Many women who for cultural reasons may feel shy or restrained in the classroom
are able to flourish in an environment of greater anonymity that lacks
face-to-face interaction
9More
Gender Differences in Online Learning - 0 views
-
-
men are less likely to read their instruction
- ...4 more annotations...
2More
Lines on Plagiarism Blur for Students in the Digital Age - NYTimes.com - 0 views
-
a student reprimanded for copying from Wikipedia in a paper on the Great Depression said he thought its entries — unsigned and collectively written — did not need to be credited since they counted, essentially, as common knowledge.
2More
The Upper Limit: The Issues for Faculty in Setting Class Size in Online Courses - 0 views
-
"Presumptive maximum course size should be twenty students for undergraduate courses, and eight-fifteen for graduate courses...Courses which require a substantial number of lengthy written assignments may need to be smaller to minimize instructor burden."
-
This article examines class size and the number of students that can be effectively taught in an online course. It is authored by Joy Colwell of Purdue University.
UW Podcasting: Evaluation of Year One - 0 views
Free Online Graph Paper / Music Notation - 0 views
32More
Tools for Teaching - Fast Feedback - 0 views
- ...29 more annotations...
-
focus on what can be changed during the semester--for example, the pace of the course, turnaround time on exams and assignments, or the level of difficulty of the material
-
teaching a course for the first time or have significantly revised a course you have taught previously, you may want to canvass students as early as three or four weeks after the semester begins
-
issues posed should be ones you can respond to during the term; otherwise your students may develop false expectations about the remainder of the course
-
Consider asking students to list the one or two specific behaviors or incidents that weighed most heavily in their ratings
-
Select a spokesperson who will also write down the groups' comments. Name something in the course that they find helpful or worthwhile or that has helped their learning. Name something that has hindered their learning and that they would like to see changed. Suggest how the course could be improved
1More
Building community in an online learning environment: communication, cooperation and co... - 0 views
-
Building community in an online learning environment: communication, cooperation and collaboration Melanie Misanchuk Ph.D. student Instructional Systems Technology Indiana University W.W. Wright Building 201 N Rose St. Bloomington, IN 47404 812-337-8707mmisanch@indiana.edu Tiffany Anderson Instructional Technology Librarian Duke University Medical Center DUMC Box 3702 Durham, NC 27710 919-660-1123 (phone) 919-681-7599 (fax)tiffany.anderson@duke.edu Abstract: This paper presents strategies and rationales for implementing certain instructional techniques to move a class from cohort to community.
1More
DO ONLINE STUDENTS DREAM OF ELECTRIC TEACHERS? - 0 views
-
However, few would deny that there is a strong probability that the distancing effect of computer-mediated asynchronous learning will cause many instructors and students to view one another more like extensions of the machines through which they are communicating than as real persons with emotions, aspirations, problems, time constraints and (in the case of most faculty) the very real need for sleep. As overworked online instructors turn to labor-saving shortcuts, such as computer software that can actually grade papers, and are compelled by the financial exigencies of higher education to increase their class sizes to unmanageable proportions, the problem of distancing is becoming increasingly serious [1].
10More
What Online Students Want to Tell Faculty - 0 views
-
Designing your course to promote quality interaction between faculty and students and among students is essential. Consider emphasizing the course conference by making it a part of your class assessment possibly as a substitute for test, paper, or project.
-
Be patient and available. Remember some of us are first time online learners and are still trying to figure out this method of teaching and learning.
- ...4 more annotations...
-
Put yourself into the class. “The professor was always available, encouraging and even made the lessons humorous by adding personal tidbits.” “She gave us constant feedback and encouragement.”
-
Think about your role in the discussion. Students want you to be present.
-
Give frequent feedback on assignments so students have a sense of what they have mastered and where they need to focus attention.
-
Your presence in the class is important. These courses should not be seen by the student as “self-taught.”
12More
AP Central - The AP Macroeconomics Exam - 0 views
- ...5 more annotations...
-
Questions
-
Sample Responses Q1Sample Responses Q2Sample Responses Q3
-
2008: Free-Response Questions
-
18More
5. Increasing Time on Task: 7 Principles Collection of TLT Ideas - 0 views
-
helping communicate to students how much time and energy you and your institution expect them to invest in their work
-
ability to send file attachments with email has made it easy for students to send me a draft of their work for feedback at any time.
- ...15 more annotations...
-
With randomly generated homework problems, immediate feedback, and the opportunity to try again, students view the homework almost like a game with the challenge of getting all the problems correct. As a result, they seem to spend more time than with paper and pencil homework.
