Skip to main content

Home/ ETAP640/ Group items tagged id

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
JJ Wagner

What is text wrap? - 0 views

www.webopedia.com/...text_wrap.html

text wrapping what

shared by JJ Wagner on 29 May 11 - No Cached
  • Home > text wrap text wrap Text wrap is a feature supported by many word processors that enables you to surround a picture or diagram with text. The text wraps around the graphic.
  • JJ Wagner on 29 May 11
     
    Definition of text wrapping
Diane Gusa

My teacher . . . the computer? « InterACT - 0 views

accomplishedcaliforniateachers.wordpress.com/...my-teacher-the-computer

education technology assignment db5

shared by Diane Gusa on 11 Aug 11 - No Cached
  • A group blog from Accomplished California Teachers: Classroom expertise for better education policy. Home About ACT ACT Publications Blogger Bios My teacher . . . the computer?
  •  “One of [a successful student's] key skills in school is his ability to bond with teachers. We’ve spent a generation trying to reorganize schools to make them better, but the truth is that people learn from the people they love.”
  • computers and technology cannot replace the ability of skillful teachers to develop a young student’s ability to think critically, be innovative, and believe in the potential that he or she possess.  A computer will never be able to provide a safe environment for a child seeking stability and support.
  • ...2 more annotations...
  • students who face incredible challenges and confront tremendous obstacles. 
  • providing guidance, a passion for learning, an understanding of what is necessary to move a student to the next level of inquiry and excellence, and an unwavering belief in each student’s potential – that will continue to make the ultimate difference.
  • Diane Gusa on 11 Aug 11
     
    Wonderful blog about the power of f2f/
Kimberly Barss

Course: Child Psychology - 0 views

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

shared by Kimberly Barss on 22 Jul 11 - No Cached
  • Module 1.  Test Driving the Course At A Glance
    • Kimberly Barss
      Kimberly Barss on 22 Jul 11
       
      You have these titles above every link to pages within your course...how do you get them? I see that Alex has them in our class too but I'm struggling to accomplish this!
diane hamilton

Amazon.com: The Umbrella (9780399242151): Jan Brett: Books - 0 views

www.amazon.com/...ref=sr_1_1

book trailers

shared by diane hamilton on 31 Jul 12 - No Cached
    • diane hamilton
      diane hamilton on 31 Jul 12
       
      I love this book! It's great fun for kids.
  • The Umbrella [
  • Price: $11.55 & eligible for FREE Super Saver Shipping
  • diane hamilton on 31 Jul 12
     
    great children's book for multiple story lines
Amy M

Stack Overflow - 0 views

stackoverflow.com

shared by Amy M on 05 Jun 12 - Cached
  • Questions Tags Users
  • Amy M on 05 Jun 12
     
    An example of open source resources and P2P learning.  They also have a badging model.
alexandra m. pickett

Thoughts About Teaching Spanish Online - 0 views

brdemmin.edublogs.org

shared by alexandra m. pickett on 12 Jul 09 - Cached
  • In an online environment it is fundamental.  Discussions generate questions, and questions promote critical thinking.  I now firmly believe, and understand, that in order to promote a higher level of language usage, I need to help my students learn how to think critically through questioning.  This is best accomplished through a dialogue format, where all students are expected to contribute in a relaxed and supportive learning environment.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      Brilliant!!! yes! you are getting it!
  • I am wondering if there is a way to copy a module set-up, and then simply customize the web pages within each module. 
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      i wish there were in moodle but to my knowlege there is not. Believe me, i understand.
  • Suddenly, the student is propelled to think clearly and critically, as now their core ideas have the potential to be shared with anyone, anywhere.
  • ...8 more annotations...
  • t occurred to me that real learning requires the removal of classroom walls in the sense that students need to be made to feel empowered  in their ability to learn independently, as well as in the amount of information they learn. 
  • Personal stories give life to a faceless person, just as they do in literature.  We come to know, like, love, despise, and sympathize with characters the more we know about them.  Online it is very different in the sense that we are communicating interactively, but unless we become ‘real’ to our students, there will be a disconnect between instructor-student that must ultimately interfere with knowledge acquisition, particularly since effective teaching presence has been shown to directly affect the quality of education in online environments based on interactions between students and instructors (Alex – Breeze presentation module 5).
  • Specifically, I need to ask myself:  Do these questions simply ask student to use their  foundational knowledge, and book resources,  in order to answer the questions? Or do they need to think, analyze, research and push themselves cognitively in order to understand, and answer, the posted questions?
  •   Online learning requires a different framework of thinking and behaving.  It requires a sense of self-reliance, responsibility and an openness to collaboration and reflection. 
  • Many of our high school students are not equipped with these survival skills. 
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 09
       
