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alexandra m. pickett

How we will use diigo and this group. - 39 views

absolutely! : ) learn by doing. you are off to a great start!

diigo use required

started by alexandra m. pickett on 09 May 09 2 follow-ups, last by alexandra m. pickett on 27 May 09
Heather Kurto

From music making to speaking: Engaging the mirror neuron system in autism - 0 views

www.ncbi.nlm.nih.gov/...PMC2996136

music autism

shared by Heather Kurto on 12 Jun 13 - No Cached
  • mirror neuron system (MNS)
  • We argue that this engagement could be achieved through forms of music making. Music making with others (e.g., playing instruments or singing) is a multi-modal activity that has been shown to engage brain regions that largely overlap with the human MNS. Furthermore, many children with autism thoroughly enjoy participating in musical activities. Such activities may enhance their ability to focus and interact with others, thereby fostering the development of communication and social skills. Thus, interventions incorporating methods of music making may offer a promising approach for facilitating expressive language in otherwise nonverbal children with autism.
  • Social and communication impairments represent some of the key diagnostic characteristics of autism
  • ...9 more annotations...
  • Theory of mind refers to the ability to understand another person’s mental state, including their beliefs, intents and desires, as separate from one’s own thoughts, experiences and behaviors
  • Research has demonstrated a relationship between joint attention and language development in children with autism.
  • Besides poor joint attention, the communication deficits in autism may be related to imitation difficulties. Imitation involves translating another person’s action into one’s own, and is also considered to be a precursor of language developmen
  • The involvement of this multisensory and motor system is particularly evident in experts, such as musicians. Neuroimaging studies using voxel-based morphometry found evidence for structural brain changes such as increased gray matter volume in the inferior frontal gyrus in instrumental musicians compared with non-musicians
  • Given that the mirror neuron system is believed to involve both sensorimotor integration and speech representation, it is likely to underlie some of the communication deficits in individuals with autism spectrum disorder
  • Music is a unique, multi-modal stimulus that involves the processing of simultaneous visual, auditory, somatosensory, and motoric information; in music making, this information is used to execute and control motor actions
  • It has long been noted that children with autism thoroughly enjoy the process of making and learning music
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
  • Heather Kurto on 12 Jun 13
     
    Wigram T. Indications in music therapy: evidence from assessment that can identify the expectations of music therapy as a treatment for autistic spec trum disorder (ASD): meeting the challenge of evidence based practice. Br J Music Ther. 2002;16:11-28.
alexandra m. pickett

Mary Huffman: ETAP640 reflections blog - 0 views

huffmanmary.edublogs.org

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

Learning Notes - 0 views

www.niu.edu/...20-%20LeaRNing%20Notes%204.pdf

shared by Amy M on 03 Jul 12 - No Cached
  • Amy M on 03 Jul 12
     
    research on hyper bonding and icebreakers
Lauren D

Online Teaching Challenge: Creating an Emotional Connection to Learning, part 1 - Facul... - 0 views

www.facultyfocus.com/...-connection-to-learning-part-1

technology education teaching connection challenge

shared by Lauren D on 09 Jul 12 - No Cached
  • Browse Topics Faculty Focus Articles September 28, 2010 Online Teaching Challenge: Creating an Emotional Connection to Learning, part 1 By: Rob Kelly in Online Education Add Comment Learning research indicates that people learn better in the presence of some emotional connection—to the content or to other people. Creating this emotional connection is particularly challenging in the online classroom, where most communication is asynchronous and lacks many of the emotional cues of the face-to-face environment. Nevertheless, it is possible to do, with a learner-centered approach to teaching and a mastery of the technology that supports it, says Rick Van Sant, associate professor of education at Ferris State University. “One of the things we know about learning is that learning with emotion is a far deeper experience than learning without emotion,” Van Sant says. Citing recent research (see reference below), Van Sant notes that a little bit of stress and the corresponding release of cortisol makes “neural connections grow thicker, stronger, faster.” However, too much cortisol degrades memory performance. Creating an emotionally stimulating environment is something good face-to-face instructors do intuitively. “We live and thrive on the positive feedback from students. Students shape our behavior all the time. When technology is mediating between the learners and me, I lose the capacity to read my audience, engage my audience, and alter my style and cadence. I have no capacity on that kind of intuitive level [in the online classroom]. It all has to be intentional and cognitive,” Van Sant says.
  • Creating an emotionally stimulating environment is something good face-to-face instructors do intuitively. “We live and thrive on the positive feedback from students. Students shape our behavior all the time. When technology is mediating between the learners and me, I lose the capacity to read my audience, engage my audience, and alter my style and cadence. I have no capacity on that kind of intuitive level [in the online classroom]. It all has to be intentional and cognitive,” Van Sant says.
diane hamilton

