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Hedy Lowenheim

1091 Ten Best Practices for Teaching Online - 0 views

cgi.stanford.edu/...posting.php

education learning teaching online technology

shared by Hedy Lowenheim on 21 Jul 13 - No Cached
  • The posting below looks at best practices for teaching online.
  • Why is presence so important in the online environment? When faculty actively interact and engage students in a face-to-face classroom, the class evolves as a group and develops intellectual and personal bonds. The same type of community bonding happens in an online setting if the faculty presence is felt consistently.
  • Hedy Lowenheim on 21 Jul 13
     
    "Community building is the focus of much research in online learning (Brown, 2001; Rovai, 2002; Shea, 2006)."
Daniel Hacker

EBSCOhost: Ditch the calculators - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

shared by Daniel Hacker on 18 Aug 13 - No Cached
  • Daniel Hacker on 18 Aug 13
     
    Many teachers as well as students insist, ``Why shouldn't we use calculators? They'll always be around, and we'll never do long division in real life.'' This may be true. It's also true of most math. Not many of us need to figure the circumference of a circle or factor a quadratic equation for any practical reason. But that's not the sole purpose of teaching math. We teach it for thinking and discipline, both of which expand the mind and increase the student's ability to function as a contributing individual in society: the ultimate goals of education.
Alicia Fernandez

The Development of a Community of Inquiry over Time in an Online Course: Understanding ... - 0 views

files.eric.ed.gov/...EJ837483.pdf

Community of Inquiry teaching presence social presence cognitive presence

shared by Alicia Fernandez on 15 Jun 14 - No Cached
  • Alicia Fernandez on 15 Jun 14
     
    The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students' perceived learning and satisfaction in the course. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction.
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
cpcampbell88

Evaluating Flipped Classrooms - 2 views

mublog.marymount.edu/...ractices-Flipped-Classroom.pdf

flipped classroom

shared by cpcampbell88 on 07 Jun 14 - No Cached
  • cpcampbell88 on 07 Jun 14
     
    Flipped Classrooms provide students with lecture before entering the classroom. This article provides feedback for teachers on how to implement a flipped classroom but also asks thought provoking questions about the practice.
kasey8876

The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Le... - 0 views

www.technologysource.org/...274

teaching online

shared by kasey8876 on 22 Jun 14 - No Cached
  • kasey8876 on 22 Jun 14
     
    'Seven Principles for Good Practice in Undergraduate Education' have long served educators. Now a team of scholars from Indiana University's Center for Research on Learning and Technology has adapted the seven principles to online teaching and learning.
Alicia Fernandez

A CONSTRUCTIVIST MODEL FOR THINKING ABOUT LEARNING ONLINE - 0 views

www.rcet.org/...constructivist_theory.pdf

constructivist model online learning

shared by Alicia Fernandez on 25 Jun 14 - No Cached
  • Alicia Fernandez on 25 Jun 14
     
    This paper provides a brief overview of constructivist learning theory and explores its implications for instruction in terms of the design of online learning environments that are learner-centered, knowledge-centered, assessment-centered, and community centered. It then presents a model for organizing thinking about technology-mediated learning within a social constructivist frame. The RCET model distinguishes three interacting domains of knowledge construction -- conceptualization, representation, and use --within which the unique affordances and constraints of the online medium and their effects on learning can be scrutinized. It is hoped that so narrowing the focus of inquiry might guide research to pursue findings which can meaningfully inform practice and advance online learning.
lkryder

Annie Murphy Paul: Why Teaching Someone Else is the Best Way To Learn | TIME.com - 0 views

ideas.time.com/...the-protege-effect

teaching teachable agents technology

shared by lkryder on 21 Jul 14 - No Cached
  • Above all, it’s the emotions elicited by teaching that make it such a powerful vehicle for learning. Student tutors feel chagrin when their virtual pupils fail; when the characters succeed, they feel what one expert calls by the Yiddish term nachas. Don’t know that word? I had to learn it myself: “Pride and satisfaction that is derived from someone else’s accomplishment.”
    • lkryder
      lkryder on 21 Jul 14
       
