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Diana Cary

Threaded Vs. Linear - 0 views

www.fullcirc.com/...threadedlinear.htm

threaded forum linear forums online learning

shared by Diana Cary on 23 Jun 13 - Cached
  • . This is the preferred form
  • Linear is less helpful for convergent conversations, fragmented and detailed topics and coming to closure.
  • Both forms, and even a combination of the two, have their place and usefulness. However, people tend to have strong prefernces for the format they first used. Within a team, there may be some differences of opinions on this.
Luke Fellows

DRAMA in ENGLISH LANGUAGE TEACHING: A WHOLE-PERSON LEARNING APPROACH | Teacher Talking ... - 0 views

tomgodfrey.wordpress.com/...whole-person-learning-approach

shared by Luke Fellows on 27 Jun 13 - No Cached
  • As an ensemble the class can learn and discover together, all the while feeling part of something larger than themselves and experiencing the support of the group
  • By being part of this safe environment students are able to take risks, build on the strengths of others and grow in confidence, making decisions and taking actions on behalf of the group
  • This contrasts with the teacher centred class where the teacher has to monitor an motivate 20 –30 individuals continuously without a minute’s respite.
  • ...4 more annotations...
  •  Give clear instructions
  •  Allow plenty of preparation time.
  •  Prepare the formation of groups careful
  •  Feedback.
William Meredith

Constructing Experiential Learning for Online Courses: The Birth of E-Service (EDUCAUSE... - 0 views

www.educause.edu/...online-courses-birth-e-service

shared by William Meredith on 24 Jun 12 - No Cached
  • . In this environment, teachers become mentors and guides rather than the "all knowing" authority often associated with the traditional face-to-face format. In addition, new issues and challenges have begun to materialize from this new paradigm, prompting investigations related to the quality of online instruction:
  • engage distance students in their local communities through experiential learning opportunities.
  • provide community service as part of their academic coursework, learn about and reflect upon the community context in which the service is provided, and develop an understanding of the connection between service and their academic work.3
  • ...5 more annotations...
  • t becomes difficult to develop experiences for distance students that continue to provide work-based experiences and engage them as members in their local communities.
  • Reflection is a major component of service-learning
  • When conducting online courses, e-service offers excellent outreach to community organizations and fills a void in meeting community needs. As the educational paradigm shifts to more distance learning, students will be looking for ways to gain work experience and build long-lasting partnerships with their communities that will benefit their future careers. The experiences provide rich, authentic, hands-on training for students.
  • E-learning challenges students to think in new ways, explore new ways of problem solving, and raise critical questions about their learning and service. E-service enhances student academic experience through experiential learning that reflects the complex issues of students' future workplaces. Students get the opportunity to wrestle with complex issues right in their own communities and to become a part of the solution. These solutions are shared with peers statewide, assisting other small towns and businesses that may have similar needs.
  • Because online students tend not to be the traditional age of on-campus students and usually work a 40-hour week in addition to going to school, access to a community partner can be a challenge.
  • William Meredith on 24 Jun 12
     
    Creating service-learning in an online environment
diane hamilton

Using the Web to Encourage Student-generated Questions in Large-Format Introductory Bio... - 0 views

www.ncbi.nlm.nih.gov/...PMC1854855

generating questions online

shared by diane hamilton on 30 Jun 12 - No Cached
  • diane hamilton on 30 Jun 12
     
    this study looks at web-based student generated questioning as a teaching tool
Gary Bedenharn

Teacher Presence: Using Introductory Videos in Online and Hybrid Courses by Paula Jones... - 1 views

www.learningsolutionsmag.com/...s-in-online-and-hybrid-courses

presence learning teaching blended

shared by Gary Bedenharn on 01 Jun 12 - Cached
  • Irene Watts-Politza on 01 Jun 12
     
    This e-magazine article provides researched-based information on the importance and components of teaching presence in the on-line learning environment. Blog format with related topics.
  • Gary Bedenharn on 13 Jul 12
     
    Article on online learning courses and the use of technology.
Amy M

Linear and non-linear learning | Ken Carroll - 0 views

ken-carroll.com/...linear-and-non-linear-learning

shared by Amy M on 08 Jul 12 - No Cached
  • Textbooks, curricula, and our educational system itself are the products of a mechanistic past.  School knowledge is pre-determined by a centralized authority, and delivered in a linear format to a mass audience. The system is standardized, mass produced, scheduled, etc. In the classroom, the emphasis has been on teaching - it is expected that the learning will simply follow. The act of teaching, then, is seen as transfering information in a controlled sequence, a process that eliminates context 
  • If there is a metpaphor for learning in the natural environment it may be the network rather than the line: our neural networks 
  • Age of Networks,
  • Amy M on 08 Jul 12
     
    Focus on non-linear learning
Gary Bedenharn

(HD) Hubble Space Telescope Images 2010 The Stars Like Dust - Jonn Serrie - YouTube - 0 views

www.youtube.com/watch

space astronomy science star formation solar system hubble telescope images stars dust galaxies

shared by Gary Bedenharn on 08 Jul 12 - No Cached
  • Gary Bedenharn on 08 Jul 12
     
    Visual of the Hubble telescope taking pictures of the vast universe.
Gary Bedenharn

Life Cycle of Stars Video - YouTube - 0 views

www.youtube.com/watch

space astronomy science star formation birth life death life cycle cycle stars

shared by Gary Bedenharn on 08 Jul 12 - No Cached
  • Gary Bedenharn on 08 Jul 12
     
    A description of how a star is formed and die.
Gary Bedenharn

Astronomy: Birth, Life, and Death of a Star - YouTube - 0 views

www.youtube.com/watch

space astronomy science star formation birth life death

shared by Gary Bedenharn on 08 Jul 12 - No Cached
  • Gary Bedenharn on 08 Jul 12
     