Reasons to Read | OER Commons - 0 views

www.oercommons.org/...view

Module 4 assignment Readers workshop

shared by diane hamilton on 14 Jul 12 - No Cached
  • diane hamilton on 14 Jul 12
     
    I will use this video in my course as an additional resource for student choice viewing. One of my modules is on contexts of literacy learning and this video is a brief glimpse of an actual classroom Reading Workshop in progress. In this module, students will be given a set of online resources to view in addition to the texts for the module. Students will choose which to view and will include these viewings in their discussion of module content. (Diane)
alexandra m. pickett

Teachers' Domain: Pizza Toppings - 2 views

www.teachersdomain.org/...vtl07.math.data.rep.pizzatopp

Module 4 Assignment Pizza Venn Diagram Video Cyberchase OER teachers domain

shared by alexandra m. pickett on 21 Jul 12 - No Cached
  • In order to organize the preferences, Bianca draws a Venn Diagram and then arranges the pizza toppings according to the diagram.
    • Catherine Strattner
      Catherine Strattner on 21 Jul 12
       
      I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams.
    • alexandra m. pickett
      alexandra m. pickett on 23 Jul 12
       
      OK Catherine, i see it now! excellent.
  • Victoria Keller on 21 Jul 12
     
    This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ.
alexandra m. pickett

Spanish Alphabet - 1 views

www.studyspanish.com/...alphabet.htm

Module 4 assignment

shared by alexandra m. pickett on 22 Jul 12 - No Cached
  • Spanish Alphabet Below is a list of the letters in the Spanish alphabet. Things to note about the Spanish alphabet: The Spanish alphabet in Spanish is called "abecedario." The Spanish alphabet consists of 29 letters. We give you the most updated version as dictated by the Royal Spanish Academy.
    • alexandra m. pickett
      alexandra m. pickett on 23 Jul 12
       
      Joan: i see that you shared this resouce. If this is part of your module 4 assignment, Are you going to use it in your course? if so, how?
  • Now with audio! Click on a letter or word to hear the correct pronunciation.
  • Joan McCabe on 22 Jul 12
     
    This website has the most up to date information in the pronunciation of the Spanish alphabet. I will be using it because it has the audio for each letter of the alphabet and then audio for a Spanish word that starts with that letter too. Very helpful for beginners!
  • ...1 more comment...
  • alexandra m. pickett on 23 Jul 12
     
    This website has the most up to date information in the pronunciation of the Spanish alphabet. I will be using it because it has the audio for each letter of the alphabet and then audio for a Spanish word that starts with that letter too. Very helpful for beginners!
  • alexandra m. pickett on 23 Jul 12
     
    Oh... i see that your comment is here. OK. thanks. excellent.
  • Erin Fontaine on 24 Jul 12
     
    Great Site Joan, I will we using this as a reference site for my students.
Anneke Chodan

The International Center for Disability Resources on the Internet - 1 views

www.merlot.org/...viewMaterial.htm

module 4 assignment resources

shared by Anneke Chodan on 22 Jul 12 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      see my comment Anneke
    • Anneke Chodan
      Anneke Chodan on 22 Jul 12
       
      (I'm not planning to use this specific link directly, but I am definitely planning to use "Cynthia Says!" in my class, and linked this as well as a reminder of where I found "Cynthia Says!".)
  • Anneke Chodan on 22 Jul 12
     
    (Are we supposed to link the resource as found in Merlot, or the link out? I'm doing both just in case, though it's actually the link out that I would like to use.
  • alexandra m. pickett on 22 Jul 12
     
    i would like to see something highlighted or a sticky note that explains why you chose this resource and how you plan to use it in your course.
Julie DelPapa

