Skip to main content

Home/ ETAP640/ Group items tagged rights

Rss Feed Group items tagged

11More

Reflections | Just another Edublogs.org site - 1 views

  • However, I do wonder about exactly how this survey was implemented in order for it to valid.
    • alexandra m. pickett
       
      we collected demographic information from every single student that was an online student that term. It was a survey that they hand to fill out to get access to their course. we had 100% response rates. so these are real numbers.
  • Somtimes I just have to tell myself “I Think I Can”
    • alexandra m. pickett
       
      I KNOW you can !!!
    • alexandra m. pickett
       
      Victoria! i am so glad that you are considering using bloggin in your course. Your reflections on the benefits and your insights on this aspect of the course and how it applys to you and might apply to your future students are astounding to me. Thank you for making your thinking visible to me. Als, your observation of the Social Presence afforded by Moodle with the simple little addition of an icon/avatar that represents the individual and its comparison to FB is brilliant. Well done!
  • ...6 more annotations...
  • My experience as a student was that I was focused on my routines from the other class and interpreting feedback to what I was thinking Alex meant and it wasn’t the same.  Then, we I began to trust Alex’s words and it became clear to me that she wanted to use to think deeper about the questions.
  • My question is how do we get our students motivated to think critically when, students just want to get the right answer?
  • In this process I learned a lot about myself as a learner and teacher.  I really need to promote more critical thinking activities and discussion.  It is very hard especially, with the children who I teach because they just want to get the right answer and have no motivation to further discuss any math concepts.
  •  I also need to think more critically as a person and a teacher.  In my school we put a lot of the blame on the parents because the parents don’t help students at home.  Meanwhile, many of these families can’t do it because they don’t know how the do the homework assignment, can’t read English, or are working.
  •  I know I have learned this because now I have a deeper appreciation in using technology as a learning tool.
  • What hindered my learning was time.  This course was a big adjustment in how much time I needed to set aside for this course.  I feel as though my school activities got in the way.  I really put too much on my plate this year as far as being involved in school activities.  This coming school year I am not going to do as much so I can focus more on taking the online courses.
26More

I am a high school librarian continuing my education to keep my library updated with tr... - 2 views

  • introduction post counted (which apparently it didn’t) that now I am behind.
    • alexandra m. pickett
       
      Most initial posts are personal opinion/social and so don't generally get high ratings according to the rubric. I like to give you the first couple of posts as low pressure intros so that you can get the hang of the rubric and my feedback.
  • I did that wrong too
    • alexandra m. pickett
       
      my hope is that you will push through your feelings and look to see what insight you can gather that will help you succeed as a student and as an educator.
    • Danielle Melia
       
      I'm trying but just when I feel like I have a grip I realize I did something else wrong!
  • I enjoyed being able to observe the exemplary courses also.
    • alexandra m. pickett
       
      what did you learn from your observations?
  • ...11 more annotations...
  • The cool thing is that I was able to show him some things that Alex showed me that he didn’t know, I looked like a rock star:)
    • alexandra m. pickett
       
      that is awesome!
  • I know it hasn’t been utilized much or for a long period
  • research
  • Research is a difficult topic to entice high school student with.
    • alexandra m. pickett
       
      question that assumption
  • I think the digital age is reducing the amount of human interaction and students are losing out on the social aspects of school.
    • alexandra m. pickett
       
      question that assumption
  • online learning in k-12 students
  • part.
    • alexandra m. pickett
       
      self assess!
  • am having a hard time picturing my unenthusiastic, too cool for that, high school students being responsible enough to take an online course.
  • community.
    • alexandra m. pickett
       
