on 08 Jul 12 - No Cached
  • BRILLIANT
  • I completely changed the direction and tone of my opening module.  I changed from a generic introductory icebreaker to one that has more focus, and I also plan to have my students discuss and set the classroom etiquette for themselves in the first module, rather than simply handing this down as set policy.  I’m feeling really good about these changes! 
  • Thanks, Alex!
    • alexandra m. pickett
      alexandra m. pickett on 27 Jul 12
       
      so glad you like the glitter text... me too!!!
    • Maria Guadron
      Maria Guadron on 29 Jul 12
       
      Very cool!
  • ...2 more annotations...
  • August 4,
  • This was the most important thing I learned – to hand trust back to my students, and that it is not only OK to do so, but it actually makes a better class.
alexandra m. pickett

Reflections | Just another Edublogs.org site - 1 views

vk267722.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • However, I do wonder about exactly how this survey was implemented in order for it to valid.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      we collected demographic information from every single student that was an online student that term. It was a survey that they hand to fill out to get access to their course. we had 100% response rates. so these are real numbers.
  • Somtimes I just have to tell myself “I Think I Can”
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 12
       
      I KNOW you can !!!
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 12
       
      Victoria! i am so glad that you are considering using bloggin in your course. Your reflections on the benefits and your insights on this aspect of the course and how it applys to you and might apply to your future students are astounding to me. Thank you for making your thinking visible to me. Als, your observation of the Social Presence afforded by Moodle with the simple little addition of an icon/avatar that represents the individual and its comparison to FB is brilliant. Well done!
  • ...6 more annotations...
  • My experience as a student was that I was focused on my routines from the other class and interpreting feedback to what I was thinking Alex meant and it wasn’t the same.  Then, we I began to trust Alex’s words and it became clear to me that she wanted to use to think deeper about the questions.
  • My question is how do we get our students motivated to think critically when, students just want to get the right answer?
  • In this process I learned a lot about myself as a learner and teacher.  I really need to promote more critical thinking activities and discussion.  It is very hard especially, with the children who I teach because they just want to get the right answer and have no motivation to further discuss any math concepts.
  •  I also need to think more critically as a person and a teacher.  In my school we put a lot of the blame on the parents because the parents don’t help students at home.  Meanwhile, many of these families can’t do it because they don’t know how the do the homework assignment, can’t read English, or are working.
  •  I know I have learned this because now I have a deeper appreciation in using technology as a learning tool.
  • What hindered my learning was time.  This course was a big adjustment in how much time I needed to set aside for this course.  I feel as though my school activities got in the way.  I really put too much on my plate this year as far as being involved in school activities.  This coming school year I am not going to do as much so I can focus more on taking the online courses.
alexandra m. pickett

George's Adventures in ETAP640 - 0 views

george640.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • I’m not sure I really want to, to be frank, but it is a requirement for my ETAP640 course I am taking.
  • value proposition
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i like "value add"
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      and "due dilligence"
  • No worries, right?  You all and Alex will help me.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      absolutely!! i'm in!!! my (just a bit eccentric) husband, in an attempt to understand life, the universe, and everything, has been "studying science" for a couple of years now. By that i mean reading-voraciously-everything-he-can-get-his-hands-on. He has asked me more than once if i have any real or imaginary (meaning people i only know online) physics professor friends to whom he can address his many questions : ) (i think this interest -bordering on obsession, is a mid-life attempt to come to terms with his mortal human husk - and i blame his mother for raising a heathen.) Nevertheless, he started with electricity, moved on to biology, then chemistry, the periodic table, physics, quantum phisyics and is now he is trying to teach it to our dog. http://www.goodreads.com/author/show/2929826.Chad_Orzel Every morning, book in hand, toothbrush in mouth, he gives us the highlights and pointers (me, my daughter and bella his havanese physics student) FYI - he thinks Einstein's little black book - which he read in its entirety- ( twice) on relativity, was over rated. : ) I am extraordinarily intrigued by your course concept and can't wait to see what you do! : )
alexandra m. pickett

Reflections Blog - Just another Edublogs.org site - 1 views

wamered.edublogs.org

shared by alexandra m. pickett on 11 Jun 12 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 11 Jun 12
       
      Hey Bill: i completely get the "technologically connected" fatigue. i am very plugged in... but, i remind myself that i am in control. I have boundaries. Also fyi - i don't have a cell phone. I know i know... hard to believe, right?! I just don't want to be that connected. me : )
    • William Meredith
      William Meredith on 25 Jul 12
       