Teachers' Domain: Animal Babies - 3 views

www.teachersdomain.org/...tdc02.sci.life.colt.animalbaby

module 4 assignment

shared by Julie DelPapa on 23 Jul 12 - No Cached
  • Julie DelPapa on 23 Jul 12
     
    Nearly all animals begin their lives as babies. Birds as well as many species of reptiles, amphibians, and fish emerge from eggs. These animals are called hatchlings. Most invertebrates, including insects and mollusks, also emerge from eggs. These creatures are called either larvae or nymphs, depending on the species. For my class creation
  • Julie DelPapa on 23 Jul 12
     
    trying to highlight, or sticky note... I plan on using this for inspriation on my what do baby animals look like module, I would also consider using the discussion question that are here, they got me thinking...
  • alexandra m. pickett on 23 Jul 12
     
    ok... excellent i see this comment now.
Irene Watts-Politza

ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views

www.sciencedirect.com.libproxy.albany.edu/...S0360131510002095

CoI Shea 'learning presence

shared by Irene Watts-Politza on 18 Jul 12 - No Cached
  • This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
  • Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
    • Irene Watts-Politza
      Irene Watts-Politza on 18 Jul 12
       
      Is this an aspect of assessment that is adequately addressed?
  • We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
  • ...19 more annotations...
  • self-efficacy can be viewed as a subjective judgment of one’s level of competence in executing certain behaviors or achieving certain outcomes in the future. Self-efficacy has been identified as the best predictor of college GPA and among the best predictors of college persistence through meta-analytic research (Robbins et al., 2004). Further, commenting on the state of the art in self-regulated learning research Winne suggested that self-regulation is contingent on positive self-efficacy beliefs, arguing that “learners must subscribe to a system of epistemological and motivational beliefs that classifies failure as an occasion to be informed, a condition that is controllable, and a stimulus to spend effort to achieve better” (Winne, 2005). This contrast of failure attribution as trait (e.g., “I’m just not good at math”) versus failure as occasion to be informed (“I can control, adapt, and learn from this”) is a classic view of maladaptive and adaptive self-efficacy beliefs.
  • In the current study we therefore examine the relationship between CoI constructs and elements of self efficacy in order to begin to investigate the larger theme of collaborative online learner regulation and learning presence.
  • Thus, self-efficacy is “concerned not with what one has but with belief in what one can do with whatever resources one can muster” (Bandura, 2007, p. 6).
  • Bandura has noted that slightly elevated efficacy can have a bigger impact on subsequent performance. Overestimating one’s capabilities to produce a behavior and outcome may boost performance and give rise to motivation to persist in face of obstacles and seatback, while the opposite is true for underestimating one’s capabilities, which may suppress productive goals, persistence and effort (Bandura, 2007). Thus there is an important connection between self-efficacy, effort, and subsequent performance.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      This has implications for course attrition rates.
  • Positive psychological and emotional states in the aftermath of successful execution of certain academic behaviors naturally lead to sense of competence and subsequently results in enhanced sense of efficacy.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      This is the "feeling of satsfaction" Lisa Martin referred to in her Module 3 posts on social presence.
  • We suggest here that elements within the CoI framework may serve as mechanisms for supporting self-efficacy. Specifically we conjecture that effective teaching presence and positive social presence should serve as sources of social persuasion and positive affect supportive of self-efficacy.
  • (Bandura, 1997). These and other studies have suggested that self-efficacy has a substantial role in predicting student engagement, motivation and performance ( [Bong, 2004], [Caraway et al., 2003], [Chemers et al., 2001], [Choi, 2005], [Smith et al., 2001] and [Vrugt et al., 2002]).
  • The participants in the study were a random sample of 3165 students from 42 two- and four-year institutions in New York State.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      SLN? See how many things you can learn with one really great data set?
  • Gaining knowledge about the reasons for learning and achievement of online students has attracted a great deal of attention among both researchers and practitioners. Understanding the factors that have an influence on the success of online education has significant implications for designing productive online communities.
  • Reviewing studies that investigated elements of online learner self-regulation
  • This ongoing project to document all instances of teaching, social, and cognitive presence in complete online courses also resulted in identification of learner discourse that did not fit within the model, i.e. could not be reliably coded as indicators of teaching, social, or cognitive presence ( [Shea, 2010] and [Shea et al., 2010]).
  • Additional work on the CoI model (Shea, Vickers, & Hayes, 2010) suggested that past research methods may have resulted in a systematic under representation of the instructional effort involved in online education.
  • These exceptions represent interesting data for refining and enhancing the model as they suggest that learners are attempting to accomplish goals that are not accounted for within the CoI framework.
  • In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label “learning presence”. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.
  • the CoI framework attempts to articulate the social, technological, and pedagogical processes that engender collaborative knowledge construction. It therefore represents an effort to resolve the greatest challenge to the quality of online education
  • Learner discussions also included efforts to divide up tasks, manage time, and set goals in order to successfully complete group projects. As such they appeared to be indicators of online learner self and co-regulation, which can be viewed as the degree to which students in collaborative online educational environments are metacognitively, motivationally, and behaviorally active participants in the learning process (Winters & Azevedo, 2005).
  • the authors concluded that all the studies converged on advantageous outcomes for providing support for “metacognitive” learning strategies including self-reflection, self-explanation, and self-monitoring.
  • successfully orchestrating a dialogue demands fairly sophisticated skills. Conversational contributions need to be simultaneously parsed according to their disciplinary value, their location within the chain of collective argumentation, their relevance to the instructional goals, and their role as indicators of the student’s ongoing understanding. The outcome of this complex appraisal is a sense of the amount and quality of the guidance that specific contributions and the conversation as a whole require to support learning.” (Larreamendy-Joerns & Leinhardt, p. 591)
  • Zhao et al. also concluded that studies in which instructor interaction with students was medium to high resulted in better learning outcomes for online students relative to classroom learners.
  • Catherine Strattner on 18 Jul 12
     
