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Joan McCabe

What Works?: LD Basics for the Online Classroom presented by Alexandra M. Pickett (Dura... - 0 views

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

technology online classroom

shared by Joan McCabe on 13 Jun 12 - No Cached
  • Joan McCabe on 13 Jun 12
     
    How to be an effective online instructor. Online course design concepts. Outlines best practices.
Maree Michaud-Sacks

Teaching Presence and Class Community presented by Alexandra Pickett (Duration: 00:66:05) - 0 views

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

online education community teaching presence

shared by Maree Michaud-Sacks on 19 Jul 13 - No Cached
  • Maree Michaud-Sacks on 19 Jul 13
     
    this presentation talks about the components of teaching presence and online community
alexandra m. pickett

Daniel Hacker - 1 views

danontrumpet.edublogs.org

shared by alexandra m. pickett on 27 Jul 13 - No Cached
  • Using these principles while developing my course has opened up my thoughts on creating successful teaching environments both in the online and f2f platforms.
  • Remember that learning is an adherent capability within people. You don’t have to put it in to people, you have to encourage it and bring that out.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 13
       
      well said!!
  • “What have you got yourself into.  I feel overwhelmed! Can I pull this off? Should I drop this class? Is it worth it? How could I ever build an entire online class over the course of a summer? Is she nuts? ….Oh yes, she’s definitely nuts!”.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 13
       
      LMAO - totally. : ) so glad you didn't quit!!
  • ...1 more annotation...
  • In life, as taught in this course, we must: Reflect, Connect, Organize, Build, Refine, Implement, and Evolve. These are not only the titles of our modules this semester, but a guide to success. If we fail to use these seven principals, we will never be the best educators possible and will have mediocre learning environments, and non engaged students.  Stay one step (or several for that matter) ahead of your students. The best quote from this class that I will use until the day I die, “Assume Nothing, Anticipate Everything”. Remember to breathe! You can do this! -Professor Pickett
Alicia Fernandez

Online Instructional Effort Measured through the Lens of Teaching Presence in the Commu... - 1 views

www.irrodl.org/...1648

Community of Inquiry higher education teaching presence content analysis

shared by Alicia Fernandez on 17 Jun 13 - No Cached
  • The focus of this paper is teaching presence, which has been defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile outcomes” (Garrison et al., 2000).
  • Instructor teaching presence is hypothesized to be an indicator of online instructional quality.  Empirical research has supported this view with evidence indicating strong correlations between the quality of teaching presence and student satisfaction and learning (Bangert, 2008; Picciano, 2002; Shea, Pickett, & Pelz, 2003)
  • First, there is a need to revisit two of the original three teaching presence elements.
  • ...10 more annotations...
  • The second limitation relates to design and organization (DE).
  • The third limitation relates to the locus of research investigating teaching presence which has been limited largely to threaded discussions.
  • Lastly, a careful review of the original teaching presence indicators developed by Anderson et al. (2001) reveals that they are largely reliant upon the threaded discussion activities of the instructor and thus fall short in identifying and articulating the full range of online collaborative tasks and effort demonstrated by both instructors and students.
  • If students’ perceptions indicate that they place a premium on instructor interaction (Anderson, 2003; Shea et al., 2006) instructors must actively manage students’ expectations about the nature of online learning and the role of the instructor in this process. Online instructors can accomplish this by taking the time to communicate that online courses are not teacher-centered models of learning and by explaining the rationale behind student-to-student interaction in negotiating shared meaning through discourse.
  • These results suggest that students’ teaching presence may have a “floor” threshold level and when the instructor's participation within the threaded discussion drops to zero students attempt to recreate “instructional equilibrium.”
  • When accounting for instructor teaching presence in all areas of a course, we see that there is a certain ebb and flow to teaching presence.
  • restricting analysis of teaching presence to discussion areas may present too narrow a view of individual instructor’s effort. Some instructors may take a strategic approach by participating in early discussions to model how to formulate probing questions and by providing direct feedback with the goal of withdrawing once this scaffolding is completed
  • These results also document a significant correlation between instructional effort reflected in frequency of teaching presence behaviors and learning outcomes evidence through instructor-assigned grades on closely related assignments. 
  • Where does teaching presence occur in online courses? 2. How do instructors employ communicative functionality within the course to   demonstrate teaching presence? 3. In what ways do students demonstrate teaching presence? 4. Does teaching presence shift over time? 5. Does teaching presence correlate with learning outcomes reflected in instructor-assigned grades?
  • In this study we found that the effectiveness of the instructor did not depend on participation within the threaded discussion per se, but that responsiveness and effective interaction with students was carried out through a variety of forums, including the ask-a-question area, email, and other modes of communication.  We suggest that benchmarks for effective interaction be communicated to instructors and that institutions provide training and support for online faculty around teaching presence. 
  • Alicia Fernandez on 15 Jun 14
     
    With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion? Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort.
dkiesel

http://www.youtube.com/watch?v=w2-axIk5yyI - 0 views

Dr Pickett wanted me to elaborate on this video about the dangerous growth rate in China as my counter to the DiBlassi video we watched with all the staggering numbers.

technology

started by dkiesel on 11 Jun 14 no follow-up yet
alexandra m. pickett

ETAP640amp2014: 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 16 Jul 14 - No Cached
  • Professor Pickett has taught me how well a professor can still have a close teacher-student relationship, without ever having met in person! #mindblown.
    • alexandra m. pickett
      alexandra m. pickett on 16 Jul 14
       