      Nachas is a word used in gaming as mentoring, teaching presence from players is common
  • On a subsequent test of their skills, the students who had observed agents using rules of reasoning to solve a problem “significantly outperformed” students who had only practiced applying the rules themselves.
  • A 2009 study of Betty’s Brain published in the Journal of Science Education and Technology found that students engaged in instructing her spent more time going over the material and learned it more thoroughly.
  • ...1 more annotation...
  • The benefits of this practice were indicated by a pair of articles published in 2007 in the journals Science and Intelligence. The studies concluded that first-born children are more intelligent than their later-born brothers and sisters and suggested that their higher IQs result from the time they spend showing their younger siblings the ropes. Educators are experimenting with ways to apply this model to academic subjects. In an ingenious program at the University of Pennsylvania, a “cascading mentoring program” engages college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic.
  • lkryder on 21 Jul 14
     
    Protege effect and some interesting information on "teachable agent"
  • lkryder on 21 Jul 14
     
    interesting to think of the technology as the component the student teaches, rather than as the teaching/teacher presence
Joan Erickson

Socratic Dialogue - 0 views

www.sfcp.org.uk/socratic_dialogue.htm

shared by Joan Erickson on 26 Jun 10 - Cached
  • Joan Erickson on 26 Jun 10
     
    example of socratic practice
Joy Quah Yien-ling

Creative Use of Podcasting in Higher Education and Its Effect on Competitive Agency - 0 views

www.eric.ed.gov/...detailmini.jsp

shared by Joy Quah Yien-ling on 05 Jun 10 - Cached
  • Joy Quah Yien-ling on 05 Jun 10
     
    Creating podcasts seems to enhance retention, understanding of and engagement with course content. Lazarri (2009) found that "full-time students co-involved in lessons' podcasting outperformed colleagues of the previous years and achieved higher levels of what we define as competitive agency, that led them to better understand the theoretical issues of the course and to more effective practical skills."
Joan Erickson

LD OnLine :: Technology-Supported Math Instruction for Students with Disabilities: Two ... - 0 views

www.ldonline.org/...es_of_Research_and_Development

shared by Joan Erickson on 01 Jul 10 - Cached
  • One kind of cognitive task that can be offloaded to a computer is converting text, symbols, and mathematical notations. These tools can support students who have difficulty decoding text and symbols
  • Too often, special education students study mathematics by first learning isolated skills. Then they apply these skills by solving narrowly defined math problems that are purported to provide practice for these skills. Unfortunately, this strategy often leads to the practice of rote procedural skills
  • inert knowledge
  • ...3 more annotations...
  • students may have the mathematical knowledge and procedures they need but may be unable to use them because they lack the conceptual understanding that allows them to match their knowledge to the problem situation
  • anchored instruction
  • declarative, procedural, and conceptual.
  • Joan Erickson on 01 Jul 10
     
    LD strategies for math education
Amy M

Evaluation of Evidence-Based Practices in Online Learning - 3 views

www2.ed.gov/...finalreport.pdf

shared by Amy M on 14 Jun 10 - Cached
  • Joy Quah Yien-ling on 14 Jun 10
     
    This report, published in 2009, is a very comprehensive meta-analysis and review of online learning studies commissioned by the U.S. Department of Education Office of Planning, Evaluation, and Policy Development.
  • Amy M on 10 Jun 12
     
    US DoE report on Online Learning
alexandra m. pickett

etap687 Joan Erickson - 3 views

joanerickson.edublogs.org

shared by alexandra m. pickett on 23 Jun 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 23 Jun 10
       
      Brilliant! i love how you have made your thinking visible to me here!!!
  • 2) leaving my comfort zone and exploring methods I had little training in. 
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      i am so glad you choose #2, joan!
  • ...23 more annotations...
  •  Synthesizing and formulating a mini-thesis is where learning becomes meaningful for me; this is where mere information becomes MY knowledge
    • Shoubang Jian
      Shoubang Jian on 18 Jul 10
       
