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Michael Lucatorto

Teaching Standardized Courses: Advantages and Disadvantages | Faculty Focus - 0 views

www.facultyfocus.com/...s-advantages-and-disadvantages

standardized

shared by Michael Lucatorto on 23 Jun 11 - Cached
  • Yet there are those who feel “standardized” means “canned” — with no input from the teacher, and no opportunities for instructors to fully leverage their expertise, much less infuse their teaching style into the course.
  • In fact, she says, teaching an online course with some standardized content can carry with it certain instructor benefits, including: Allows you to spend less time preparing your online course Lets you focus your energies on teaching the course Enables you to teach a wider range of courses Gives your course a professional look and feel, with multimedia components that appeal to today’s students
  • Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor’s teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
  • ...1 more annotation...
  • “You’ll want to thoroughly familiarize yourself with the course you are going to teach, because if you don’t understand the content, approach, and principles of that course, you will find it hard to be an effective instructor,” Ko says. “Also find out what you can add or change in the course, whether that is your own commentary, additional resources, assignments, or discussion questions. Or it may be that your unique contribution will be in providing feedback and facilitating interaction in the class.”
  • Michael Lucatorto on 23 Jun 11
     
    Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor's teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
Donna Angley

MIT Open Courseware - 0 views

ocw.mit.edu/...readings

Module 4 assignment short story literature English

shared by Donna Angley on 07 Jul 11 - No Cached
  • What Makes a Short Story
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      I like this "introduction" to what makes a short story. I did something very similar in my course, so I feel like I'm on the right track.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 11
       
      how will you use this resource in your own online course donna?
    • Donna Angley
      Donna Angley on 28 Jul 11
       
      I hadn't thought about a group project for my course; however, after reading about these students writing and publishing a short story, it got me thinking. I was originally going to have my students do a final paper comparing two stories. Then I decided I wanted to do something different and a bit more collaborative. After seeing this website, I started to think about a group project more seriously. Then I thought I'd like it to be a little more hand-on like this course, and so it has morphed into a final group project where they can decided to either write a short story or create a multi-media presentation of a short story we've read. This website got me thinking about the project from the students' perspective. Giving them the choice to write or use multi-media is a better idea and will get the creative juices flowing. It also puts them more in control of what they want to do creatively.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jul 11
       
      brilliant!!! student perspective- student choice - control, creativity, innovation in student hands : ) !!!!
  • Silko, Leslie Marmon.
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      I am glad to see an American Indian writer included in the syllabus. I also included a story by Leslie Marmon Silko called "Lullaby."
  • ...7 more annotations...
  • Everyday Use Walker." I
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      I too included this story in my course. For those of you that might not know, Alice Walker is the author of "The Color Purple."
  • A Good Man is Hard To Find."
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      Again, I also included this particular story in my course. Flannery O'Connor has written many short stories, but this one is probably a "classic" within the genre.
  • Usage of Point of View
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      Point of view is the first thing a writer has to think about when preparing to write. Depending on the point of view, what is written and how it is written will be very different.
  • The Yellow Wallpaper."
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      This is an exaggerated account of the actual post pardom depression that the author suffered from after the birth of her daughter. Again, a classic short story that I have included in my course also under "point of view."
  • To Build a Fire Faulkner
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      I love that they too included this story. As you read it, you can't help but wonder how Jack London manages to keep describing his surroundings, which really don't change. He's a master.
  • Workshop
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      I like that there is a workshop component to this course, where it appears that students will go through the process of writing a short story. It also looks as if they might publish as well, or at least go through the process of publishing so that students can attempt to publish in the future.
  • Discussion of Getting Published in the Real World
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      Excellent resource for those students who are seriously looking at writing for a living.
  • Donna Angley on 07 Jul 11
     
    This class will focus on the craft of the short story, which we will explore through reading great short stories, writers speaking about writing, writing exercises and conducting workshops on original stories.
Teresa Dobler