    This article also addresses the relationships between each of the presences and proposes an additional presence- Learner Presence.
William Meredith

Building Student Engagement in Online Courses - Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...t-engagement-in-online-courses

shared by William Meredith on 14 Aug 12 - No Cached
  • The telephone.
  • “Students need to feel like they know their instructor and that you’re interested in how they’re doing,” says Mandernach, noting that these random calls make such a favorable impression on students that they always comment on it in their course evaluations.
  • online learning environment where students are not only isolated from their instructor and fellow students, but must be disciplined enough to ward off distractions and other commitments that compete for their time.
  • ...1 more annotation...
  • integrates active learning environments with authentic learning tasks; fosters a personal connection with the class (teacher-student as well as student-student); and facilitates the process of learning in an online environment.
  • William Meredith on 14 Aug 12
     
    Keeping students engaged online
Catherine Strattner

Reading Online - Articles: Exploring an Approach to Online Instruction - 0 views

www.readingonline.org/...many

scaffolding online instruction

shared by Catherine Strattner on 04 Jun 12 - No Cached
  • One study explicitly examined the quality of the discourse environment in an online literacy course at the graduate level in a teacher education program (Many, Howrey, Race, Pottinger-bird, & Stern, 2001). The authors noted that with deliberate scaffolding by the instructor and teacher-leaders, students developed a strong support community, provided mentoring and advice, and collaborated with colleagues. In addition, research has focused specifically on the nature of scaffolding that occurred in an online reading assessment course (Many, Bates, & Coleman, 2002). In that study, bulletin board postings included support from both the instructor and the class members and focused on the use of technology; clarification of assignments; strategies for learning online; understanding, assessing, and teaching literacy concepts; and understanding general concepts in education. Online scaffolding processes included modeling, supplying information, clarifying, assisting, questioning, prompting, focusing attention, encouraging self-monitoring, and labeling/affirming.
  • Instructional scaffolding of course content in online conversations. Instructional scaffolding took place in the highly individualized and elaborative e-mail feedback given by the instructor for all course assignments. An analysis of all such correspondence between the instructor and the members of the focus group revealed the following four categories related to scaffolding: Affirming Probing Providing explicit instruction Clarifying
  • Catherine Strattner on 04 Jun 12
     