      Well said. I couldn't agree with you more.
  • Then I think about the etap course now.  The teaching presence is so apparent.  I see it from the professor in the way shes asks questions and my classmates in their posts.  I listen to the exemplar courses interviews and think “wow, it must be interesting to be in that course!”
  • I don’t really care how students categorize me as a certain type or style of teacher.  I want to know if I am a good teacher in terms of challenging students to obtain knowledge. 
  • ” yeah, Joan Erickson is not easy but she can get you to do really good work.  And you know you are learning stuff in her class.”  
  • learning.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      don't forget to self assess : )
  • But does it make sense to a novice learner’s eye?
  • I love my subject, but I have failed to utilize the human nature to my advantage.  I forgot how powerful social interaction, motivation (how to engage), and the need to feel ownership can be in helping students learn. 
    • Sue Rappazzo
      Sue Rappazzo on 21 Jul 10
       
      This is very moving Joan. You must be a great teacher to think this way.
  • I don’t know yet if my online students will step up to the plate, actively and enthusiastically contribute what they know to the community.
    • Francisca Capponi
      Francisca Capponi on 21 Jul 10
       
      Hi Joan (4) I have the same fear, I think they will be more slow that we expect, so we have to be patient, and encourage them to participate at first, and wait till they feel comfortable participating, but I hope it will work after a while!
  • Kind of like a wedding planner who walks through the empty reception hall and can foresee the problems with lighting, photography, food, and traffic pattern…  I am the course designer, it is my job to minimize any possible glitches.  It is my job to provide students with a doable and engaging learning environment.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 10
       
      exactly!!
  • I see more clear vision of myself as an educator.  During this summer course I was confronted with questions that challenged my teaching practices. I started asking myself why I wouldn’t try to trust my students more, let them develop the social presence in the f2f class?  What was the harm in that I wouldn’t even consider trying it?
  • I’ve finally made the connection between theory and application.  I witnessed firsthand the benefit of social constructivism.  It can be done.  Our etap687 course is a living proof.
  • I understand myself better as a learner.  This course pushed me to think honestly what I truly want to do. 
  • Taking education courses  is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas.  I needed it.  It’s reshaped my outlook on teaching.
  • For weeks and weeks I was obsessed with making Jing videos, trying new communication tools. 
  • have 2 weeks left.  I want to make a difference.  I CAN make a difference.  I can use the web 2.0 applications as my allies.  There is enough time for me to plan and implement changes in the f2f courses before school starts.
  • My reflecting puddle may seem small, because there is so much to learn and I’ve just begun.  But my puddle is deeper and its water runs clearer now.  Taking education courses  is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas.  I needed it.  It’s reshaped my outlook on teaching.
  • 2 weeks ago I wrote my tagline on this blog as my “reflecting puddle”.  I still think it’s a puddle; it is still small(but so much deeper!).  I can recount the discoveries on this etap687 journey when I stare into the puddle.  I see the following things:
  • ’t believe we are coming to the end of this course.  It wasn’t that long ago I was installing diigo toolbar, signing up for voice thread, and setting up this blog site.
  • Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching. 
  • My self efficacy is low.  Does it matter in the end?  I only have two  options:  If I cant’ seem to do the work, I should leave the course.  Or, I try with my darnedest effort, and see where I land. Time to take a chance!  I think I will have a lot to gain!
  • So this is what I’m gonna do:  I will blog here periodically and document my journey in the Ed Psych course.  Let’s see if I can be honest with myself.  Learn because life in general is interesting and worth exploring, and I can’t capture all on my own.  So I go to the experts and learn knowledge from them.
  • For weeks and weeks I was obsessed with making Jing videos, trying new communication tools.  I thought WOW, these are the coolest things I’ve learned this summer!  Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching.  What other tasks should be let go in order to make room for the new things in my practice?  What educational principles do I base on to justify the changes?  What kind of measured learning outcomes and students’ perceived learning do I anticipate after the changes are implemented?
    • alexandra m. pickett
      alexandra m. pickett on 29 Jun 11
       
      hi joan!
  • I added several communication tools.  I want the students to feel that I want to talk to them.  I want them to hear and see me.  (again, teaching presence and social presence.)
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 11
       