      I envy you for not having a cell phone!  I took mine to France but told people not to call me.  One of the best parts of being away!
  • it helps remove the filter.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      interesting. really? say more about that. : )
  • Alex mentioned her desire not to allow students to unsubscribe from the posts.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Bill: i am actually really torn about this. I myself don't use the email subscription AT ALL. I find it confusing and disconnecting from the context and flow of the discussion. I have mine set to subjects only as a daily digest and i mostly just delete them... before even opeining them. I use the cousre interface to interact and view the interactions. I wish i could give students the option. But i can't. I have tried it both ways and talked about it with students from past courses. I even tried it once where i initially forced but then gave students the option to opt out... And i have come to the very reluctant decision that i have to force. I force the subscription, becuase frankly students don't login to the cousre. They disappear for days, and then claim they didn't know or couldn't find...and then claim they are overwhelmed. You also just can't "catch up" once a discussion has ended. The flow has moved on. There are also students that for some reason just prefer to get the posts via email. I've had several students tell me that they liked to view posts from their cell phones... So, i force subscription to all/only the essential forums in the course. The reality is that I can't force students to login to the course and click on the discussion and other areas of the cousre to see all that is happening. And i need a way to make sure that they are aware of the level of activity in the course and what is happening. me
  • ...28 more annotations...
  • I feel as though students must be subscribed to forums, but be forewarned that they need to develop a system for themselves to allow for tracking of the dialogue and how they want to participate in that dialogue.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i don't remember this being a problem in past semesters and i wonder if a default was changed at the system level. I thought everyone got a daily digest of subject lines and that highlighted new forum post tracking was automatically enabled by default... based you your feedback here, i have added "forewarning" : ) to 2 of the course information documents (contact and evaluation). : ) me
  • my presence could be demonstrated in other ways than just logging in daily or talking to students.
  • I came to realize that
  • in this course I feel as though everything I learn is huge.
  • it feels as though I am letting the students go without my assistance.
  • This is were the “earth-shattering” part comes in.  I am learning that I am not letting the students go.  I am going to be there.
  • I can fully see the difference between f2f and online teaching and WHY those differences exist.
  • In the beginning of this course my intention was to translate my f2f assignments and activities to an online format.  This made me feel comfortable as I knew that these activities worked for me and for most of my students.  Yet, as I began to learn about presence and community it became apparent that these f2f activities did not embody presence or community building.  They represented ease for me, and that cannot be the focus in online learning.
    • alexandra m. pickett
      alexandra m. pickett on 26 Jul 12
       
      this is a brilliant observation bill!
  • Yet, I know I will always want to be tweaking my activities!
  • My two issues with online education before the start of this class dealt with the actual education being offered as well as the connections being formed.
  • But the theory in this course has allowed me to see that in practice, online education can allow for a sound education and a classroom community that can match that of most f2f classrooms.
  • Online learning allows an instructor the opportunity to put everything into place before the course starts so that students come in being able to see all that they need to be successful.  This may not always be the case with f2f courses.  Additionally, to make sure that such theories as presence and community are present in online courses online instructors often have to do more to ensure success in their classes.  For these reasons I am starting to believe that online education, when combined with effective theories can eventually surpass f2f learning.
  • I am not decisive as I would like to be.
  • While it probably should not be surprising that I feel prepared to teach online at the end of a course in online teaching, for me, I feel as though it is quite a surprising development and one I hope to pursue.
  • The article  written by Mark Edmundson, a professor at UVA, questions the validity of online learning. 
  • I have discovered that my thoughts are completely different on online education as a result of this class.  While this is probably not a huge development it has been interesting to watch my opinions change so much.  So, for the moment that is where I am.
  • I discovered that just inserting technology does not suddenly make things better. 
  • I leave this course knowing that presence is more than just responding to students. 
  • Being truly present requires that the students feel your presence as they are completing assignments and learning – knowing what is expected of them and what they expect of the instructor.
  • if a student knows what to do and how to do it (presence) he/she might feel more comfortable branching out in discussions and discussing points with a majority of students instead of just discussing with the same people at the same time.  But community depends heavily on presence and the two really work in tandem.
  • Yet, the blame lies solely with me for just assuming that my students know how to do something.
  • Instead, instructors, both f2f and online, need to assume that their students do not know how to do something.  Taking the time to explain something may seem tedious but it will provide for greater clarification, greater learning, and more meaningful assessments.  Taking the time to just let students know what to do and how to do it has the potential of increasing the enjoyment of learning for all involved!
  •   I truly struggled with this course and I walk away feeling fantastic about it.
  • Coming into this course I figured we would read a few articles about online education and create a course shell for an online course.  Additionally, I came into this course assuming online education failed to meet the standards of f2f education. Now, my thoughts are completely changed. 
  • Leaving this course I feel as though I could write an effective rebuttal of that argument and I believe that illustrates a great amount of growth for a person who entered this class questioning the merits of online education.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 12
       