      EUREKA!!!! : )
Mike Fortune

Blooms Digital Taxonomy v2.12 - 4 views

www.scribd.com/...Blooms-Digital-Taxonomy-v212

blooms taxonomy digital assessment technology rubrics learning web2.0

shared by Mike Fortune on 04 Jun 10 - Cached
  • Joy Quah Yien-ling on 04 Jun 10
     
    Wow, thanks Mike. This is exactly what I have been looking for - although I did not know it until now! Combining Bloom's taxonomy with technology seems almost too obvious. But until someone takes the trouble to painstakingly match the thinking skills with the technology skills, things will continue to remain in the air. Thanks for sharing this important idea.
  • Mike Fortune on 04 Jun 10
     
    You're welcome Joy! Professor Pickett suggested I search it. I am also so glad to have found something like this, where new instructional technology forms can get the necessary reinforcement from a well regarded and widely used guide like Bloom's taxonomy. BTW I learn a great deal from your posts!
alexandra m. pickett

Sue's reflections ETAP687 - 1 views

srappazzo.edublogs.org

shared by alexandra m. pickett on 20 Jul 10 - Cached
  •   Perhaps that is why Professor Pickett mentioned she had a hard time with students that felt they had nothing to learn.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      : )
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      Nothing to learn??!! I am wondering what on earth those folks were expecting. This says nothing about the teacher. But is says volumes about the students. I think readiness is a key component in learning. When a student is not ready, there is nothing even the best teacher can do about it. There is also an attitudinal component in learning which some students lack.
  • “the aim of education must be the facilitation of learning”.
  • Though Rogers was referring to these traits in classroom, these same qualities apply to online learning and have been demonstrated by the Professor in the design of this course and in the breeze presentation explaining effective online learning.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      thank you for noticing. i can't think of a higher compliment. : )
  • ...5 more annotations...
  • For a while, I never thought I would get here!
    • Melissa Pietricola
      Melissa Pietricola on 01 Aug 10
       
      Good for you, Sue! You must feel relieved :)
  • spelling errors
    • Joan Erickson
      Joan Erickson on 08 Aug 10
       
      I have those, too! I wish Moodle had a spell-check. I couldn't even catch my own spelling errors when I proofread my own writing.
  • the finish line is still there right?
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      It keeps moving Sue. Thought I was done as well. So this is the meaning of "iteration". You're never done!
    • Sue Rappazzo
      Sue Rappazzo on 10 Aug 10
       
      Great point!
  • I have struggled with who I am as a “Teacher”.  I am a trainer, spoon feeding information for those to do their jobs.  A teacher brings students to the level of thinking for themselves…nurturing critical thinkers.  A very big part of me now questions my training. 
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      Sue, I think we all have to work with this issue. You are certainly not alone...You work with adults, so the role of a trainer is appropriate! :)
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      Sue, thank you for being such a great classmate and teacher to me. I've learned from you!
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 10
       
      brilliant observation!!
  • I feel I am now a teacher
  • Melissa Pietricola on 01 Aug 10
     
    "For a while, I never thought I would get here!"
Diane Gusa

Rubrics - 1 views

edtech.kennesaw.edu/...rubrics.htm

rubrics assessment learning teaching

shared by Diane Gusa on 13 Jul 11 - Cached
  • A rubric is an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score.
  • It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.
  • use a range to rate performance.
  • ...8 more annotations...
  • focus on measuring a stated objective
  • contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met (Pickett and Dodge).
  • improve students' end products
  • provide the scaffolding necessary to improve the quality of their work and increase their knowledge.
  • help students become better judges of the quality of their own work.
  • allow assessment to be more objective and consistent.
  • force the teacher to clarify his/her criteria in specific terms.
  • provide students with more informative feedback about their strengths and areas in need of improvement.
Diane Gusa

Ian August - Alex has teacher presence. - 1 views

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

ETAP640amp2011 online instructor 4 post

shared by Diane Gusa on 06 Jul 11 - No Cached
  • In this course we are experiencing our teachers presence in our discussions and that is a large part of her presence in the course. She is guiding our learning by questioning our thoughts, and asking for data to back up our opinions. And we are taking part in each students learning process, by reading their posts and reading Professor Picketts response.
Alicia Fernandez

A study of teaching presence and student sense of learning community in fully online an... - 0 views

www.sunyresearch.net/...Shea-Li-Pickett.pdf

teaching presence online community

shared by Alicia Fernandez on 29 Jul 14 - No Cached
  • cpcampbell88 on 29 Jul 14
     
    A study that relates the students sense of community and teacher presence to the level of learning
  • cpcampbell88 on 29 Jul 14
     
    A study that relates the students sense of community and teacher presence to the level of learning
  • Alicia Fernandez on 06 Aug 14
     
    Paper focuses on two components of a model for online teaching and learning -" teaching presence " and "community".
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
alexandra m. pickett

Feedback on ETAP 640 Blogs II - YouTube - 1 views

www.youtube.com/watch

shared by alexandra m. pickett on 17 Oct 19 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 17 Oct 19
       
      example sticky note.
  • Feedback on ETAP 640 Blogs II
  • #etap640 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • ...9 more annotations...
  • Feedback on ETAP 640 Blogs II
  • notes
  • 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • Feedback on ETAP 640 Blogs II
  • Feedback on ETAP 640 Blogs II
  • back for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • This is a comment.
    • alexandra m. pickett
      alexandra m. pickett on 17 Oct 19
       
      Example of a comment using the sticky notes feature and a highlight.
  • 1This is a comment.
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