Multitasking: Switching costs - 0 views

www.apa.org/...multitask.aspx

multitasking

shared by Teresa Dobler on 01 Jun 14 - No Cached
  • takes a toll on productivity
  • tries to perform two tasks simultaneously, switch . from one task to another, or perform two or more tasks in rapid succession
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      There are different "varieties" of multitasking. I have read elsewhere that you can't actually do two things at once, so when you are multitasking, you are, by definition, switching rapidly between two competing tasks. But the question still remains, is it bad to be consistently switching between two tasks?
  • switch cost -- one attributable to the time taken to adjust the mental control settings (which can be done in advance it there is time), and another part due to competition due to carry-over of the control settings from the previous trial (apparently immune to preparation).
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      Research found that you are less productive when switching between tasks.
  • ...3 more annotations...
  • As tasks got more complex, participants lost more time
  • often the need to remember where you got to in the task to which you are returning and to decide which task to change to
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      Another reason why switching is harder: you have to remember details about the other task, otherwise you have to rethink about them when you switch back, which takes up time.
  • relatively small, sometimes just a few tenths of a second per switch, th
J Robin Ward

Preparing Instructors for Quality Online Instruction - 1 views

www.westga.edu/...yang81.htm

shared by J Robin Ward on 12 Jun 10 - Cached
  • The major concerns are centering on the following questions: What will be the new role for instructors in online education? How will students' learning outcomes be assured and improved in online learning environment? How will effective communication and interaction be established with students in the absence of face-to-face instruction? How will instructors motivate students to learn in the online learning environment?
  • Instructors have many concerns about online education. Their primary concern is how online education changes their roles and responsibilities, and how they can adapt to this change. Online education is widely accepted as student-centered education, and the traditional education is regarded as professor-centered education. Due to a shift to online education, the instructor's role has become more of a facilitator than a traditional lecturer. Therefore, the traditional professor-centered educational environment and student-centered online educational environment will have many differences. Besides their role shifting, the role of the virtual instructor is to select and filter information for student consideration, to provide thought-provoking questions, and to facilitate well-considered discussion (Kettner-Polley, 1999).
  • Clark (2002) pointed out that online learner must be a constructivist learner. This suggests that the learner must be active in the process, cognitively complex and motivated. According to Clark , motivating factors in the learning process include self-reference, personal goals, control and autonomy . Howland & Moore's (2002) study examined 48 students' experiences in online environments. Their results confirmed that the students who were the most positive in their perceptions of online learning were those with attributes consistent with constructivist learners. The most positive students were more independent, proactive and responsible for their learning.
  • ...14 more annotations...
  • Alley and Jansak (2001) have also identified 10 keys to quality online learning. The authors suggested that online courses will be high quality when they are student-centered and when: Knowledge is constructed, not transmitted. Students can take full responsibility for their own learning. Students are motivated to want to learn. The course provides “mental white space” for reflection. Learning activities appropriately match student learning styles. Experiential, active learning augments the Web site learning environment, Solitary and interpersonal learning activities are interspersed. Inaccurate prior learning is identified and corrected. “Spiral learning” provides for revisiting and expanding prior lessons, The master teacher is able to guide the overall learning process. (p. 6-17)
  • nstructors may lack sufficient information on how well learners actually perform
  • how to appropriately use technology to serve an instructional purpose tends
  • they have to face the challenge of lack of direct interpersonal contact with students
  • the instructor to motivate students to adjust their roles when becoming an online learner
  • Since face to face instruction is usually eliminated in online classes, i
  • While arguments have been made in opposition to online education, there are proponents who are in support of this mode of instruction. They suggest that the lack of face-to-face interaction can be substituted by online discussions in bulletin board systems, online video conferences or on listservs (Blake, 2000). Online education can also promote students' critical thinking skills, deep learning, collaborative learning, and problem-solving skills (Ascough, 2002; Rosie, 2000). Donlevy (2003) asserted that online education may help schools expand curricula offerings with less cost and can help graduates gain important technology skills to improve their marketability. Proponents also argue that online education can encourage non-discriminatory teaching and learning practices since the teachers and students, as well as students and their classmates typically do not meet face-to-face. Palloff and Pratt (1999) have concluded that because students cannot tell the race, gender, physical characteristics of each other and their teachers, online education presents a bias-free teaching and learning environment for instructors and students.
  • academic dishonesty of online learners (Muirhead, 2000)
    • J Robin Ward
      J Robin Ward on 02 Jun 14
       