      what would you say? i would like to read that rebuttal.  : ) 
  • Yet, I feel as this is one of the first courses that will let me leave with having a profound change in thinking. 
  • Online education is the way of the future and more important, it needs to be done correctly.
  • o in my new “educated” role, I would like to try and be an advocate for online education.  I will try to discuss the field more often and when I hear someone mention online education I will ask them what they know about it and what they think about it.  Striking up conversations allow for the spread of ideas and maybe eventually online education will gain the same prominence that many f2f courses currently possess. (4)
alexandra m. pickett

Reflections - 0 views

juliedelpapa.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • refreshing my understanding of multiple intelligences and learning styles.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      what did you learn? how did you learn it? how do you know you learned it? what helped you? reflect!
  • do I need to again as I referred to them in my post?)
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      YES : ) this is a blog. it is public. anyone in the world can read it. enhance your post with links to engage your readers!
  • I am unsure about what my goals are for this blog, and a little unsure about the purpose of blogging here when I noticed we have a blog option on the same moodle site we post our discussions on. Would it be easier to have everything in one place?
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i seem to recall writing a comment to respond to this. Have you seen this: http://etap640.edublogs.org/2012/03/11/why-do-i-have-to-blog/ Can you check to see if you need to moderate and approve any comments? You should set the blog to auto approve comments, or be sure to approve them asap.
  • ...8 more annotations...
  • The only point this article I thought wasn’t accurate was the point that online learning is an intimate community. I think the opposite. I have not continued my friendship with anyone really from my previous classes, where I might have with traditional classes.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      I wonder what you will think about this at the end of this course : )
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      what is with the lack of word wrap? please fix. : )
  • August 4, 2012,
  • Well one thing I have learned is that to get students thinking you need an interesting prompt like this.
  • 12th?
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 12
       
      the course ends the 17th NOT the 12th... : ) i have you for 2 more weeks : )
  • To really have learned something I think it means it will stay with you, you will use it. It will be in your thoughts after the class has concluded.
  •  Coming into this class I thought I was a technology native. I thought I knew a lot about the internet, its uses for the classroom and ways I could utilize it. This class has pushed my limits showing me there is endless posiblities and things I will do even in my face to face class. For example, I was introduced to vociethread. This I will use to connect my classroom to another and make an authentic population for my students to present to. I would even use it to show student work at an open house.
  • The end of this class allows me one more thing, bring it on baby #3 I am finally ready to meet you and I only have a couple weeks until fall classes start so umm come tomorrow!?
b malczyk

http://elgan1.edublogs.org/files/2008/10/ryan-patrick1.pdf - 0 views

elgan1.edublogs.org/...ryan-patrick1.pdf

engagement

shared by b malczyk on 19 Jun 12 - No Cached
  • b malczyk on 19 Jun 12
     
    Social-cultural engagement
alexandra m. pickett

Reflections on Online Learning - 1 views

mikelucatorto.edublogs.org

shared by alexandra m. pickett on 13 Jun 11 - No Cached
  • Age problem, an overload of information to the point where in heavy doses it begins to resemble garbage is the problem of our day.
  • How will I balance these issues? How can you have non-hierarchical education within the confines of traditional educational pedagogy especially in an online environment? I feel like I’m taking a big risk here with this topic.
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 11
       