-
availability of many research materials on-line and through electronic databases to which libraries subscribe should enable students to access what they need from their homes or their dorms at time which are convenient to them
-
our approach to students is to encourage students to do what works for them (but to be sure to do it!)
-
Access to the Internet has changed research possibilities. Students have access to much more information faster than in the past.
-
E-mail messages are quickly replacing the live visit to professors and probably encouraging more students to talk to professors since it is less scary to them to write rather than face professors face to face.
-
Searching for journal articles using electronic bibliographic databases has been a major time saver for students
-
Use of the Calendar in WebCT to promote planning by students. Can also use the Calendar to highlight particular content or web resources to be ready for in-class discussion. Remind students in different media such as in-class and on-line about the expected completion dates for projects. (Virginia Arp, Gannon University)
-
Some may be spending more time because they’re unfamiliar with the medium. Some may be spending more time because instructions for assignments are not well-written for online use Some may be spending more time because they want to: the assignments are more interesting. And so on. Depending on the reasons, “spending more time” may be a) a triumph, b) a problem to be fixed, c) a temporary situation to be endured.
Kotnik, - 0 views
1More
shared by Kristen Della on 26 May 11
- Cached
Jean Piaget - 0 views
www.learningandteaching.info/...piaget.htm
Jean Piaget biology science psychologist children development observation
![](/images/link.gif)
-
Jean Piaget (1896-1980) was a biologist who originally studied molluscs (publishing twenty scientific papers on them by the time he was 21) but moved into the study of the development of children's understanding, through observing them and talking and listening to them while they worked on exercises he set.
1More
Qualitative and quantitative research designs are more similar than different - 0 views
-
Qualitative and quantitative research designs are more similar than different. The qualitative/quantitative divide has been extensively debated in social science and educational research. However, health researchers are still bound by traditional distinctions between qualitative and quantitative research. This paper argues that although these distinctions were valid at the turn of the twentieth century, they no-longer hold true. With advances in both qualitative and quantitative methods, and the need to explore increasingly complex situations it is time to concentrate on how best to answer the research question rather than focusing on the research design being used.
1More
Teacher verbal immediacy in online courses - 0 views
1More
shared by Kristen Della on 05 Jun 11
- No Cached
Objectivism vs. Constructivism: The Origins of this Debate and the Implications for In... - 0 views
www.coedu.usf.edu/...ectivism_vs_constructivism.htm
Instructional desing objectivist constructivist education behavior process
![](/images/link.gif)
-
Because many Instructional Design models have their origin's in objectivist conceptions of Education, Instructional Designers all to often focus on observable behaviors. Knowledge, of course, is central to education, and learning should not be forgotten. The purpose of this paper is threefold; it is to examine the historical context of the current philosophical debate in Education, to discuss the relationship of knowledge to Instructional Design, and to discuss other ways of conceiving of the Instructional Design process.
61More
Authentic On-line Learning - 3 views
-
I suppose one of the assumptions that I have about my own on-line course is that if a certain percentage of my students are of the Generation Y population, they may very well know more about the technology than I do.
-
20 to 22
-
so I guess that will most likely be my audience.
- ...36 more annotations...
-
While I think the technology has to be embedded in instruction whenever possible, it can’t be left to teachers alone to solve this problem.
-
I feel teachers need much more support from administrators as well as the Education Department. I know that SED is currently addressing the problem of making technology accessible in our classrooms, but even as they are planning it, the technology is increasing exponentially. It's going to take major educational reform -- Our new commissioner has been personally involved with the Technology task force.
-
-
-
-
This is my struggle too. I am spending this weekend stopping in. I do like the post titles, it helps me to priortize what I want to read.
-
I think a lot of my difficulty is that my only comparison for online learning are the 2 courses I've taken prior to this. One was okay, the other not so good. So, I'm only realizing now that the online environment and experience can be a lot more robust that I had thought.
-
-
-
I had to question what the objectives were first, and then create an assessment that tied into the objectives.
-
This is probably one area that still scares me. I think I'm going to have to come up with a rubric for the forum in my course, and I don't have any experience creating a rubric. I've Googled it and there are many rubrics out there, but I don't know if I can just "borrow" a rubric and tweak it or is this plagarism?
-
-
what I need to do is think of these posts as mini research papers.
-
exactly!!! i actually say "Every post you make in this course is an exam. " in the interaction course info document for the course!! : )
-
Now that I realize this, I'm finding the workload a little easier. I had to adjust my schedule. I'm used to doing most of my online work on weekends, but that's not enough for this course, so I made changes. Now I come home from work and put aside about 2 hours each night specificallly for addressing posts.