    Addresses various uses of scaffolding in online instruction.
  • Catherine Strattner on 04 Jun 12
     
    This article provides examples of online instructional scaffolding.
Luke Fellows

MOVING FROM PEDAGOGY TO ANDRAGOGY - 0 views

www-distance.syr.edu/andraggy.html

shared by Luke Fellows on 10 Jun 12 - Cached
  • Knowles (1975) offered some reasons for his evolving scholarship in the area of self-directed learning. One immediate reason was the emerging evidence that people who take initiative in educational activities seem to learn more and learn things better then what resulted from more passive individuals
  • noted a second reason that self-directed learning appears "more in tune with our natural process of psychological development" (1975, p. 14). Knowles observed that an essential aspect of the maturation process is the development of an ability to take increasing responsibility for life.
  • A third reason was the observation that the many evolving educational innovations (nontraditional programs, Open University, weekend colleges, etc.) throughout the world require that learners assume a heavy responsibility and initiative in their own learning.
  • Tina Bianchi on 10 Jun 12
     
    Discussion of Knowles theories about andragogy
Irene Watts-Politza

Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Pl... - 1 views

www.westga.edu/...howell63.html

shared by Irene Watts-Politza on 13 Jun 12 - Cached
  • As universities shift toward competency and institutions cater more closely to learners’ specific needs, the distinctions between high school, undergraduate college, and graduate programs will dissolve. “Incentives will be given to students and institutions to move students through at a faster rate [and] the home school movement will lead to a home-college movement” (Dunn, 2000, p. 37). As leaders in the effort to cater to learners’ needs, distance education programs may be a dominant influence in this trend.
    • Irene Watts-Politza
      Irene Watts-Politza on 13 Jun 12
       
      P-20 pipeline
  • Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations, and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality. (p. 37; see also Pond, 2003) Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.
  • Much of distance education programs’ success or failure can be attributed to how it is organized.
  • ...11 more annotations...
  • the academically decentralized/administratively centralized model
  • Changes in the institutional landscape may magnify competition among educational providers and allow new models and leaders to emerge.
  • Knowledge proliferation may increase content-breadth demands on higher education, spreading distance education resources ever thinner and complicating development decisions.
  • An NEA survey reported that faculty members’ top concern about distance education was that they will do more work for the same amount of pay, apparently a merited concern.
  • As long as distance education contributions are not considered in tenure and promotion decisions, and as long as professors have their own, traditional ways of delivering their courses, many faculty members will be reluctant to participate in online courses (Oravec, 2003). Concerning this reluctance, Dunn has predicted that many faculty members will revolt against technological course delivery and the emerging expectations their institutions will have of faculty members. Dunn forecast that some of the resistance will even be manifest through unionization and strikes (Dunn, 2000). Some have suggested the labor-intensive and time-consuming demands required to develop online modules as reasons for faculty resistance (Brogden, 2002).
  • The results of de Alva’s 2000 survey support this trend: governors rated “maintaining traditional faculty roles and tenure” as the least desirable characteristic of a twenty-first century university (p. 34).
  • Faculty members tend initially to try to use their conventional classroom methods to teach at a distance and then become frustrated when attempts are unsuccessful (Dasher-Alston & Patton, p. 14). In Green’s (2002) survey of the role
  • Distance education teams include administrators, instructional designers, technologists, and instructors/facilitators (Miller, 2001; Williams, 2003). The functions of instructors and facilitators then include being a “facilitator, teacher, organizer, grader, mentor, role model, counselor, coach, supervisor, problem solver, and liaison” (Riffee, 2003, p. 1; see also Roberson, 2002; Scagnoli, 2001). The role of faculty members in distance education requires “some specialized skills and strategies. Distance education instructors must plan ahead, be highly organized, and communicate with learners in new ways. They need to be accessible to students [and] work in teams when appropriate” (PSU, 1998, p. 4). Distance faculty members must be experts in maintaining communication, because there is increased demand for student interaction in distance learning (NEA, 2000). Finally, they may have to assume more administrative responsibilities than is true in a residential model (PSU, 1998).
  • “Rather than incorporating the responsibility for all technology- and competency-based functions into a single concept of ‘faculty member,’ universities are disaggregating faculty instructional activities and [assigning] them to distinct professionals” (Paulson, 2002, p. 124). Doing this involves a “deliberate division of labor among the faculty, creating new kinds of instructional staff, or deploying nontenure-track instructional staff (such as adjunct faculty, graduate teaching assistants, or undergraduate assistants) in new ways” (Paulson, 2002, p. 126
  • Online students are becoming an entirely new subpopulation of higher-education learners. They are “generally older, have completed more college credit hours and more degree programs, and have a higher all-college GPA than their traditional counterparts” (Diaz, 2002, pp. 1-2). For example, Diaz has noted that online students received twice as many A’s as traditional students and half as many D’s and F’s.
  • One result of the highly competitive e-learning market will be institutions that specialize in meeting particular niches in the market (Gallagher, 2003). Morrison and Barone (2003, p. 4) observed, “We can see the beginnings of the trend toward the unbundling of courses, credits, services, and fee structures.” Dunn foresaw a similar trend, predicting that “courseware producers will sell courses and award credits directly to the end user and thus, through intermediation, bypass the institutional middleman” (Dunn, 2000, p. 37). The transition may also blur the distinction between two- and four-year colleges and universities (Carr, 1999). In this context of greater “portability,” more educational “brokers” (e.g., Western Governor’s University, Excelsior College, Charter Oak State College, etc.) will exist (Pond, 2003). Further, as de Alva has asserted, “Institutional success for any higher education enterprise will depend more on successful marketing, solid quality-assurance and control systems, and effective use of the new media than on production and communication of knowledge” (de Alva, 2000, p. 40).
  • Joan McCabe on 13 Jun 12
     