    Visual of the life cycle of a star
Gary Bedenharn

3 Main types of Galaxies - YouTube - 0 views

www.youtube.com/watch

space astronomy science star formation solar system hubble telescope

shared by Gary Bedenharn on 08 Jul 12 - No Cached
  • Gary Bedenharn on 08 Jul 12
     
    Brief video on the three types of galaxies.
Gary Bedenharn

Project | Galaxy Zoo - 0 views

zoo1.galaxyzoo.org/Project2.aspx

space astronomy science star formation universe galaxy

shared by Gary Bedenharn on 08 Jul 12 - No Cached
  • Gary Bedenharn on 08 Jul 12
     
    Website with many pages on information about galaxies and the universe.
Gary Bedenharn

How Large is the Universe? - YouTube - 0 views

www.youtube.com/watch

space astronomy science star formation hubble telescope universe

shared by Gary Bedenharn on 08 Jul 12 - No Cached
  • Gary Bedenharn on 08 Jul 12
     
    A documentary on how scientist came up with the "Big Bang Theory"
Gary Bedenharn

Big Bang Theory - 0 views

big-bang-theory.com

space astronomy science star formation universe galaxy

shared by Gary Bedenharn on 08 Jul 12 - No Cached
  • Gary Bedenharn on 08 Jul 12
     
    Discussion of evidence and common misconceptions of the Big Bang Theory.
Gary Bedenharn

Solar System Formation - 0 views

astronomyonline.org/...SolarSystemFormation.asp

space astronomy science asteroids solar system system

shared by Gary Bedenharn on 08 Jul 12 - No Cached
  • Gary Bedenharn on 08 Jul 12
     
    Story of how a solar system can form and all the objects that it contains.
Erin Fontaine

Media Use Statistics                                           Resources on m... - 0 views

www.frankwbaker.com/mediause.htm

shared by Erin Fontaine on 11 Aug 12 - Cached
  • ne out of ten 13- to 17-year-olds have used some form of social media
  • 68% of all teens say Facebook is their main social networking site
  • 51% visit social networking sites daily
  • ...12 more annotations...
  • 34% of teens visit their main social networking site several times a day
  • 23% of teens is a “heavy” social media user, meaning they use at least two different types of social media each and every day
  • A new study finds that 20 percent of third grade students have cell phones and 90 percent of them are online, while 83 percent of children in middle school have one.
  • 63% of all teens say they exchange text messages every day with people in their lives, including their parents
  • Half (52 percent) of all zero- to 8-year-olds have access to a new mobile device such as a smart phone, video iPod, or iPad/tablet
  • Fully 95 percent of all teens ages 12-17 are now online, and 80 percent of online teens are users of social media sites. Teens of all ages and backgrounds are witnessing these mean behaviors online and are reacting in a variety of ways:
  • Ninety percent of teen social media users say they have ignored the mean behavior they have witnessed on a social network site. Eighty percent say they have personally defended a victim of meanness and cruelty. Seventy-nine percent say they have told someone to stop their mean behavior on a social network site. Twenty-one percent say they have personally joined in on the harassment of others on a social network site. Source
  • Nearly 90% of older teens (aged 14-17) have a cell phone, while just under 60% of 12- to 13-year-olds have a cell phone
  • More than a third (38 percent) of children this age have used one of these devices, including 10 percent of zero-to 1-year-olds, 39 percent of 2- to 4-year-olds, and more than half (52 percent) of 5- to 8-year-olds.
  • In a typical day, one in 10 zero- to 8-year-olds uses a smart phone, video iPod, iPad, or similar device to play games, watch videos, or use other apps. Those who do such activities spend an average of 43 minutes a day doing so
  • Sixty-five percent of high school students use cell phones in school.
  • One-quarter of text messages sent by teens are sent during class.
Amy M

iBooks Author: Publishing and distribution FAQ - 0 views

support.apple.com/HT5071

shared by Amy M on 05 Jun 12 - No Cached
  • Does Apple own any copyright in the content of my work if I create it in iBooks Author? No. You retain all your rights in the content of your work. However, if your work is distributed in the .ibooks format, then your work is subject to the distribution restrictions described above.
  • Amy M on 05 Jun 12
     
    An example of copyright restrictions.
Amy M

About The Licenses - Creative Commons - 0 views

creativecommons.org/licenses

shared by Amy M on 05 Jun 12 - No Cached
  • ution CC BY
  • n-NonCommercial CC BY-NC
  • Machine Readable Human Readable Legal Code Our public copyright licenses incorporate a unique and innovative “three-layer” design. Each license begins as a traditional legal tool, in the kind of language and text formats that most lawyers know and love. We call this the Legal Code layer of each license.
  • ...1 more annotation...
  • All Creative Commons licenses have many important features in common. Every license helps creators — we call them licensors if they use our tools — retain copyright while allowing others to copy, distribute, and make some uses of their work — at least non-commercially.
  • Amy M on 05 Jun 12
     
    CCL types 
Robert Ekblaw

Faculty Orientation & Resources: Online: Preparing an Online Course - 0 views

clt.odu.edu/...online.php

faculty orientation resources online education online course preparing

shared by Robert Ekblaw on 05 Jun 12 - No Cached
  • Robert Ekblaw on 05 Jun 12
     
    When preparing an online course, instructors should not simply transfer lecture materials to an online format. Instead, content and activities should be thoughtfully created with a learner-centered focus. This portion of the Faculty Orientation website provides templates for your course syllabus, course content, activities and assessments.
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)
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