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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.
Lisa Martin

Catherine's Reflections » Blog Archive » Week 7: Teaching Presence and Establ... - 0 views

catherinestrattner.edublogs.org/...-a-community-of-inquiry-online

shared by Lisa Martin on 19 Jul 12 - No Cached
  • It is through design that teachers set the stage for a community of inquiry, but it is through the facilitation and experience with that design that the community is actually established.
    • Lisa Martin
      Lisa Martin on 19 Jul 12
       
      Great point!
  • imagine the design as being the outline of a painting.  As the community is established and evolves its members fill the outline with color.  Together they create a picture of learning.  The more active and engaged the participants, the more the picture will evolve.  Ultimately, my goal is for the community to paint a picture with detail, depth, subtlety, and nuance.  I want my students to take the picture with them after the course and bring it into a new community and continue to share and develop it.   In turn, I will take the picture I am left with at the end of the course and look for pieces where my design succeeded in encouraging color with detail, depth, subtlety and nuance as well as pieces that maybe weren’t colored in as much or as well.  I will adapt my design based on the influence of the community in an attempt to maximize its potential to create a high quality picture of learning.
    • Lisa Martin
      Lisa Martin on 19 Jul 12
       
      Wow! What a GREAT way to look at it!
alexandra m. pickett

ETAP640amp2012: How am I doing it in this course? And how are you doing it? - 0 views

ualbany.mrooms.net/...discuss.php

shared by alexandra m. pickett on 17 Jul 12 - No Cached
  • In a case study examining asynchronous audio and text-based feedback in class of students, Ice, Curtis, Wells and Phillips (2007), found a higher level of satisfaction with asynchronous audio feedback among students in the study. In our class, I appreciate the audio feedback that Alex provides for both groups and me individually. It helps to clarify things, allows me to continuously review the material, see my mistakes and make my improvements. My hope is to be able to learn to do this and include as part of my course.
    • alexandra m. pickett
      alexandra m. pickett on 17 Jul 12
       
      phil is a friend of mine. It is because of him that i began to give audio feedback : )
Maria Guadron

sharing what i know » Blog Archive » Tools I use to enhance my instruction-to... - 0 views

etap640.edublogs.org/...tion-to-engage-online-learners

online learning enhance instruction engage online learners

shared by Maria Guadron on 04 Aug 12 - No Cached
  • Maria Guadron on 04 Aug 12
     
    "Tools I use to enhance my instruction-to engage online learners"
alexandra m. pickett

My Reflections in ETAP 640 - 0 views

almcqu.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • it would be interesting to see the numbers for 2012,
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      I wish i had access to that data. When we decentralized in our move to ANGEL we lost access to system-wide data like this.
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • ...64 more annotations...
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      I would have liked more detail and critical analysis of these reports.
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • I miss the ability and opportunity to chat casually with students in an online course the same way I would before or after a F2F course, even if it doesn’t directly relate to my learning. 
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      are you not comfortable initiating that in the bulletin board created for that purpose?
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      your blog looks great Amy! check the blog roll. you are missing my blog from the list and george is no longer in the course. someone else is missing too.
  • I am following the directions.
  • Are there things that Moodle (or even Angel, per the courses for observation) can do that don’t replicate this structure? 
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 12
       
      part of the problem is that the LMS imposes a pedagogy. They have embedded into their DNA a teacher-centric cultrure-specific pedagogy. just look at how they label things... you can't get any more teacher-centered that referring to things as "lessons!" Fortunately in ANGEL at least you can change that... not so in BB. i chaffe under that imposition. This imposed pedagogy is largely due, in my opinion, to the fact that it is application developers, not instructional designers, that developed the LMS. We are stuck having to use tools that are inadequate for the purposes to which we must apply them. They are NOT flexible, they do NOT allow for creativity and innovation. It is a constant fight/struggle to work around their limitations and constraints to get them to DO what you want need them to do. I hate all LMSs equally.
  • Reiss doesn’t believe that all children are or should be curious and that curiosity doesn’t always motivate student learning. 
  • Should every class be for every student?
  • developing the course isn’t enough, classroom management is required throughout the course, especially for students who drop in and out. 
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I care.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 12
       
      the fact that you care about "her" and the fact that you understand that you are still learning mean it is highly unlikely that you will fail her  : ) 
Lisa Martin

Notes to Self - The evolution of understanding - 0 views

tjbianchi.edublogs.org/...the-evolution-of-understanding

shared by Lisa Martin on 19 Jun 12 - No Cached
  • As the days go on, I realize that my understanding of what it takes to be a successful online learner and teacher is changing.
    • Lisa Martin
      Lisa Martin on 19 Jun 12
       