      This is one of the topics I expressed interest in -- need to take a look at the source.
  • several factors that may deter faculty from teaching online.
  • lack of professional prestige
    • J Robin Ward
      J Robin Ward on 02 Jun 14
       
      Similar to Rogers 2003.
  • While many critics have suggested that there is no sure way to hold students accountable for academic dishonesty, Heberling (2002) concluded that while maintaining academic integrity in the online instructional setting may be a challenging, many strategies may be employed to detect and prevent plagiarism, such as reversing an Internet search, tracking back to an original source.
  • 10 keys to quality online learning
  • Knowledge is constructed, not transmitted. Students can take full responsibility for their own learning. Students are motivated to want to learn. The course provides “mental white space” for reflection. Learning activities appropriately match student learning styles. Experiential, active learning augments the Web site learning environment, Solitary and interpersonal learning activities are interspersed. Inaccurate prior learning is identified and corrected. “Spiral learning” provides for revisiting and expanding prior lessons, The master teacher is able to guide the overall learning process. (p. 6-17)
  • Alley and Jansak (2001)
Jessica M

Open Up the Ceiling on the Common Core State Standards: Preparing Students ...: EBSCOhost - 0 views

web.a.ebscohost.com.ezproxy.niagara.edu/...pdfviewer

CCS Literacy 21Century

shared by Jessica M on 03 Jun 14 - No Cached
  • Jessica M on 03 Jun 14
     
    Online reading defined: locate information, critically evaluate, synthesize information, communicate
lkryder

ISTE Standards Essential Conditions - 0 views

www.iste.org/...essential-conditions

iste technology standards

shared by lkryder on 11 Sep 14 - No Cached
  • oactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community Empowered Leaders  Stakeholders at every level empowered to be leaders in effecting change Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources   Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources Ongoing Professional Learning Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas Technical Support  Consistent and reliable assistance for maintaining,  renewing, and using ICT and digital learning resources  Curriculum Framework Content standards and related digital curriculum  resources that are aligned with and support digital age  learning and work  Student-Centered Learning  Planning, teaching, and assessment centered around  the needs and abilities of students  Assessment and Evaluation  Continuous assessment of teaching, learning, and  leadership, and evaluation of the use of ICT and digital  resources  Engaged Communities  Partnerships and collaboration within communities to  support and fund the use of ICT and digital learning  resources  Support Policies  Policies, financial plans, accountability measures,  and incentive structures to support the use of ICT  and other digital resources for learning and in district  school operations  Supportive External Context  Policies and initiatives at the national, regional, and  local levels to support schools and teacher preparation  programs in the effective implementation of technology  for achieving curriculum and learning technology (ICT)  standards
  • Proactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community
  • Shared Vision
Jessica M

https://tspace.library.utoronto.ca/bitstream/1807/30005/1/The%20Reliability%2c%20Validi... - 0 views

tspace.library.utoronto.ca/...ity%20of%20Self-Assessment.pdf

Self-Evaluate Self-Assess

shared by Jessica M on 18 Aug 14 - No Cached
    • Jessica M
      Jessica M on 18 Aug 14
       
       Most frequently heard is the claim that involving students in the assessment of their work, especially giving them opportunities  to contribute to the criteria on which that work will be judged, increases student engagement in assessment tasks. 
    • Jessica M
      Jessica M on 18 Aug 14
       
      Other teachers argue that self-assessment has distinctive features that warrant its use. For example, self-assessment provides information that is not easily determined, such as how much effort students expended in preparing for the task.
    • Jessica M
      Jessica M on 18 Aug 14
       
      Still others argue that students learn  more when they know that they will share  responsibility for the assessment of what they have learned. 
alexandra m. pickett