      barbara: it is my experience that students rise to your expectations. I have seen remarkable work by k12 students and lower level college students. And even if it is true that they are not well equipped, they will have a fantastic teacher in you to get them there : ) me
  • online learning not only allows students to learn according to their favored multiple intelligences (visual, auditory, tactile, etc.), it also allows students to learn according to their own rate of information reception.  While the classroom forces us all to be quick thinkers, and immediate responders, many of us are not.  We need time to formulate ideas, responses and concepts.  Students who cannot respond immediately are left out of the learning environment and many may eventually ‘check-out’. 
  • Seeing others accomplish things that I had either not thought of, or was too intimidated to attempt, made me take chances. 
  • This is what learning is all about – moving out of our comfort zone and pushing our possibilities.
rhondamatrix

OER Commons/Id, Ego, and Superego in Dr. Seuss's "The Cat in the Hat" - 1 views

www.oercommons.org/...-dr-seuss-s-the-cat-in-the-hat

Module 4 Assignment dr seuss

shared by rhondamatrix on 20 Jul 14 - No Cached
Teresa Dobler liked it
  • rhondamatrix on 20 Jul 14
     
    This site, which appears on OER Commons and originated with the National Council of Teachers of English/ReadWriteThink site, is a series of lessons aimed at high school lessons which use The Cat in the Hat to learn and practice psychoanalytical literary criticism. This will be one of the major elements of Module 4 in my "Politics of Dr. Seuss" course. I will be drawing from several portions of this activity, which reviews theme, plot, indirect characterization, and then applies Freudian concepts of id, ego and superego to analyze various characters in The Cat in the Hat.
Joan McCabe

Social Networking - Create Online Identity - 0 views

socialnetworking.swsi.wikispaces.net/CreateOnlineIdentity

social networking netiquette online identity

shared by Joan McCabe on 16 Jun 12 - No Cached
  • Online Profile Tips for Students Managing Online Identity is a key digital literacy, and an important thing to discuss with students when using online tools for learning and teaching. Additional to the tips above, it's worth considering the following when discussing online profiles with your students - particularly if you are working with young people who are under 18 years old: Using Real Names: In general, younger students should be taught to protect their privacy online by avoiding publication of their full name and other personal details. Using first names and/or aliases can be a good way of managing this. Ensure that you discuss privacy and the implications of publishing personal details online with your students.Choose appropriate profile pictures: Younger students should be encouraged not to publish identifying images online. Rather, they can be engaged in a range of activities to create representational avatars and profile images.Students should only share only information that is safe for the Internet. Establish a classroom policy that teaches students to avoid publishing a specific addresses or names that a reader might use to locate them.Ensure students understand how to respect the privacy of others by obtaining permission before publishing images of and information about their friends or family.Discuss the issues around internet safety and ensure students do not provide personal details to others online. There are lots of Internet Safety resources available - check out our Social Networking Safety for further information . Consider holding a class discussion or online activity to assist students in understanding the issues around publishing personal details online and online profiles. Creating Codes of Conduct or Rules of Engagement with your students can be an effective way of establishing appropriate classroom policies which provide them with a clear framework.

  • 3. Etiquette - Using Your Online Manners!