      So true! I find my views to be changing all the time!
  • I find that I am quickly falling back into old (and excellent) habits of being a student.  While it’s overwhelming, I do love it.  I’ve also observed that since the last time I was a student, much has changed.  Yes, in terms of technology and pedagogy, but I’m referring to me personally.  I’m a little older, a little wiser, much more settled in terms of my personal life and career, and overall just a much happier person than I was 7 years ago. 
    • Lisa Martin
      Lisa Martin on 19 Jun 12
       
      You took the words right out of my mouth :-)
alexandra m. pickett

Just some of Kelly's thoughts - 0 views

kellygorcica.edublogs.org

shared by alexandra m. pickett on 31 Jul 13 - No Cached
  • As I work on finalizing my course one of the main things I will be thinking about is, do my modules and learning activities tell a story? Or do my modules and learning activities need to be rearranged so that their story makes more sense?
  • During this course I feel like I almost found myself as an instructor.  I know that sounds a little strange but I feel like I now know who I am and what I am capable of.  This course gave me, in some way, the confidence that I needed to be a better instructor to my students in a f2f setting.
  • This course has taught me to keep on learning.
  • ...1 more annotation...
  • One of the most important things that I learned was about building a classroom community and the similarities it has between the online classroom and a f2f classroom. 
  • Heather Kurto on 31 Jul 13
     
    I love this connection!
  • alexandra m. pickett on 09 Aug 13
     
    I love this connection!
Diana Cary

Edwige Simon, PhD | Educational Technology Consultant, Denver/Boulder metro area, Color... - 0 views

edwigesimon.com

voicethread module 4 assignment audacity glogster voki

shared by Diana Cary on 22 Jul 13 - No Cached
  • Technology workshops for Language Teachers
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      Sticky note....I do not understand why they are not showing for our instructor.
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      I only tagged those tools that I am interested in using in my online course but there are many other tools and sinc ethis is a blog it is updated frequently.
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      I only tagged those tools that I am interested in using in my online course but there are many other tools and since this is a blog it is updated frequently. Also they have put a creative commons license on this blog so anyone can use the information in their own courses as long as they give credit to the author of the Blog.
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      Wow I hit the jackpot here in Melot. This blog has links out to how to manual for many of the tools I want to teach in my online course. I cannot highlight the links but I encourage those of you who are interested in learning web 2.0 tool to visit this blog. It's quite informative.
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      I plan to use some of the tutorial guides as recommended resources in my course.
  • Resources on hybrid/blended course(re) design
  • In 2012, 32% of all higher education students are now taking at least one online course
  • ...4 more annotations...
  • Voicethread 1/1 (Go to post) Voicethread 2/2 (Go to post)
  • Voki (Go to post)
  • Audacity (Go to post)
  • Glogster (Go to post)
alexandra m. pickett

Jing, screenshot and screencast software from TechSmith - 1 views

www.techsmith.com/jing.html

screencasts jing screencast TechSmith screenshots

shared by alexandra m. pickett on 13 Jun 12 - No Cached
    • b malczyk
      b malczyk on 20 Jul 12
       
      For the Moduel 4 assignment I explored and practiced using Jing. I know Alex has used it many times in our course. I will use it in the beginning of my course to help student get familiar with blackboard. Many of my students in previous semesters are unfamilar with blackboard. Having a screencast video can help them to feel comfortable with blackboard and help to resolve many questions that students will have right from the beginning.
  • Take Screenshots: Capture an image of what you see on your computer screen Record Screencasts: Record up to 5 minutes of onscreen video
  • Jing eliminates a lot of phone and email time
    • b malczyk
      b malczyk on 20 Jul 12
       
      In previous semester I received several emails at the beginning of the course about how to use the online discussion boards, how to upload files, how to download article etc. Having a video screencast can allow students to watch step by step how to do all of these thing.
    • b malczyk
      b malczyk on 20 Jul 12
       
      In previous semester I received several emails at the beginning of the course about how to use the online discussion boards, how to upload files, how to download article etc. Having a video screencast can allow students to watch step by step how to do all of these thing.
  • ...2 more annotations...
  • Give your students the information they need
    • b malczyk
      b malczyk on 20 Jul 12
       