      hi mike! i think it is a risk, but i am open to you trying. frankly, i don't see how it can work, but if you are passionate about it and believe it can work and will show and prove that it can, i would support your choice and be very interested to see that.
  • Not just another Edublogs.org weblog. :D
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      brilliant!
  • ...9 more annotations...
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Bookmarked a book in diigo that someone pdf. Teaching as a subversive activity. Wouldn't it be great if you created such a wonderful course that your students CHOOSE to continue learning without credit!
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      You may also want Kohn's Punish by Rewards. Another worn out book on my bookshelp.
  • So what does this mean for education? How is this different online? And why do I believe that I only understand the stick?
  • What is my role? What is the future role of the instructional designer?
  • I couldn’t help but think that all of these questions led to more
  • Time to finish strong.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      :-)
  • education is one of the most fundamentally revolutionary acts.
  • he power or the perceived power of education and it’s threat even in relation to the most influential and powerful in all of the land.
  • I still am holding on to Alex telling us to challenge our assumptions about online learning and what it means. I think that should spill over to everything if we really want to affect change in this world and in the field of education. What are we assuming? What can be changed? What seems like it’s either a precursor or indispensable even if this may not be the case at all?
  • Understanding history and using it is cheating in a way. A good type of cheating. We can stand on the work of those before us and take the best or the most appropriate for our time. We can use a historical perspective to give a voice to the voiceless of history.
Diane Gusa

i am huetagogynous | sharing what i know - 0 views

etap640.edublogs.org/...i-am-huetagogynous

sharing know learningstyle module 4

shared by Diane Gusa on 16 Jun 11 - No Cached
  • . Developing learning skills in the learner is characterized by John Anderson as “in pedagogy, what is to be learnt, and how, is both determined and directed by the teacher; in andragogy, it is determined by the teacher and directed by the learner; in heutagogy, both determination and direction shift to the learner.” I am hetagogynous… i like having that label and self-awareness.
alexandra m. pickett

North Country noodlings | Just another Edublogs site - 1 views

rhondamatrix.edublogs.org

shared by alexandra m. pickett on 14 Jun 14 - No Cached
  • If I could just sit on their shoulder, and see what’s on their screens, so I could say something like “See that button in the middle? Click it.”
    • alexandra m. pickett
      alexandra m. pickett on 14 Jun 14
       
      have you tried screen share tools like http://join.me or http://quickscreenshare.com/ : ) ??
  • Jun12
  • Ciao!
  • ...2 more annotations...
  • And I really liked online teaching – still do – because it allows me to reach students on a personal level.
  • I can’t help but fear, deep down, that the students just don’t care. And I hate feeling that way.
Kelly Gorcica

Challenge 6 - Digital footprints | Student Blogging Challenge - 0 views

studentchallenge.edublogs.org/...challenge-6-digital-footprints

challenge student blogging digital_footprint safety

shared by Kelly Gorcica on 30 May 13 - No Cached
  • Kelly Gorcica on 30 May 13
     
    Article about student blogging and digital footprints
alexandra m. pickett

ETAP 640 Liz Keeney | Summer 2013 - 0 views

ekeeney08.edublogs.org

shared by alexandra m. pickett on 11 Jun 13 - No Cached
  • ‘productive inquiry
    • alexandra m. pickett
      alexandra m. pickett on 11 Jun 13
       
      citation!! check the rubric!
  • By viewing this diagram, I really got the idea of creating a meaningful learning environment by combining the empirical research into a clear and precise diagram;
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 13
       
      this statement does not really make sense...
  • giving it.
  • ...3 more annotations...
  • This could also be due to my “millennial” nature and my “self-absorbedness” when it comes to my grades—something that Luke (4) also mentioned.
  • A lot of what I was saying had to do with the instructor facilitating instruction rather than purely teaching it…something very common in our discussions. By the end of this course, I learned that along with being a facilitator, the instructor must be a supporter and help the online learner throughout their successes and struggles—something that I often do not experience in asynchronous learning.
  • My discussion postings have gone from “skimming” the top of empirical research to truly digging into the topic and making my learning visible for my professor and my classmates. I learned how to research topics properly and write my findings in a clear, conversational way.
alexandra m. pickett

Celeste's Thoughts - Some thoughts on education… - 0 views

cdsgrn7.edublogs.org

shared by alexandra m. pickett on 11 Jun 13 - No Cached
  • taper
    • alexandra m. pickett
      alexandra m. pickett on 27 Jul 13
       
      i think you mean "tailor"
  • if you truly have “learned it” you should be able to teach the information to someone else.  For instance, with the creation of our online course, we have learned how to properly create a successful online course.  Not only do I feel I have been able to successfully create an online course but, I feel I could help/teach my coworkers to do the same.  If I feel I would be able to transfer my knowledge to other, I have “learned it”.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 13
       
      BRILLIANT!
  • The thought of switching courses even passed through my mind but, I am VERY glad I did not go down that path. 
alexandra m. pickett