Try College 101 « Saylor Academy - 1 views

www.saylor.org/...trycollege101

module 4 assignment ETAP640 college admissions success

shared by alexandra m. pickett on 20 Jul 14 - No Cached
  • However, having a sense of purpose that motivates you and a lifestyle that supports your ability to focus on your academic goals are the basic building blocks of success in college and beyond.
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      I love their attitude! It really speaks to their dedication to helping students succeed in a college atmosphere.
  • a new college student or a person considering a college education
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This is essentially a course that I could see being a sequel to my course! It talks about what you need to be successful in college; so once you get there, what do you need to know?
  • Reading: College Success
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This article is spectacular and it won't let me highlight within it because it is a pdf. But it gives many self-assessment surveys so students can learn where they stand in their college readiness.
    • Elena Buttgereit
      Elena Buttgereit on 29 Jul 14
       
      This article is spectacular and it won't let me highlight within it because it is a pdf. But it gives many self-assessment surveys so students can learn where they stand in their college readiness.
  • ...6 more annotations...
  • Learning Outcomes
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      I really like how they break down the learning outcomes by activity. I should do this more clearly in my class.
  • Unit 7: Academic Writing and Research in College
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This is something that students don't often understand coming into college and causes a lot of stress during the first semester. Students need to be aware of what is expected of them in college and anticipate the heavy reading and writing curriculum that college provides. This could help prevent a lot of failed assignments and help students keep up their confidence for learning.
  • first impression people have of you
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      Netiquette! Already incorporated in the unit!
  • Unit 12: The Social World of College
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This is another concern many students have while researching colleges. Introducing activities/readings like this could help to alleviate some of those worries.
  • ry College 101
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      There really isn't anything in this course that I don't like. I think it is all incredibly useful, and some of it can be incorporated pre-emptively so that college applicants are prepared and knowledgeable about the college experience.
    • alexandra m. pickett
      alexandra m. pickett on 11 Aug 14
       
      This is great, Elena, but i need you to add how you intend to use this resrouce in your course.
  • Try College 101
    • Elena Buttgereit
      Elena Buttgereit on 17 Aug 14
       
      I will use this page in the last module of my course, as a way to help students transition to being a student. I will probably use it as an extra credit assignment.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 14
       
      yay!! got it!!!
  • Elena Buttgereit on 20 Jul 14
     
    Module 4 assignment
  • alexandra m. pickett on 11 Aug 14
     
    Module 4 assignment
lkryder

How to Prepare Better Multiple Choice Test Items - 0 views

testing.byu.edu/...betteritems.pdf

tests questions quizzes

shared by lkryder on 03 Jul 14 - No Cached
  • lkryder on 03 Jul 14
     
    From Brigham Young.
lkryder

ETAP640amp2014: Are you prepared to change the way you teach? - 0 views

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

shared by lkryder on 28 Jun 14 - No Cached
  • 50 things to do in your course besides lecture
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
    • lkryder
      lkryder on 03 Jul 14
       
      Thank you - a funny thing happened with this. I was working with Bill on something and mentioned I use this in my training. He said he had no copy of it and asked me to forward. I had scraped it off the old SLN site and made a pdf of it for my faculty to use offline. So it is good to see there is a new source for this I can link to in my training. They do love this!
alexandra m. pickett

ETAP640amp2014: Are you prepared to change the way you teach? - 1 views

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

shared by alexandra m. pickett on 26 Jun 14 - No Cached
  • I’m beginning to think that maybe I’m doing some of my students a disservice in my face to face classroom
    • alexandra m. pickett
      alexandra m. pickett on 26 Jun 14
       
      EUREAKA!!!
alexandra m. pickett

ETAP640amp2014: Are you prepared to change the way you teach? - 0 views

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

shared by alexandra m. pickett on 08 Jul 14 - No Cached
  • While students naturally and instinctively know how to use social media,
    • alexandra m. pickett
      alexandra m. pickett on 08 Jul 14
       
      question this assumption!!
    • alexandra m. pickett
      alexandra m. pickett on 08 Jul 14
       
      support this assertion!!
Jessica M

ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT - 0 views

auspace.athabascau.ca/...ssessing_teaching_presence.pdf

Teacher Presence Online

shared by Jessica M on 14 Jul 12 - No Cached
    • Jessica M
      Jessica M on 18 Jul 14
       
