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Maria Guadron

Alex Pickett - Keys to Success - 0 views

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

online learning course development success

shared by Maria Guadron on 26 Jun 12 - No Cached
  • Joan McCabe on 26 Jun 12
     
    Describes keys for successful online course creation. Describes keys to being an effective online instructor.
  • Maria Guadron on 02 Jul 12
     
    Presentation by Alexandra M. Pickett - Keys to Success: Are you ready to develop an online course?
Diane Gusa

E-Coaching Tip 25: Discussion Wraps - A Useful "Cognitive Pattern" or "Collection of Di... - 0 views

www.designingforlearning.info/...tip25.html

E-Coaching tip discussion wraps module 4 assignment cognitive presence online courses

shared by Diane Gusa on 06 Jul 11 - No Cached
  • Here are some roles/tasks that are pertinent for online weekly discussion groups. Information and opinion giver. Offers facts, opinions, ideas, suggestions, and relevant information to help group discussion. Information and opinion seeker. Asks for facts, opinions, ideas, suggestions, and relevant information to help group discussion. Summarizer. Pulls together related ideas or suggestions and restates and summarizes main point discussed. Coordinator. Shows relationships among various ideas by pulling them together and harmonizes activities of various subgroups and members. Diagnoser. Figures out sources of difficulties the group has in working effectively and the blocks to progress in accomplishing the group's goals. Reality tester. Examines the practicality and workability of ideas, evaluates alternative solutions, and applies them to real situations to see how they will work.
  • "Each of us has a typical way of acting in a group. Some people like to lead, some act to keep the group focused on the task and some serve to keep the group from taking itself too seriously." (Svinski, 2006
  • Mayer et al. (1996), showed not only that students remember more of the important material when it is presented as a summary but that they also better understand the material.
  • ...7 more annotations...
  • Svinicki, M. (2006). "The Discussion Class: Interaction Functions." from <www.utexas.edu/academic/diia/gsi/coursedesign/interaction.php> Accessed on 10-20-06.
  • Schallert explains why she uses the technique of creating a separate word document for weekly summaries. <www.utexas.edu/academic/blackboard/examples/videos/schallert_02.html>
  • Create a closing discussion thread labeled "Summary," "Wrap-up" "Key Ideas"
  • Create a separate word document that encapsulates the key postings of the week integrating these statements with the key conceptst
  • Create a group summary be asking each student to identify the key concept for t
    • Diane Gusa
      Diane Gusa on 06 Jul 11
       
      I do this in my weekly essay assignment.
    • Diane Gusa
      Diane Gusa on 06 Jul 11
       
      I guess this is the role I access the most in my posts.
Catherine Strattner

Bloom's Taxonomy of Learning Domains - 0 views

www.nwlink.com/...bloom.html

taxonomy bloom teaching theory higher order skills thinking

shared by Catherine Strattner on 29 Jun 12 - Cached
  • This taxonomy of learning behaviors can be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired new skills, knowledge, and/or attitudes.
  • Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. Evaluation: Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.
  • Catherine Strattner on 29 Jun 12
     
    Bloom's Taxonomy and designing/writing objectives, but how do we evaluate how well students employ the higher order thinking skills?
Amy M

Ice Breakers - Communication Skills Training from MindTools.com - 0 views

www.mindtools.com/...newLDR_76.htm

shared by Amy M on 01 Jul 12 - Cached
  • The key to a successful ice breaker is to make sure the ice breaker is specifically focused on meeting your objectives and appropriate to the group of people involved.
  • The key to a successful ice breaker is to make sure the ice breaker is specifically focused on meeting your objectives and appropriate to the group of people involved.
  • The key to a successful ice breaker is to make sure the ice breaker is specifically focused on meeting your objectives and appropriate to the group of people involved.
  • ...3 more annotations...
  • Ice Breakers can be an effective way of starting a training session or team-building event.
  • So What's the "Ice"?
  • Team-Building Ice Breakers
  • diane hamilton on 01 Jul 12
     
    how to prepare icebreakers and avoid pitfalls
  • Amy M on 03 Jul 12
     
    Team-building ice breakers
sherrilattimer

Bloom's Taxonomy Blooms Digitally | Tech Learning - 0 views

www.techlearning.com/...44988

BloomsTaxonomy technology Bloom

shared by sherrilattimer on 12 Jun 14 - No Cached
  • Searching or "Googling" - Search engines are now key elements of students' research. At its simplest the student is just entering a key word or phrase into the basic entry pane of the search engine. This skill does not refine the search beyond the key word or term.
  • Social bookmarking – this is an online version of local bookmarking or favorites, It is more advanced because you can draw on others' bookmarks and tags. While higher order thinking skills like collaborating and sharing, can and do make use of these skills, this is its simplest form - a simple list of sites saved to an online format rather than locally to the machine.
    • sherrilattimer
      sherrilattimer on 12 Jun 14
       
      Diigo!
  • Playing – The increasing emergence of games as a mode of education leads to the inclusion of this term in the list. Students who successfully play or operate a game are showing understanding of process and task and application of skills.
  • ...4 more annotations...
  • Tagging – This is organising, structuring and attributing online data, meta-tagging web pages etc. Students need to be able understand and analyse the content of the pages to be able to tag it.
  • Blog/vlog commenting and reflecting – Constructive criticism and reflective practice are often facilitated by the use of blogs and video blogs. Students commenting and replying to postings have to evaluate the material in context and reply.
    • sherrilattimer
      sherrilattimer on 12 Jun 14
       