Learning by Doing | ETAP 640 Introduction to Online Teaching - 0 views

adeutsch.edublogs.org

shared by alexandra m. pickett on 11 Jun 13 - No Cached
  • it wasn’t terrible!
    • alexandra m. pickett
      alexandra m. pickett on 11 Jun 13
       
      Glad you dove in!! Looking forward to your second post for module 1!
  • Her example was “what does it mean to be human?”  The reason this struck a chord with me is that many students are either uninterested in research or they think that they are already expert researchers.  Unfortunately, very few of them have the research skills required at the college level.  This interview served as an important reminder to me that it’s my job to make the course both relevant and engaging.  I want to do my best at writing engaging and thought provoking discussion questions.
  • Pickett discusses the importance of establishing trust in the online classroom.  One thing that has been surprising to me but upon reflection makes sense is that this is about both design and instruction.  The icebreaker module takes on a new significance in this light – as it’s not only the launch of the course but also the launch of the community.
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 13
       
      BRILLIANT!!!
  • ...3 more annotations...
  • “just because you call it a discussion doesn’t make it a discussion.” 
  • so maybe I’ll work on developing my very own perplexity fairy. 
  • In this course not only will I remember my instructor’s name – I will also remember my classmates’ names. That’s pretty remarkable!
alexandra m. pickett

Mary Huffman: ETAP640 reflections blog - 0 views

huffmanmary.edublogs.org

shared by alexandra m. pickett on 12 Jun 13 - No Cached
  • IEP’s unless they are GIEP’s.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 13
       
      what does that mean?
  • I do wonder why the gender percentages are so different,
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 13
       
      ok. so this is a perfect opportunity to do some research. You have your thoughts, assumptions, ideas maybe about why, but can you find research to support our findings? If you have a question, answer it!!
  • Since Latin is offered alongside other languages such as German, Spanish, and French, I assume that students who choose to take Latin are doing it for a reason, and are interested in a challenge.
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 13
       
      example sticky note in diigo
  • ...7 more annotations...
  • I think I will learn a lot about the students’ thought processes and understand which concepts they are grasping (or not).
  • “I think that we take for granted the huge amount of information that we pass on to our students in a F2F classroom just by our presence and interaction with them (bathroom passes, appropriate conduct with each other, respect for the work and management of time) the aspects of education that never finds its way into our lesson plans. In many ways in learning to teach online we are having to learn how to teach again, to focus on the minutiae that is generally accepted we do, to take nothing for granted, assume nothing and to take the entire content of our and every moment of that course (every moment of 8+ weeks) and place it in text form in a virtual environmen
  • them.
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 13
       
      don't forget your self-assessment.
  • It isn’t easy to write a good discussion question, but it is essential for a productive discussion.
  • I understand how and why I did it, and I could do it again. 
  • One cool thing about this course is the ‘meta’ quality. 
  • what is best for the students.  How can we serve our students?  Are we doing the best we can to teach them? Are we teaching appropriate and relevant courses? Are we being interactive, engaging, are we even able to keep up with our students technology-wise?  Do we adapt and change our methods to keep up with their demands, or try to force our students to adapt to our methods? 
alexandra m. pickett

Building an Online Classroom | Reflections Blog - 0 views

rpmullig.edublogs.org/...building-an-online-classroom

shared by alexandra m. pickett on 13 Jun 13 - No Cached
  • s I build my online classroom environment
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 13
       
      example sticky attached to highlighted text
alexandra m. pickett

Hedy's reflective blog | Online course blog - 0 views

hlowen.edublogs.org

shared by alexandra m. pickett on 13 Jun 13 - No Cached
  • I feel like I have already learned a great deal.
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 13
       
      what did you learn?
    • Hedy Lowenheim
      Hedy Lowenheim on 22 Jun 13
       
      To start with many new Web 2.0 tools, that pre-occupied me for a major part of the first week of class. No doubt I struggled with setting up the blog, learning diigo, voicethread, etc. But throughout the frustration, I really enjoyed learning how to use these new tools and very happy to now have them in my elearning toolset! It is very exciting to see all of the great interactive tools available on the web to aid with online teaching an learning!
  • http://ualbany.mrooms.net/file.php/242/readings/v8n3_pelz.pdf http://www.criticalthinking.org/pages/the-role-of-questions-in-teaching-thinking-and-learning/524
    • alexandra m. pickett
      alexandra m. pickett on 03 Jul 13
       
      hedy: can you make links live in your blog? they make interaction and reading your blog more engaging. : )
  • Maree’s post.
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 13
       
      self assessment???
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