-
-
I don’t feel like I can get to it all.
-
I’m doing my best.
-
I decided to give it a try.
-
1) Will it help you present content in a more effective or engaging manner, 2) will it facilitate collaboration or interaction between students in an more effective manner, and 3) will it help provide feedback or help assess students more effectively. I feel the blog will get students interacting in a more casual setting regarding the stories, and the Wiki will definitely facilitate collaboration.
-
-
Your assessment of the first 4 weeks is so correct, (in my opinion). I am into the end of the 4th week in an online course I am teaching now and my students are finally soaring, It is soooooo exciting for me to see the growth. The only problem is that my class is only 6 weeks summer....The course I am planning is a 4 week winter term course, so now how to I get my students to soar within one week? My dilemma.
-
Wow, 4 weeks is not very long. What kind of class will you be teaching in the winter session? I'm not sure you can push the timeframe of when they begin to soar...that happens when it happens. I guess if you can somehow get them interacting with each other right away, that might help promote discussions that lead to those 'aha' moments.a little quicker.
-
I decided not to do winter term...I will no less than 8 week courses...which as an adjunct is a $$$ decision that will hurt. However, I do not believe that 16 courses squeezed into 4 weeks is ethical.
-
-
My Avatar
-
off. Luckily, the course unfolded slowly and in a very specific order, and I had time to reflect, prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete
-
flect, prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it. This was a BIG deal for me and it’s given me a sense of empowerment. It’s also come at a good time, because I’ll be taking my last course in September in order to finish up my degr
-
flect, prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it. This was a BIG deal for me and it’s given me a sense of empowerment. It’s also come at a good time, because I’ll be taking my last course in September in order to finish up my degr
-
prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it. This was a BIG deal for me and it’s given me a sense of empowerment. It’s also come at a g
-
Never in a million years did I ever think that I would go on to graduate school, but here I am on the cusp of that achievement. I am the first out of 6 siblings to earn a master’s degree.
-
I didn’t realize that I was in charge of my own learning.
-
any kind of learning... online or f2f is ONLY student-centered if that is how it is designed and if that is how the instructor facilitates it... now that you know that you are in charge of your own learning, i need your help : ) You can help me change the world by sharing that insight with anyone you have the opportunity to teach in the future. I have very high expectations of you Donna!!! : )
-
-
I came to realize that I didn’t have to give them all my knowledge — that in fact, I had to let them learn some of these things on their own.
-
I think it’s a situation where I don’t know what I need until somebody tells me that I need it. I’m certainly open to suggestions, but at this point I feel like I’ve done what I was supposed to do; however, I realize that this is VERY new to me and that I have probably made some mistakes that will be pointed out to me. That’s fine, and as I said, I welcome comments and suggestions.
72More
ETAP640 Summer 2011 Blog - 2 views
-
So far I am enjoying the experience
-
What are the most effective instructional technology tools available to me to help me meet my instructional objectives?
-
challenge!
- ...37 more annotations...
-
I have been much more aware of the idea that today’s younger generations (those who are 30 and younger) are much more technologically savvy.
-
I want to challange you, just like i challanged Ian (who is currently smitten with Prensky : ) to challenge the notion of natives vs. immigrants. Read this (http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html), find other articles (and there are many) that unpack the problems with this notion, and come back and tell us all about it.
-
-
I have been spending quite a bit of time and energy learning the Moodle system,
-
I think I spent the entire weekend last week playing around in Moodle, learning how things worked, and trying to set up my basic module outline. Once I got the hang of it, I kinda like it. I find with technology that it just takes time and patience (not my forte) to really grasp it. I don't think computer skills of any kind can be learned from a book alone; it needs to be hands on learning.
-
I completely agree! I am a very hands on and visual person, I need to INTERACT with the material in real life or else it's just text on a page.
-
-
It is ENGAGING
-
Blackboard
-
I’m really starting to get the hang of the expectations for posts
-
-
I had the same thought. I only hope that the computer lab is open during my class time.
-
Your sticky notes are usually "floating" so I never know what you're commenting on. Can you make them stationery?
-
I wonder the same thing...this applies to several blogs ago. I guess we need to add a date or title.
-
-
I was teetering between dropping the class
-
punishment
-
I am still under the impression that the interactions required of us in the discussion space are too numerous.
-
I LOVE LOVE LOVED that Bill Pelz commented on our posts! I felt like a celebrity walked into the room and his comments could be equated to getting an autograph.