    Online Etiquette is important whenever you are sharing comments, information or feedback online, and of course this applies to social networking sites as well. Practicing good manners and respect when communicating and collaborating with others online will also enhance your online identity, demonstrating digital literacy skills and strong online communication skills.

    Consider the following etiquette tips when using social networking sites:

    • Introduce yourself when offering friendship: If you are using social networking sites for professional or personal networking, making 'friends' with other users can be an effective way of extending your connections. However, don't offer friendship without also offering an introduction and some information about you and why you are following. For example, if connecting to another educator who you know via their work online, but not personally you could try an introduction like 'Hi, I'm a regular reader of your blog, and have enjoyed your work. I teach in a similar field and would appreciate being able to connect with you in the future'. Include links to your personal identity online - eg. your blog, wiki or preferred online profile page so that person receiving the friendship request can identify you.
    • Respond to 'friendship' or 'connect' requests: Ensure you respond to request from others for friendship. If you choose not to make friends, offer an alternative or reason. Eg. "Thanks for your friendship request but I only use facebook to connect to my family members. Feel free to connect with me via my blog, or you can follow me on [insert your preferred social networking tool here]."
    • Don't abuse group or games invites: It's fine to invite your friends to join in on a group or online game via social networks. However - one is enough! Don't send repetitive requests or invites as they are annoying to other users and can be considered spam.
    • Respect the privacy of others: Respect the privacy of others. If your friend is using an alias online, don't share their real identity or post content which could 'out' them. Remember that all users of social networking sites make different decisions about how they manage their privacy online.
    • Use good tags: Apply tags to text, images and video appropriately. Tagging other people in unflattering pictures can create lots of tension with friends or family members, so remember to consider the implications when tagging content which is associated with or depicts others. If someone requests to be untagged in an image or page, ensure you act swiftly and respect their wishes.
    • Leave good comments: One of the best ways to connect with others via social networking sites is to make comments. Ensure your comments are clear, respectful and well written. Don't use inappropriate, sexist, racist or foul language. Provide constructive criticism when appropriate and respect the opinions of others. Robust debate is wonderful - abusive tirades are not! When leaving comments on blogs or fan pages, ensure to check for 'rules of engagement' or site policies about commenting.
    • Private conversations should stay private: Don't republish a private conversation or exchange (via email, instant messaging or other private communication channels) without permission.
    • Share appropriately: Don't share any information online (including text, images, audio and video) that you wouldn't be happy to share with distant relatives, friends, work colleagues and your immediate family. A good rule of thumb - if it's ok to say it to your Grandma and your Boss, it's ok to share it online!
    • Connect and Engage: Don't use social networks as a one-way announcement tool. Remember to engage with your 'friends' and follow-up on comments and feedback.
    • Balance Personal Vs. Private: If you are using social networking sites for professional purposes, make sure you balance your personal comments, images and messages with useful professional information. Consider your audience and share information that is useful to your networks.

    Watch this humorous take on social networking etiquette. Although it focuses on Facebook, many of the points it raises are relevant to all social networking sites.

    Consider how you will address social networking etiquette in your learning communities. What strategies will you put in place to ensure students understand the 'rules of engagement' on social networking sites.
  • Joan McCabe on 16 Jun 12
     
    Helpful tips on creating an online identity for students and in the work field. Also tips on netiquette.
Diane Gusa

The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Le... - 0 views

technologysource.org/...inciples_of_effective_teaching

e-learning seven-principles assessment teaching module 5 assignment

shared by Diane Gusa on 12 Jun 09 - Cached
  • Principle 5: Good Practice Emphasizes Time on Task Lesson for online instruction: Online courses need deadlines. One course we evaluated allowed students to work at their own pace throughout the semester, without intermediate deadlines. The rationale was that many students needed flexibility because of full-time jobs. However, regularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination. They also provide a context for regular contact with the instructor and peers.
    • Kristina Lattanzio
      Kristina Lattanzio on 12 Jun 09
       