      For the Moduel 4 assignment I explored and practiced using Jing. I know Alex has used it many times in our course. I will use it in the beginning of my course to help student get familiar with blackboard. Many of my students in previous semesters are unfamilar with blackboard. Having a screencast video can help them to feel comfortable with blackboard and help to resolve many questions that students will have right from the beginning.
  • b malczyk on 20 Jul 12
     
    jing- screen shots on to use blackboard
rhondamatrix

Dr. Seuss Went to War - 0 views

libraries.ucsd.edu/...dswenttowar

Module 4 Assignment dr seuss

shared by rhondamatrix on 20 Jul 14 - No Cached
  • rhondamatrix on 20 Jul 14
     
    In Module 3 of my class on "The Politics of Dr. Seuss," we will be exploring the political cartoons that Dr. Seuss and others produced during World War 2. These cartoons mostly appeared in PM, a New York newspaper, from 1941 to 1943. I discovered these cartoons in a book called Dr. Seuss & Co. Go to War, and I had planned to scan and upload cartoons from the book. But I searched in MERLOT and was so pleased to find a treasure trove of hundreds of cartoons! I can draw on these for my Powerpoint presentation to the class and direct students to this website to find even more.
Joy Quah Yien-ling

Multimedia Fair Use Guidelines (from Conference on Fair Use) - 0 views

www.utsystem.edu/...ccmcguid.htm

Module 4 assignment fair use guidelines for educational multimedia

shared by Joy Quah Yien-ling on 10 Jul 10 - Cached
  • Joy Quah Yien-ling on 10 Jul 10
     
    Fair use is a legal principle that defines the limitations on the exclusive rights** of copyright holders. The purpose of these guidelines is to provide guidance on the application of fair use principles by educators, scholars and students who develop multimedia projects using portions of copyrighted works under fair use rather than by seeking authorization for non-commercial educational uses. I intend to use this as a resource for my section on fair use and intellectual property rights. My students will gather multimedia materials for their project, so they need to know how much they can take, and under what circumstances.
Melissa Pietricola

Teachers' Domain: Social Studies - 0 views

www.teachersdomain.org/...38core.soc

module 4 assignment voters rights citizenship webb

shared by Melissa Pietricola on 09 Jul 10 - Cached
  • Sheyann Webb was eight years old in 1965 when she marched for voting rights. In this interview, recorded for Eyes on the Prize, she recalls the events of the Selma march.
    • Melissa Pietricola
      Melissa Pietricola on 09 Jul 10
       
      Shevann Webb-primary source interview on voting rights march. Info on Selma March; used for Eyes on the Prize.
    • Melissa Pietricola
      Melissa Pietricola on 14 Jul 10
       
      I would probably use this as a closure piece to a lesson on integration. It brings to life the ideas I'm describing.
    • Melissa Pietricola
      Melissa Pietricola on 09 Jul 10
       
      The Resource Highlights are great primary source interviews! They are relatively short and very interesting.
  • Melissa Pietricola on 09 Jul 10
     
    For Module 4 SHevann Webb-Voting rights march participant in '65. One of my concepts is citizenship and I am hoping that the struggle for voting rights will be chosen by my students. What a great primary source this interview is!
Joan Erickson

Teaching College Courses Online vs Face-to-Face -- THE Journal - 0 views

thejournal.com/...rses-Online-vs-FacetoFace.aspx

shared by Joan Erickson on 29 Jun 10 - Cached
  • Students are sometimes aggressive and questioning of authority in ways not seen face-to-face
    • Joan Erickson
      Joan Erickson on 29 Jun 10
       
      I wonder if Alex has ever been challenged in the online setting? Politely challenged or hostily?
    • alexandra m. pickett
      alexandra m. pickett on 01 Jul 10
       
      both. it is difficult for some more than others when their beliefs are challenged. and change is not easy for anyone. And when one's identity is tied to one's beliefs it gets even more complex. i see all interactrions as an opportunity to learn for everyone involved. I have had angry hostile challenges from students in the past as well as polite challenges. I have also experienced misunderstandings in courses between students and with me. These are teachable moments in my view that provide opportunities for learning. My goal in situations when they arise is to understand, question, explain, and support. i have had students that could not believe that they could completely design a course before it was taught, or that they could teach a course without a lecture. I have had students get very angry about feedback i have given them in discussion. I have had students not believe it was possible for them to do what i asked them to do in the course. I have had students completely misconstrue a comment from me and a student completely misconstrue a review from a classmate. All of these situations challenged me. In one situation i ended up having a private video discussion with the student to clarify. In another, i ended up helping the student question and understand his need for control better, in yet another i was firm and consistent in my response focusing on the instruction rather than taking in personnally, and so on ... i am flexible, understanding, empathetic, and kind, as long as i feel the student is willing to work with me and at least try to meet me half way. I have no problem being direct and have clear boundaries about what is acceptable. I will not tolerate disrespect. And if someone (myself included) cannot even consider the possibility that they have something to learn, then my tolerance and empathy diminishes. significantly. : )
Joy Quah Yien-ling