-
I have learned a lot this module, especially: NEVER give up (this has been especially resonant with me) Passion for teaching and learning go hand in hand, and are a must-have for online educators The best training tool for an online teacher is to be an online learner BE ORGANIZED MANAGE YOUR TIME Support your students and your faculty (whatever your role is) And last, but not least (yes, this was intentional) don’t procrastinate.
-
-
half of the requirement for this class.
-
There was absolutely nothing about my course learning activities that was learner-centered, or, one could argue, learning-centered! I was being extremely teacher-centered in my approach!
-
Because of that, I need to embrace these tools, explore new ideas, and for goodness sake- think about the STUDENT.
-
It took me almost two and a half hours just to set up a voicethread that didn’t crunch all of my text and pictures together! Or get the right size and color font. I realize that these are all things that cannot be explained to anyone, or if you did try and tell them, they wouldn’t understand how much work it is until they tried it themselves.
-
I think that embedding a youtube video or loading a podcast are in my future and I can’t wait!
-
I made all of my assignments turned in to me, privately,
-
This week, as we are supposed to have the course “done done” I am doubting myself. Every time I log in to my course I change something, add wording, create new links to rubrics where there weren’t any, etc. It just seems like I’m never satisfied.
-
So glad I'm not alone. I keep logging in as well, looking to change something. Over the past 3-4 days I've definitely made changes, but I'm getting to the point now that I'm wondering if I should just leave it alone. I'm the same way about large writing project...always looking to edit. Thinking it might be time for me to step back from the computer.
-
I thought done, done, done is at the end...aren't we going to have peer feedback next module?
-
-
I’ll have my master’s in December and I couldn’t be more proud.
-
#1- I’m scared of the idea of real live students actually taking my course #2- I’m really disappointed that real live students will never take my course
-
I'm glad you said this, because I've been thinking it for several weeks now. I really want a chance to teach it, but I'm afraid of getting a chance to teach it. I'm not a teacher by profession, so I think I have more fear than most that I won't be able to facilitate my course properly. For instance, how do I open modules, are grades recorded automatically or do I manually put them in, how do I get them to show for each individual student, etc. I've put so much time and effort into building this course, I want a chance to teach it, but having never taught at the college level, I don't know that I'll get the opportunity. I will still give it my best shot as soon as I graduate in December. If SUNY isn't interested, I'll try other avenues.
-
"live students" when you do teach live students you will discover kinks you never saw...this semester I had a great activity that 18 of 19 students loved! The discussions were full of every presence. The I discovered that my student from China was so lost and overwhelmed. Now I am rethinking cultural sensitivity in my activities...how do I balance a activity that engages 99% of my students 110%, but looses one student because of a cultural difference...still thinking on this.
-
-
feedback
-
I don't know if I should have done this, but I actually have 2 evaluation/feedback areas. One is the generic resource right in Moodle. I tried to write my own questions, but when I "viewed" the forum, my questions were replaced with the generic questions. So, I created a document with my own questions and I am having students download the document into a word processor, add their answers and then post to a forum.
-
-
o there will likely never be online courses at Mildred Elley.
-
Can you teach it elsewhere? As we have learned in this class, online learning is up and coming. It might be worth looking into.
-
Failures maybe because the facilitators did not "know" and "do" what "you" know...convince him to try your course as an experiment...because this is the future of education...This summer I taught one online course and had a student from China, several from the west coast, and only two within driving distance in a class of 20!
-
-
ETAP 680 (research seminar).
-
quality with the traditional classroom in the public eye?
-
I think you're probably right, but I think it's turning a corner. At a time when institutions are scrambling for money, online learning costs them very little. They pay an instructor and that's about it. We don't need a classroom or any campus resources other than student access to the library for research if they need it.
-
-
prettying up
-
-
-
One thought I had, as I look forward to getting a PhD, is that theories come from practice which means that theories about online learning come from individuals creating courses, teaching courses, and collecting feedback from courses over and over and then after all of that work is finished, turning right around and working at analyzing the data, and attempting to answer research questions. In order to have credible research, the questions must be relevant, the measures must be valid and thorough, and the analyses of results must be comprehensive.
-
Reflective Writing: I have to admit, at the beginning of the course I thought the blogging activities were just busy work. I viewed the assignments as busy work, and treated my entries as such. As time ticked on, I started getting into the blogs and realizing that it was my personal space in which I could reflect on my work on my course and my learning throughout the week/module. So much of life and learning in school is sort of thrown at you, and if you don’t take the time to intentionally deconstruct the events and make sense of them, then you’ll never grow and improve. I’d rather grow.
-
If I don’t place intentional emphasis on something (like making it worth a portion of their grade) then I am sending a message that it’s not important.