      There are guiding questions for these reflections that i don't see in your posts for this module and you need to self assess.
  • August 4, 2012
  • Right now I am very frustrated. I have tried very very hard to listen to all of Alex’s comments throughout the semester and make changes based on her criticisms. My course when reviewed needed a lot of work but she expressed being frustrated that I didn’t take her advice when I am always careful to do that. I am not sure if I misunderstood or maybe it was the way things were worded. She had mentioned changing the names of my module’s during one of the previous assignments but in my course review she said she was frustrated because I didn’t listen about changing names of discussions and forums, when in fact, I changed the names of the modules like we had discussed. We never discussed discussion or forum names. I think these issues are issues that need to be addressed when learning about teaching online. Without having a face to face discussion misconceptions are not always cleared up right away and could cause problems later.
9More

Malczyk Mirror | Am I an online learner or an online teacher? - 1 views

  • access to highspeed internet
    • alexandra m. pickett
       
      huge assumption
  • Perhaps the mark of an effective teacher is not that there students have all the right answers but that there students know how to ask the right questions.  
  • I appreciate the chance to reflect and recognize that the “me” that comes out in the blog is different than the “me” in the discussion area. I want my students to have various opportunities to express themselves.
  • ...5 more annotations...
  • reveals things about myself.
  • his has been a great exercise to realize that my personal preferences are not likely everyone else’s preferences and should therefore be thought through.
  • I really believe that this course has taught me important skills because I was required to actually use the skills I was learning about.
  • when I am able to direct the topic of my learning I am more engaged. It becomes a joy to find additional resources instead of chore. Online courses offer a unique aibilty to have more individually focused learning in discussions that I have greatly benefitted from during this semester.
  • . My learning was enhanced when I sat down and made time for the course. Even though it is an online course, I had to treat it at times like a traditional course and block out an hour or two or three as if it were a class time. Then I was much more productive. Setting aside time for online courses is a must as many others have recognized. 2. If my life was sufficiently complex to hinder learning, how much harder it must be for young students who face much more challenging conditions. I have a very supportive wife and family, a car to get from place to place, an office and access to fast reliable internet. Many youth who we criticize for dropping out or doing poorly in school have no such supports or access. They live in unsafe conditions, lack examples and role models and may even be lacking basic necessities of life like food and safe shelter. These conditions are the real hindrances to learning and have been recognized as such for some time.
1More

VoiceThread - Conversations in the cloud - 0 views

  •  
    Stifter uses VoiceThread with children who are deaf and use sign language to communicate with each other. Remember to use the arrow on the bottom right to view the rest of the VoiceThread including children's responses.
55More

The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views

  • Students are empowered to learn on their own and even to teach one another.
    • Erin Fontaine
       
      Students are made accountable for their own education and are able to reflect on what they are learning.
    • Heather Kurto
       
      Students work together with professors to create a learning style that meets their needs. The students guide information that is important to them making the experience meaningful.
  • Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
    • Erin Fontaine
       
      I have seen my own students achieve better comprehension when they are able to see the information through the eyes of their peers rather than my perspective.
    • Irene Watts-Politza
       
      This also supports Shift 4 in ELA Common Core which calls for students to have "rich" conversations centering on a text.
  • When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
    • Irene Watts-Politza
       
      This expectation is supported by the online instructor's facilitation of discourse and intellectual leadership, identified by Jones et al. as two aspects of teaching presence.
  • ...27 more annotations...
  • On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
    • Irene Watts-Politza
       
      This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
    • Teresa Dobler
       
      I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
  • They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
    • Irene Watts-Politza
       
      Bodes well for gobalization of education, especially when supported by language conversion apps.
    • Teresa Dobler
       
      Reminds me of a community of inquiry model. See Garrison, Anderson, and Archer, 2000.
  • thrilled
    • Irene Watts-Politza
       
      This is indeed the perfect verb for this experience!
  • The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
    • Irene Watts-Politza
       
      As online learning increases at the secondary level, is it possible that responsibility for curriculum development will become an APPR bargaining issue under the Regents Reform Agenda?
  • the best way to teach students how to write more effectively is to have them write more often.
    • Erin Fontaine
       
      One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
    • Teresa Dobler
       
      Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
  • Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
    • Amy M
       
      This is a huge factor is accessibility for adult-learners.
  • Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
    • Amy M
       
      I wonder what the limit on class size is for an online course to feel "intimate."
  • In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
    • Heather Kurto
       