A Vision of Students Today - Some Additional Thoughts from Michael Wesch - Open Education - 1 views

www.openeducation.net/...al-thoughts-from-michael-wesch

shared by Joy Quah Yien-ling on 09 Aug 10 - Cached
  • What is the relevance of comparing reading books with reading e-mails and Facebook profiles?”
    • Joan Erickson
      Joan Erickson on 09 Aug 10
       
      the relevance is that it involves what human nature prefers. It is in our nature to gravitate toward light-hearted, less taxing mind activities. Also, some people do prefer reading books to reading social websites. Is it right to make such broad generalization?
  • Surely it (higher education) can’t be as bad as the video seems to suggest
  • I had become convinced that the video was over the top, that things were really not so bad, that the system is not as broken as I thought
  • ...4 more annotations...
  • the classroom environment. It speaks directly to those who propose the move from a ’sage on the stage’ teacher style to that of ‘guide on the side
  • Scanning the room my assistants also saw students cruising Facebook, instant messaging, and texting their friends. The students were undoubtedly engaged, just not with me. “My teaching assistants consoled me by noting that students have learned that they can ‘get by’ without paying attention in their classes.”
  • Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      This was my experience. I loved to learn. But I always felt the learning in school had absolutely no personal relevance to me. Sad. I only began to enjoy school when I entered college, and learning things that were personally meaningful.
  • Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our ’subjects,’ ‘disciplines,’ and ‘courses.’ McLuhan’s statement about the bewildered child ….. still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called ‘the real world’ which is foreign and set apart from our schools
  • Joy Quah Yien-ling on 09 Aug 10
     
    this article tracks Michael Wesch's progress with his media work and his teaching, after the "students today" gained popularity
Joan Erickson

Kelly's Reflections for ETAP 687 - 1 views

etap687kelly.edublogs.org

shared by Joan Erickson on 20 Jul 10 - Cached
  • 1.  Asking better questions.  2.  Reflecting the “real” me in my written materials throughout the course.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      excellent!!! i am glad you shared what you are actively working on. It gives me insight into your thinking and where you are. ps. don't forget to self assess.
  • Right now, it is 1 am and I am sitting in my hotel room at the Renaissance Hotel in Washington, DC
    • alexandra m. pickett
      alexandra m. pickett on 07 Aug 10
       
      hi kelly - i am also interested to know where you are regarding our course and your course. these were the questions for this reflection period " After conducting your own course review of your own online course, where are you in terms of completion of your online course? How are you doing? What do you need to complete your online course? What have you learned so far about yourself during this process? What has been the most surprising thing you have learned so far? What thoughts do you have about moving from theory (social, cognitive and teaching presence) to practice (building it into your online course)?" Also, you have neglected to self assess based on the rubric.
  • Everyone is different so why is being different so different
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      I'll try to remember that I face my students. Thanks for sharing
  • ...1 more annotation...
  • deployed to Iraq twice
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      I had a gentleman in my class who toured Iraq twice. He walked with a limp and suffered short term memory lapses....I think about the brave men and women who serve our country, what can I do to make a difference in their education?
Aubrey Warneck

If My Cat Can Compose, What's Your Excuse? - 0 views

www.childrensmusic.org/light11.html

shared by Aubrey Warneck on 10 Jul 08 - Cached
  • Now, I know from personal experience that the thought of creating a musical composition can overwhelm a “purr”son. (Oops!) In the past, I have tried too hard and nothing musical ever developed. So, since Al is a relaxed and laid-back composer, I will follow his example and listen for musical ideas in the world around me.
    • Aubrey Warneck
      Aubrey Warneck on 10 Jul 08
       
      This parapgrah is a cute way of letting students know that it is ok to feel a bit anxious about creating a piece of music.
  • Now after this mornings shower, I heard the annoying but rhythmic beat from my leaking bathroom faucet. In the kitchen, the whirring and pulsing sounds of the food blender were jazzy and invigorating. When turning on the TV, the first few notes that I heard became the beginning of a song. Fire engines and ambulance provided ALARMING possibilities. At last I was composing!!
    • Aubrey Warneck
      Aubrey Warneck on 10 Jul 08
       