54More
Ian August etap 640 SuMmEr 2011 - 1 views
-
Student centered learning
-
why do I need to pay for this if I am on my own.
-
well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
-
I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
-
-
leaders.
- ...26 more annotations...
-
could not locate a link for diigo but I contacted Mimi for more info
-
But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
-
I am glad that Prensky "engaged" you, but in the long run the other article would help you to better understand and serve the fauclty you work with. Theories help us frame and understand probelms systematically. I need you to think about this and to think about what "engages" you and why. So here is something to engage you. Prensky is WRONG!!! I was hoping you would find find this on your own: http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html - Steve is a friend of mine and a well-known and respected blogger. Digg into this controversy! And then come back and tell me what you think!
-
-
-
I so agree. I use the polling option in my online course and was told I was the first to ever try. I believe that part of the problem is that online learning is coming from the top down, with little support.
-
how do you use the polling option diane, for what type of assignments? Prof. Pickett has been telling me to let the student decide on many things, like Bill Pelz course, where the students approve each others final essays. when you say top down do you mean the teacher ruling the classing room? Because that seems to be the norm, how f2f classes run as well.
-
-
-
I am a visual person and find that I don't still have a mental map of this class. I wander around quite a bit. I have developed a few shortcuts, but it is definitely a work in progress.
-
The map of the class has definitley gotten better since the start, I dont know if you used angel, but we use it at our college, I dont think I can send pics through here but I will send them to you another way.
-
-
-
These ideas are the modern theories in action, of the students new role in the classroom, whether online or f2f. Professor's have said in the past "this is our class", but these ideas I have mentioned are really creating an "our class" type of atmosphere where the teacher and students are more equal participants in the learning process than the traditional model of the teacher being the boss, and the student being the subordinate.
-
Randy Pausch
-
wikis's
-
This also shows the teacher asking the student to be an active participant in their own learning,
-
Every one of the teachers in Exempler courses for observation talked about they way analzye their course, sometimes when its over sometimes during, to see what worked and what did not work
-
That was the role of student.
-
-
The Angel LMS that I am familiar with even gives he teacher the option to shut off news posts in a discussion forum so the student has only one option and that is to reply to a previous post.
-
build a wiki together
-
I was going to have my students do the same, however, I just noticed that the course shell has an option for a Wiki...did anybody else see that? Anybody know how it works? I have since decided to give my students a choice other than to "write" a short story in small groups within a Wikispace. I'm going to allow them to recreate or interpret a short story in a multi-media fashion. Howard Gardner influenced. :-)
-
-
leave it up to the student to choose,
-
I guess I can guide, so when the students get off course I can say hey you should check this guy out, or this writer out.
-
I had an instructor last semester (Jason Vickers, if you get a chance to take a class with him, he's great! Also, he's a PhD student) who would do this exactly. He would scarcely add to our discussions as he said that oftentimes that can shut them down, but when he did it usually was to suggest that we check certain authors/theories/articles out that might help put us back on the right track.
-
I remember Alex suggesting something to me during the first week or two when I was a little lost. She pointed me in the right direction and that was good because I was able to focus my energies.
-
-
Case Study
-
Hopefully they will read the author I provide them with and than on their own they will read more articles by that author because they like him.
-
Another issue I am having is questioning if I have too much for the student to do. I really wanted them to do a group project but it seems like too much work.
-
letting the student do the heavy lifitng. Professor Pickett told me that it is a hard concept to implement as a teacher and I am seeing that.
-
letting go of control of someone else's learning is a constant struggle. just keep telling yourself that it is NOT about you and what you know. It is about your students and catalyzing the passion for the topic of your course in them... they are the only ones that can do that... remember... if you do all the work, who does the learning? you have to let go and trust them to learn. That does NOT mean you are not there or that you have chaos.... you have to design it and facilitate it so that it works that way. It is a LOT of work : )
-
-
I am so glad I took this class. I learned so much, I feel so much more confident in my job as an instructional designer, and I feel more confident to take my skills to a new job envirnment. ANYONE HIRING OUT THERE?
-
I learned about some really important concepts for teaching online, like; -supply the students with a lot of information, module overviews, due dates, contact info, detailed explanation of how to complete assignments, rubric describing what type of work constitutes a Grade of A, B, C etc, -show your teacher presence in the course, by answering questions fairly quickly, posting in the discussion to guide, engage, provoke the student to do more research, asking for student input and using it, -Let the students do as much as possible instead of giving them everything ona silver platter. -Let students play the role of teacher in some of their assignments
-
After the first two weeks of this course, the first module, I learned so much, and grew so much more confident in my ability to work with faculty developing online courses.