      good point
Sue Rappazzo

Teaching versus training - 0 views

www.ibm.com/...3810.html

training teaching

shared by Sue Rappazzo on 26 Jun 10 - Cached
  • Last term I asked my students to provide feedback on the software engineering course I teach. One student reported that, although he liked the course and appreciated that I'd spent most of my career in the "real world," many times he felt that I was doing corporate training rather than teaching.
  • For many years of my business career, it was my responsibility to train clients on the best ways to use the products and services my company sold them. My student's remarks led me to ask myself many questions. Was I really still behaving like a trainer? What assumptions was I making about teaching and my primary responsibility to my students? And fundamentally, what is the difference between teaching and training? In this column I'd like to share my thoughts on these issues and examine how teaching and training are viewed differently in the halls of academia from in corporate boardrooms. Perhaps this will help you think constructively about what your organization values in its employees and what it does to further their professional development.
  • each has many alternate definitions, including: To cause to know something To guide the studies of To impart the knowledge of To instruct by precept, example, or experience Definitions for train are: To form by instruction, discipline, or drill To make prepared for a test of skill
  • ...1 more annotation...
  • Everything we do in our lives requires a balance between two things or more - a compromise. This column talks about the balance between theory and practice, so it is appropriate to consider that balance with respect to training and teaching. In my January 2004 column, I explained how I am seeking the right blend of theory and practice in my software development courses. My primary job is to prepare students for the rest of their working lives and help them succeed in their careers. So I first have to ensure that they learn fundamental principles and then teach them to use specific tools and techniques as time allows.
Joan Erickson

http://lsquaredmath.us/vectorDefn/ - 0 views

lsquaredmath.us/vectorDefn

module 4 assignment

shared by Joan Erickson on 19 Jul 10 - Cached
  • Joan Erickson on 19 Jul 10
     
    practice on making a vector----a possible student tutorial link if necessary I think it's too easy, it's not very helpful without the magnitude. Most students have seen vectors in their static and material strength class
Joan Erickson

ekbikewheels3.html - 0 views

www2.edc.org/...ekBikeWheels3.asp

module 4 assignment

shared by Joan Erickson on 19 Jul 10 - Cached
  • Joan Erickson on 19 Jul 10
     
    practice on angular velocity---OK but not the best
Aubrey Warneck

Peer Coaching: An Innovation in Teaching - 0 views

kolea.kcc.hawaii.edu/...meyer.html

coaching education peer couching peer teaching teaching

shared by Aubrey Warneck on 21 Jul 08 - Cached
  • TWO TYPES OF PEER COACHING: THERE'S SOMETHING FOR EVERYONE There are two general ways to participate in peer coaching, specific and non-specific. For specific participation, the teacher wants help with certain, pre-determined issues. If they are uncertain about where they most need help, such participants may want to first get videotaped and view the tape critically to help them identify their problem areas. Even teachers who can't get videotaped should try to think about what they would like to improve about their teaching. The peer coaches should pay particular attention to these issues while observing their partner's classes. In non-specific participation, the teacher wants an outsider to come and (1) help determine areas for improvement and/or (2) comment on the teacher's general approach. This form of participation may be ideally suited to experienced teachers who merely want general comments or for those who seeking help in a more general sense. In some ways, non-specific participation is like the "teaching consultants" discussed earlier.
    • Aubrey Warneck
      Aubrey Warneck on 21 Jul 08
       
      This type of peer coaching was used between two educators in which they observed one another and offered feedback about how they could improve classroom performance and teaching,
  • Peer coaching is an innovation that helps teachers improve their teaching. It is intended to be a mutually reciprocal process where two peers attend each other's classes and help each other enhance and enrich their methods of instruction. Because it is not based in formal evaluations, program participants have reported making more long-lasting changes than those based on more evaluative approaches. Peer coaching is a program that can be implemented in a variety of educational settings from elementary to collegiate levels.
    • Aubrey Warneck
      Aubrey Warneck on 21 Jul 08
       
      This paragraph notes that there are long term effects of using peer coaching and that the strategy can be applied to many educational environments.
  • Aubrey Warneck on 21 Jul 08
     
    A research article exploring the effects of peer coaching when used between educators in evaluating and improving classroom practices.
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