      "The teacher shares responsibility with each individual student for  attainment of agreed upon learning objectives. The teacher supports and encourages participation  by modeling appropriate behaviors, commenting upon and encouraging student responses,  drawing in the less active participations, and curtailing the effusive comments of those who tend  to dominate the virtual space. "
  • Maria Guadron on 14 Jul 12
     
    "Teaching presence begins before the course commences as the teacher, acting as instructional designer, plans and prepares the course of studies, and it continues during the course, as the instructor facilitates the discourse and provides direct instruction when required"
  • Alicia Fernandez on 17 Jul 14
     
    Assessing teaching presence in online courses
Alicia Fernandez

Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop... - 1 views

jolt.merlot.org/Vol2_No2_TylerSmith.htm

attrition cognitive load first time online learners

shared by Alicia Fernandez on 03 Jun 12 - Cached
  • Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%,  and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.
  • learners in employment bring a different set of needs, strategies and motivations to the learning process.
  • frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
  • ...27 more annotations...
  • Employed adults tend to complete eLearning in their personal time due to workload pressures in the workplace and/or Internet access issues at work
  • Cognitive Load Theory
  • states that learning is initially processed in working memory
  • Learning complex or technically demanding material requires building mental models or cognitive schemas about the subject being studied or the skill being developed over time
  • Learning new material or a skill, for which a schema in long term memory is undeveloped or non-existent, can cause working memory to quickly overload its limited capacity. This overloading can result in a learner becoming highly anxious and losing confidence, which in turn can lead to the learning process, in effect, freezing and the learner being unable to continue.  
  •  “Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and emotional skills, which users need in order to function effectively in digital environments.”
  • It is this author’s experience in designing, developing and delivering several eLearning programmes to public sector employees in New Zealand, that a face to face workshop prior the start of the online distance course can make a significant difference to a first time eLearner’s perception and experience of eLearning. 
  • This type of pre-course face-to-face induction workshop can also be used to foster the group’s sense of itself, and to identify the individual participants and their backgrounds, along with their expectations and concerns. It is also helpful to have the course design, structure and philosophy explained and to discuss anxieties associated with beginning an online course.
  • The multi
  • al learning tasks of the first time eLearner
  • dimension
  • (1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.
  • come to terms with the computing technologies involved.
  • develop a mental model of the content structure and navigation system in order to find his/her way around
  • engage with the learning materials, readings, activities and assessments that make up a programme of study
  • Confronting the actual content and of becoming a learner again.
  • anxiety
  • abandon his/her existing mental model of what it is to be a learner in a formal learning situation
  • embrace a model based on a self-directed and motivated learner
  • undertake the learning tasks involved in interacting with peers via synchronous and asynchronous Computer Mediated Communication
  • Successfully negotiating this early experience depends very much on the relevant skills, circumstances, motivations and personal attributes of the learner. It follows then, that paying particular attention to how an eLearning course is structured and introduced and the manner in which the learner is inducted can make a very important difference in a learner deciding whether or not to engage and persist or to drop out. 
  • actually apprising learners of the issues of cognitive overload and how it is commonly experienced would go some way towards inoculating learners against its more pernicious effects.
  • Supporting learners till they are over the initial “eLearning learning-curve hump”, may involve a seemingly high level of resource and effort on the part of the course facilitator and associated programme administration staff, but the payoff is that fewer learners will drop out at the early stage.
  • Actively supporting, encouraging, gently cajoling and following up on learners who seem to be struggling will help to keep wavering learners in the course.
  • In terms of the actual course design and the structure of the materials and learning activities, then it is a useful practice to aim to start slowly and build the course tempo over time.
  • The one area where something may be done to reduce attrition is in the early stages of an online course.
  • Cognitive overload is a likely contributor to high drop out rates, particularly where those withdrawing do so within the first few weeks of the start of a course.  Greater levels of persistence and completions may be achieved if learners are supported to anticipate, prepare for, recognise and recover from the cognitive burden they may experience as first time eLearners.   
  • b malczyk on 22 Jun 12
     
    Looks at why some students don't make it through online courses- many first time online students are unsure what to expect and are just overwhelmed by the whole experience.
  • Irene Watts-Politza on 07 Jul 12
     
    The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.
  • Alicia Fernandez on 12 Aug 14
     
    Attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control.
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