      This paragraph fits very nicely into a Unit I always did in the F2F environment in 6th grade called Found Sounds. This might tie nicely to a F2F experience the students could have with composing in the classroom as a precursor to composing in their Software program.
    • Aubrey Warneck
      Aubrey Warneck on 10 Jul 08
       
      At last, a glimmer of possiblity in how to blend my learning environments :-)
  • Aubrey Warneck on 10 Jul 08
     
    This brief story I found on MERLOT is perfect for my Composition unit. The story tells of a person who becomes inspired to compose music by listening to the world around her.
  • Aubrey Warneck on 10 Jul 08
     
    Excellent anecdote about how to become inspired to create a composition.
Joe Walker

Gathering Feedback on Teaching and Learning - 0 views

www.utexas.edu/...getfeedback

course design evaluation feedback questionnaires questions student

shared by Joe Walker on 17 Jul 08 - Cached
  • Gathering Data through Self-reflection
    • Joe Walker
      Joe Walker on 23 Jul 08
       
      I intend to use several areas and links on this web site to help me self evaluate my course design I also plan to use the site to help me develop a student evaluation form for my course in addition to maybe using it to develop a student self evaluation of their perceived learning in the course.
  • A template for student self-reflection on learning
    • Joe Walker
      Joe Walker on 23 Jul 08
       
      I plan to use parts of this template for ideas on how to create a self reflection for my students, perhaps to be incorporated into the blog reflection entries currently in the design of my course.
  • Joe Walker on 17 Jul 08
     
    A website devoted to helping you design feedback questions for student evaluation of the course.
Anne de la Chapelle

Amazon.com: Over My Head: A Doctor's Own Story of Head Injury from the Inside Looking O... - 0 views

www.amazon.com/...0740705989

TBI organization headinjury Osborn books

shared by Anne de la Chapelle on 28 Jun 09 - No Cached
  • Anne de la Chapelle on 28 Jun 09
     
    Amazon.com: Over My Head: A Doctor's Own Story of Head Injury from the Inside Looking Out: Claudia L. Osborn: Books
alexandra m. pickett

Reflections on Online-Teaching and Learning - 0 views

mascjc82.edublogs.org

shared by alexandra m. pickett on 19 Jul 09 - Cached
  • teaching online can make you a better f2f teacher
    • alexandra m. pickett
      alexandra m. pickett on 19 Jul 09
       
      you might be interested in this: online teaching as a catalyst for classroom based transformation https://urresearch.rochester.edu/retrieve/6493/Catalyst+for+Classroom+Transformation.pdf : }
  • By pushing myself to interact better I can learn to teach interaction to my students.
  • I have learned that interaction is essential to teaching and learnng.  Learning is a social activity.  I feel I have been brave enough to include a discussion forum in each module of my course.  It was easy really to do.  the questions I have posed are big questions-they are not lower level thinking questions.  in order to elicit the rich content from my students in the discussion i need better instructions and to create that rubric-i will do.
  • ...7 more annotations...
  • can’t believe how far I’ve come.  So, I guess that’s the most suprising thing that i have learned.  I can do this tech. stuff.  well, another thing that strikes me as suprising is that this course has helped me to become a better f2f teacher.  i can no longer hide behind my fear for interaction in the f2f class.
    • alexandra m. pickett
      alexandra m. pickett on 11 Aug 09
    • alexandra m. pickett
      alexandra m. pickett on 11 Aug 09
       
      jess: you not only can do it. you did do it! yay!!
  • i suppose i can.  
  • I am proud of myself and patient with myself.
  • As I grow as a teacher, there is no doubt, that I will be rocky road.
  • I know that I have learned, for god’s sake I created an online course! 
  • change the world!
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 09
       
      one person at a time! : )
  • I felt scared and now I feel empowered. 
alexandra m. pickett

Historical Reflection on Learning Theories and Instructional Design - 0 views

cedtech.net/111.pdf

shared by alexandra m. pickett on 05 Jun 11 - No Cached
  • Kristen Della on 05 Jun 11
     
    Employing my research and practical experience in the field of educational psychology, with a specialty in instructional design and technology, I would like to reflect on the theoretical foundations of instructional design. My purpose is to show the growth of the field through theories associated with learning psychology and educational technology. Both human psychology and technology are the main foundations for instructional psychology. Evaluation and assessment continue to be integral to the field but more in the form of tools. Included is my view of the field in reference to work I and my colleagues have done in what we label as a linking theory of instructional design. That is, linking learning theory directly with research findings and practice I argue that educators need to clearly propose and define their own theoretical foundations when engaging in the design of effective learning environments...
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