      Set clear deadlines for work to create comfortable online learning environments. Helps students keep themselves on task and enhances learning.
    • Diane Gusa
      Diane Gusa on 02 Aug 11
       
      I considered doing this, but was not sure...I noticed Alex did this when she would say "read Ian's post" or EXCELLENT! aand I wanted to check out what was said even more.
  • Allowing students to choose project topics incorporates diverse views into online courses.
  • ...4 more annotations...
  • Communicating high expectations for student performance is essential.
  • give challenging assignments.
  • communicate high expectations is to provide examples or models for students to follow, along with comments explaining why the examples are good.
  • publicly praising exemplary work communicates high expectations. Instructors do this by calling attention to insightful or well-presented student postings.
ian august

Learning by teaching - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Learning_by_teaching

learning by teaching

shared by ian august on 30 Jun 11 - Cached
  • Students as teachers in order to improve the learning-process
  • Jean-Pol Martin developed the concept systematically for the teaching of French as a foreign language and gave it a theoretical background in numerous publications.[9] 1987 he founded a network of more than a thousand teachers that employed learning by teaching (the specifical name: LdL = "Lernen durch Lehren") in many different subjects, documented its successes and approaches and presented their findings in various teacher training sessions.
  • . The new material is divided into small units and student groups of not more than three people are formed. Each group familiarizes itself with a strictly defined area of new material and gets the assignment to teach the whole group in this area
  • ...4 more annotations...
  • Advantages Student work is more motivated, efficient, active and intensive due to lowered inhibitions and an increased sense of purpose By eliminating the class division of authoritative teacher and passive audience, an emotive solidarity is obtained. Students may perform many routine tasks, otherwise unnecessarily carried out by the instructor Next to subject-related knowledge students gain important key qualifications like teamwork planning abilities reliability presentation and moderation skills self-confidence Disadvantages The introduction of the method requires a lot of time. Students and teachers have to work more than usual. There is a danger of simple duplication, repetition or monotony if the teacher does not provide periodic didactic impetus.
  • Sudbury schools, since 1968, do not segregate students by age, so that students of any age are free to interact with students in other age groups. One effect of this age mixing is that a great deal of the teaching in the school is done by students.[18] Here are some statements about Learning by teaching in the Sudbury Schools:[19] "Kids love to learn from other kids. First of all, it's often easier. The child teacher is closer than the adult to the students' difficulties, having gone through them somewhat more recently. The explanations are usually simpler, better. There's less pressure, less judgment. And there's a huge incentive to learn fast and well, to catch up with the mentor. Kids also love to teach. It gives them a sense of value, of accomplishment. More important, it helps them get a better handle on the material as they teach; they have to sort it out, get it straight. So they struggle with the material until it's crystal clear in their own heads, until it's clear enough for their pupils to understand
  • This cooperative atmosphere mimics potential workplace scenerios that students would expect to find in there careers after college
  • Jean-Pol Martin (1989): Kontaktnetz: ein Fortbildungskonzept, in: Eberhard Kleinschmidt,E.(Hrsg.), Fremdsprachenunterricht zwischen Fremdsprachenpolitik und Praxis: Festschrift für Herbert Christ zum 60. Geburtstag, Tübingen. 389-400, (PDF 62 KB)
Diane Gusa

Teachers as experts in . . . inquiry? « Fires in the Mind - 0 views

firesinthemind.org/...teachers-as-experts-in-inquiry

Inquiry learning performance db

shared by Diane Gusa on 08 Jul 11 - No Cached
  • Browse: Home / Featured Posts / Teachers as experts in . . . inquiry? Teachers as experts in . . . inquiry? A study just published in Science magazine sure makes one think twice about how we deliver “content knowledge” the classroom. The method by which a course is taught, it indicates, may be even more important than the instructor’s background. In a college physics class, listening to a lecture by a highly experienced and respected professor yielded fa
  • a control group performed more than twice as well when their teachers—a research associate and a graduate student—used discussions, active learning, and assignments in which students had to grapple with both new and old information.
  • “deliberate practice,
  • ...2 more annotations...
  • These students had time to synthesize and incorporate new ideas from the lecture into their prior knowledge and experiences.
  • ombined in-class practice and frequent formative assessments (such as pretests) with an emphasis on real-world applications.
Diane Gusa

Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course - 1 views

www.editlib.org/27208

teacher presence module 4 assignment online

shared by Diane Gusa on 06 Jul 11 - No Cached
  • Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course
  • The challenge in designing and developing online courses is for faculty members to establish their teaching presence by humanizing the online classroom experience for their students.
  • The data collected from this study, to date, states that students valued the online introductory video and the students prefer the use of an introductory video because of the teacher immediacy behaviors that were perceived.
  • ...1 more annotation...
  • The students reported that with the introductory video used in this course, they were able to establish a foundation of the teacher/student relationship early in the course and their attitudes (affective learning) about the course were improved.
  • Diane Gusa on 06 Jul 11
     
    abstract
Michael Lucatorto

The Legend of Cliff Young: The 61 Year Old Farmer Who Won the World's Toughest Race - E... - 0 views

www.elitefeet.com/the-legend-of-cliff-young

shared by Michael Lucatorto on 29 Jun 11 - No Cached
  • Latest Usain Bolt Breaks 200m World Record at Olympics Usain Bolt Wins Olympic Gold with 100m World Record Olympic Start Gun Gives Advantage to Runners on Inside Lanes
  • When the race started, the pros quickly left Cliff behind. The crowds and television audience were entertained because Cliff didn't even run properly; he appeared to shuffle. Many even feared for the old farmer's safety
  • Today, the "Young-shuffle" has been adopted by ultra-marathon runners because it is considered more energy-efficient. At least three champions of the Sydney to Melbourne race have used the shuffle to win the race. Furthermore, during the Sydney to Melbourne race, modern competitors do not sleep. Winning the race requires runners to go all night as well as all day, just like Cliff Young
  • ...2 more annotations...
  • All of the professional athletes knew that it took about 5 days to finish the race. In order to compete, one had to run about 18 hours a day and sleep the remaining 6 hours. The thing is, Cliff Young didn't know that! When the morning of the second day came, everyone was in for another surprise. Not only was Cliff still in the race, he had continued jogging all night.
  • Cliff kept running. Each night he came a little closer to the leading pack. By the final night, he had surpassed all of the young, world-class athletes. He was the first competitor to cross the finish line and he set a new course record.
Michael Lucatorto

Outliers, the story of success - Google Books - 0 views

books.google.com/...reader

shared by Michael Lucatorto on 30 Jun 11 - No Cached
  • T HATH NOT SHALL BE TAKEN AWAY EVEN THAT WHICH HE HATH.” —MATTHEW 25:29
  • Success in hockey is based on individual merit—and both of those words are important. Players are judged on their own performance, not on anyone else’s, and on the basis of their ability, not on some other arbitrary fact. Or are they?
Catherine Strattner

ETAP640amp2012: Exemplar Courses for Observation - 0 views

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

teaching presence courses observation

shared by Catherine Strattner on 22 Jul 12 - No Cached
  • Learning Activities - 13 minutes
    • Catherine Strattner
      Catherine Strattner on 22 Jul 12
       
      Gives an example of a small group activity that supports student development of teaching presence.
  • Modern ArtSpring 2006 Steven Zucker Fashion Institute of Technology
Irene Watts-Politza

Understanding Teaching Presence and Class Community Online - 0 views

ualbany.mrooms.net/...index.htm

Module 4 teaching presence class community

shared by Irene Watts-Politza on 15 Jul 12 - No Cached
  • Irene Watts-Politza on 15 Jul 12
     
    Words of ID wisdom from Dr. Alex Pickett
Amy M

About - Creative Commons - 0 views

creativecommons.org/about

shared by Amy M on 05 Jun 12 - Cached
  • What is Creative Commons? Creative Commons is a nonprofit organization that enables the sharing and use of creativity and knowledge through free legal tools.
  • What can Creative Commons do for me? If you want to give people the right to share, use, and even build upon a work you’ve created, you should consider publishing it under a Creative Commons license.
  • Amy M on 05 Jun 12
     