      Interesting that responding to someone else's blog is more of a higher level thinking skill than writing one.
  • Moderating – This is high level evaluation; the moderator must be able to evaluate a posting or comment from a variety of perspectives, assessing its worth, value and appropriateness.
  • Students frequently capture, create, mix and remix content to produce unique products.
  • sherrilattimer on 12 Jun 14
     
    Bloom's Taxonomy for technology!!
  • sherrilattimer on 12 Jun 14
     
    This may be a really nice tool for developing our courses!
lkryder

Authentic Education - What Is an Essential Question? - 0 views

www.authenticeducation.org/...article.lasso

essential questions UbD wiggins Education Big Ideas

shared by lkryder on 22 Jun 14 - No Cached
  • The big-idea questions signal that education is not just about learning “the answer” but about learning how to learn.  
    • lkryder
      lkryder on 22 Jun 14
       
      In art history this helps with relevance to the students
  • A second connotation for “essential” refers to key inquiries within a discipline. Essential questions in this sense are those that point to the big ideas of a subject and to the frontiers of technical knowledge. They are historically important and very much “alive” in the field.
  • By actively exploring such questions, the learner is helped to arrive at important understandings as well as greater coherence in their content knowledge and skill.
  • lkryder on 22 Jun 14
     
    Essential questions as the key component in design of instruction, in particular UbD model (Understanding by Design)
Maree Michaud-Sacks

Keys to Success: Are You Ready to Develop an Online Course? presented by Alexandra Pick... - 1 views

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

online learning

shared by Maree Michaud-Sacks on 09 Jul 13 - No Cached
  • Maree Michaud-Sacks on 09 Jul 13
     
    keys to success in online teaching
William Meredith

Strategies for Effective Online Group Work: Virtual Work Groups - 0 views

www.brighthub.com/...54305.aspx

shared by William Meredith on 24 Jun 12 - Cached
  • It is very important to bond with group members---to break the ice, post photos, details, etc.---so that team members can know each other personally
  • It is a good idea to discuss and identify the tasks at the beginning of the group work. The key is to divide the work and let individual team member’s work on their tasks
  • Finally, bring together all the work and make sure it blends in. The work should flow and sound as if it was d
  • ...4 more annotations...
  • It is a good idea to discuss and identify the tasks at the beginning of the group work. The key is to divide the work and let individual team member’s work on their tasks. Finally, bring together all the work and make sure it blends in. The work should flow and sound as if it was don
  • by one person only
  • It is recommended to define a communication plan and communicate regularly with an instant manager or video chat.
  • All group members should have their own tasks for which they are responsible. If done accurately, they should be rewarded in terms of acknowledgement in the form of a group thank you message
  • William Meredith on 24 Jun 12
     
    How to be successful in online groups
Gary Bedenharn

Developing a Nursing Course for Distance Education - 0 views

www.westga.edu/...oneill14.html

developing nursing distance education distance education

shared by Gary Bedenharn on 29 Jun 12 - No Cached
  • Gary Bedenharn on 29 Jun 12
     
    Study of the three key ideas for success in an online nursing course.
Lisa Martin

6 Keys to Engaging Students Online -- Campus Technology - 0 views

campustechnology.com/...-Engaging-Students-Online.aspx

engaging online technology

shared by Lisa Martin on 03 Jun 12 - No Cached
  • Lisa Martin on 03 Jun 12
     
    Thought this could be helpful to everyone :-)
diane hamilton

A Poster on Reading Images: The Grammar of Visual Design by Kress & Van Leeuwen - CCTP6... - 0 views

www8.georgetown.edu/...index.cfm

kress visual grammar layout

shared by diane hamilton on 07 Jul 12 - No Cached
  • diane hamilton on 07 Jul 12
     
    a quick visual reference depicting key features of visual design
Lauren D

Ensuring Effective Communication in the Online Environment - 0 views

www.google.com/url

education technology collaboration communication

shared by Lauren D on 17 Aug 12 - No Cached
  • Lauren D on 17 Aug 12
     
    Interaction in a distance learning environment is a key factor in the success of the course. Students may feel apprehensive about using the technology in a web-based class... Incorporating interactive strategies early in the course helps the student overcome these misgivings, and can also serve to unite the students so that they see themselves as part of a whole. Social interaction, especially between students, can complement instructional interactivity goals.
diane hamilton

James Paul Gee: Learning Principles - 0 views

mason.gmu.edu/...jamespaulgee2

videogames learning teaching

shared by diane hamilton on 15 Aug 12 - Cached
  • diane hamilton on 15 Aug 12
     
    summary of key ideas from Gee on gaming and learning
Anneke Chodan

Where Are My Keys I Lost My Phone - 0 views

www.feministe.us/...re-are-my-keys-i-lost-my-phone

adhd

shared by Anneke Chodan on 26 Jul 12 - No Cached
  • Anneke Chodan on 26 Jul 12
     
    A very good description of what it's like to have a brain that works (or doesn't work!) like mine does.
diane hamilton

Rogoff on Participatory Appropriation « Lisa Rampton Halverson - 0 views

lisahalverson.com/...on-participatory-appropriation

cognitive apprenticeship

shared by diane hamilton on 05 Jun 12 - No Cached
  • diane hamilton on 05 Jun 12
     
    brief piece describing the three key concepts of Rogoff's theory on cognitive apprenticeship
Lauren D

Andragogy and Pedagoy - 0 views

www.hccs.edu/...Andragogy_Pedagoy.pdf

education learning teaching Andragogy pedagogy

shared by Lauren D on 11 Jun 12 - No Cached
  • Lauren D on 11 Jun 12
     
    Knowles himself concedes that four of andragogy's five key assumptions apply equally to adults and children. The sole difference is that children have fewer experiences and pre-established beliefs than adults and thus have less to relate.
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.
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