    Trends that affect distance education. The part that shows how different online students are now is very interesting.
alexandra m. pickett

Notes to Self - 1 views

tjbianchi.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • I think if I could focus on a few people’s posts, I could make more quality contributions. 
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i am kinda torn about the small group thing. i hate taking choice away - it seems to me that you can self select your own small groups. why don't you just do that? scan all the posts and then decide who you want to engage and then just pick them to interact with. Read all interact with a select few. In the discussion for this module (2) i have it split into several discussions. i am wondering if splitting it by topic like that will feel different to you. Let me know. ok? I have toyed with the idea of reducing the number of posts required... and just doubling your score on them. what would you think about that? i have never had so many people in the course. It is designed for a more intimate number of students. I am trying to come up with ways make my work more efficient yet still intimate, personal and effective. Work in progress. i am learnking too. : )
    • Lisa Martin
      Lisa Martin on 12 Jun 12
       
      Alex - Seeing that module 2 was split into several discussions was a HUGE relief to me! It seems much less overwhelming and easier to be organized :-)
    • Tina Bianchi
      Tina Bianchi on 13 Jun 12
       
      Now that some more time has passed, I actually have done what you're suggesting here...reaking all and interacting with a select few. With this approach, it became more manageable. I haven't done my first post for module 2 yet (just finished the readings) but I do think the split into several discussions will make a huge difference. I can only imagine the work you have cut out by having read/rate ALL THESE POSTS! It seems overwhelming, and I am considering the implications of it as I think about designing my course. Thanks for the feedback!
  • We could still have been required to complete the same number of posts, but perhaps had fewer count toward our grade on this first run.  I
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      hmmm. i don't count them all. the first couple with my feedback are the grace period... "if i were to rate this it would be a ..."
    • Tina Bianchi
      Tina Bianchi on 13 Jun 12
       