    Video about CC
Amy M

Differences of Asynchronous Learning and Synchronous Learning: Definition of Asynchrono... - 0 views

www.brighthub.com/...22671.aspx

shared by Amy M on 21 Jun 12 - Cached
  • You have decided that you have the money, time and materials to do this. What is next to know? How about the way the class will be held? Not all college online courses are the same at all.
  • a blended course,
  • Hopefully, this blended learning environment takes the best from both asynchronous and asynchronous.
  • ...2 more annotations...
  • The disadvantages: Again, procrastination can happen with the asynchronous parts (self-paced) then that negatively impacts the synchronous (real time, instructor facilitated) portions. It is easy to become mixed up of what to do when and where to do it.
  • However, the way the class is structured as asynchronous, synchronous or a blended version is vital to know before you undertake an online course.
  • Amy M on 21 Jun 12
     
    Suddenly you read: THIS CLASS IS ASYNCHRONOUS. Yikes! An article about Asych vs. Sych courses
Erin Fontaine

Virtual Fieldtrips in the Elementary School Classroom - 0 views

cnx.org/latest

shared by Erin Fontaine on 21 Jun 12 - No Cached
  • inclu sion
  • Inexpensive
  • Accessibility
  • ...20 more annotations...
  • First, virtual fieldtrips can be used to explore a destination that the class will actually explore in the next few weeks.
  • Inexpensive
  • Second, a classroom of elementary school students can take a virtual fieldtrip to a location that would otherwise be inaccessible to them. The virtual fieldtrip is useful for students of all ages, but elementary aged children can benefit even more from virtual field trips.
  • Advantages of Virtual Fieldtrips:
  • pensive.
  • I believe field trips, both real and virtual, should encourage students to socialize during the field trip.
  • Virtual fieldtrips are usually free of charge or very inexpensive.
  • Safety
  • Disadvantages of Virtual Field Trips:
  • Lack of Sensory Experience.
  • Inability to Ask Questions
  • Lack of an Updated Experience
  • Inex pensive
  • evaluation during the virtual fieldtrip.
  • sion of a worksheet
  • reinforces the educational element
  • follow up activities that add enrichment to their experience
  • submit questions to the makers of the virtual field trip, discuss the trip they took with their parents and siblings, and compare the information they learned from the field trip with information they read in magazines and books.
  • large degree of student flexibility and choice
  • Tips for Effective Implementation of Virtual Fieldtrips:
Heather Kurto

Behavior.org | Cambridge Center for Behavioral Studies - 0 views

www.behavior.org/resource.php

ABA Verbal Behavior Teaching Module 4 assignment

shared by Heather Kurto on 17 Jul 13 - No Cached
    • Heather Kurto
      Heather Kurto on 30 Jul 13
       
      The education for children with Autism is challenging, ABA to increase Verbal responses. 
    • Heather Kurto
      Heather Kurto on 30 Jul 13
       
      ABA takes whats inside the child and relates it to the outside world. 
    • Heather Kurto
      Heather Kurto on 30 Jul 13
       
      Connecting
  • ...1 more annotation...
    • Heather Kurto
      Heather Kurto on 30 Jul 13
       
      I will use this in video in Module 3 "Come Talk to Me" to discuss communication in students with ASD.
  • Heather Kurto on 17 Jul 13
     
    Such a great summary of an Autism Classroom. The acknowledgement of individuality is so important.
  • Hedy Lowenheim on 26 Jul 13
     
    Great video, thanks for posting this Heather! Teachers who teach children with autism have such incredible challenges, this program look extremely promising. The two things that stood out in the video for me were, "make learning fun, and adapt instructions to each individual child."
‹ Previous 21 - 40 of 274 Next › Last »
Showing 20▼ items per page