      I understand what you're saying here...I don't know what I missed and where I missed it, but I "assumed" (there's that pesky word again!) that all posts, beginning with the initial introduction, would be rated. I did fewer posts than I should have considering this. There were a few (though admittedly not of high quality as they were early in the Module and I hadn't yet gotten the hang of things) that weren't scored, so what I thought my score would be for discussion in the first module was not even close to my actual score. Live and learn...
  • BOY, WAS I WRONG!
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      : ) welcome to social learning!
  • ...10 more annotations...
  • As we continue to interact with content and then share that learning with each other, we construct our own meanings and apply what we’re learning in a variety of contexts.
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      E U R E A K A !!! brilliant!! : )
  • is imperative that I stop thinking about how to transform my F2F materials to suit the online environment.
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      it is impossible to duplicate the f2f environment online. to try to do so is folly. you must reconceptualize. you have to leverage the options and mitigate the limitations of any environment in which you teach.
  • I hit “Publish” only to find half of my post showed up and no way to retrieve what was lost.  Therefore:
  • I am very interested in the hyper-content design. I like the idea that with this model, students determine the order of their own learning activities. In this model, there may be a few things that could be tricky; for example, setting up group activities might be left to the students to manage since they wouldn’t all be completing the same activities at the same time.
    • Lisa Martin
      Lisa Martin on 22 Jul 12
       
      I've been thinking the same things about this model. I think it's so hard for me to envision because of my lack of experience with it. I also have a hard time applying some of the things we've learned in this course to that design.
  • Whatever it takes.
  • Yet, as I continued reading I realized that my grasp of the content was continuing to evolve.  I feel that I have a deeper awareness of what teaching presence looks like, not only in an online course but also in a traditional classroom, as well.
  • Perhaps it’s time I move from measuring in coffee spoons to taking in the big picture.
    • Maria Guadron
      Maria Guadron on 27 Jul 12
       
      Love your "How To" section! Can't wait to see your screencasts.
  • Even though the course won’t start until January, I know it’ll be here before I know it.
  • has led to me a realization–the course I’ve created will never (and should never) be finished!  It makes sense.  I never teach the same lesson twice in exactly the same way, so it should go without saying that every time I look at this course and eventually start using it, I will continue to add, remove, and change what’s there.
alexandra m. pickett

Reflections - 0 views

catherinestrattner.edublogs.org

shared by alexandra m. pickett on 11 Jun 12 - No Cached
  • “This is not going to be easy and it is going to take a lot of time and energy, but I want to do this and I know I can!”
    • alexandra m. pickett
      alexandra m. pickett on 11 Jun 12
       
      yes, i am so glad, i know you can too!
    • Catherine Strattner
      Catherine Strattner on 16 Jun 12
       
      Thank you!
  • What I do believe is that it will be increasingly important to maintain our own learning. 
  • I am truly surprised to see how many students from other states and countries are part of SLN. 
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      if you look at the numbers it is really only about 2% that come from outside NYS.
    • Catherine Strattner
      Catherine Strattner on 16 Jun 12
       
      I did recognize that the portion of students wasn't that large, but I am still surprised that it is even 2%. I think I could have communicated myself better by noting the number of countries and states outside of New York which were represented.
  • ...9 more annotations...
  • I would expect that most students would be located in New York
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      yes. 98% come from NYS.
  • Especially with younger students, this feeling of uncertainty can lead them to completely shut down.  If students trust in their guide, the teacher, they are much more likely to persevere through the uncertainty and attain resolution.
  • I realize that online teaching includes continuous reflection, assessment, and development of yourself as an online instructor and of the course itself.
  • K-12 online instruction does exist. 
  • Ultimately, I have learned that being learner-centered involves much more than making students do most of the work.  It involves understanding the needs of each of your individual students, both academically and personally.  It involves striving to meet those needs on an individual basis, while promoting self-directed learning.  It involves being empathetic and addressing the specific limitations each student may have and striving to break through those limitations together.  In my mind, that is what true interaction is all about, and it is one of the best ways to engage students in learning more deeply.
    • diane hamilton
      diane hamilton on 19 Jul 12
       
      Catherine, I love the metaphor! Nothing to add - you said it well. Diane
    • Catherine Strattner
      Catherine Strattner on 22 Jul 12
       
      Thanks!
  • What I am realizing is that there really is a significant difference between creating an online course from scratch and converting a face to face course.
  • I want my students to understand that these activities have a true purpose.  I want to remind them of that purpose each time they engage in these activities. 
  • I kept finding myself asking “How can this contribute to higher levels of cognitive presence?  Isn’t that ultimately the point of developing teaching and social presence?” 
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