      This is huge for online learning. Students are able to thoughtfully respond which deepens discussions.
  • . Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
    • Teresa Dobler
       
      How do we make the jump and empower students to actually take on the role as a teacher?
  • explain, share, comment upon, critique
  • explain, share, comment upon, critique
  • unresearched responses in the limited time
  • unresearched responses
    • Teresa Dobler
       
      I personally have seen a big difference in my thought and contributions when given time to think, research, and craft a response to an argument.
    • sherrilattimer
       
      There is also something to be said abou the "delete" button. Once you say something, you cannot undo it.
  • can refer to their course materials and think through their answers
    • efleonhardt
       
      I think this is a very important piece of online learning I hadn't thought about t before. When students are online they are able to actually process the information and not be afraid if they're processing skills are slower than other students.
    • Teresa Dobler
       
      The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
  • However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
  • On average, online courses are far more writing-intensive than traditional classes have ever been.
  • he first response that comes to mind rather than the best possible response
    • George Dale
       
      and you don't have the, "Doh! I should have said ..." as you're walking out of the classroom.
  • Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
  • Geared to lifelong learning
    • George Dale
       
      While I'm not a LMS hater, I do see this as a problem in the way LMSs keep a death grip on the content and learning. I'd like to develop a plugin for Balckboard that allows a student to easily "pack up" and take their work with them as they complete a course.
  • as a result of the relative anonymity
    • George Dale
       
      It's almost ironic that the initial anonimity can lead to deeper connections relative to F2F interactions.
  • online education can be done well,
    • George Dale
       
      It seems that some examples that are used to demonstrate a poor online course are often as good as a "normal" (i.e. F2F) class. Being as good as a traditional lecture class is a low bar to set.
    • Arnaldo Robles
       
      I can see this serving as a useful tool for writing activities!
  • In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
    • Arnaldo Robles
       
      I like this!
  • develop course materials among themselves in a manner rarely seen in the F2F classroom.
    • dkiesel
       
      In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session.  But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something. 
  •  
    Sorry I didn't want these to go public. These were just my notes to myself so that I could further do some research. Is there a way to remove these or make these private again. Guess I'm still testing the water.
5More

6 Ways Google Docs Supports Collaboration In The Writing Process - 1 views

  • “Today’s young people are using a range of digital tools to compose and create in new and exciting ways. It is a game-changing moment for teachers of writing. The very notion of what it means to write is shifting, and educators are faced with adapting their teaching practices to integrate new technologies while redefining writing and learning for the 21st century.”
  • Docs provide support for collaboration in real time so students and teachers can have a virtual mini-conference about the work in front of them from any location if the timing is right.
  • quickly pinpoint the suggested revision
    • Teresa Dobler
       
      The feedback draws attention right to the point that needs to be corrected. In other systems, I have seen all the feedback at the beginning or end, which makes it more difficult for students to make corrections. This is also more formative than an overall rubric, where again students have to hunt through for where the corrections are actually needed. The more work students need to do to correct, the less likely they are to do so.
  •  
    Using Google Docs to collaborate
8More

Jing, screenshot and screencast software from TechSmith - 1 views

    • b malczyk
       
      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
       
      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
       
      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
       
      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.
  •  
    jing- screen shots on to use blackboard
2More

WebTools4u2use - Finding the Right Tool - 0 views

  •  
    This is a wiki listing which online tools to use based on task, product or even cognitive level.
  •  
    If you're looking for ideas on implementing new Web 2.0 applications, this is the place to go.
4More

ETAP640amp2014: What is one question you have about effective online course design? - 0 views

  • wikis are a useful instructional tool when used under the correct circumstances.
    • alexandra m. pickett
       
      i couldn't have said this better myself. you can use a chisel to crack a rock or sculpt, what you get depends on whether or not it is Michaelangleo tapping it with the hammer.
  • Students were not asked to collaborate
    • alexandra m. pickett
       
      using the right tool for the right job is key.
5More

Microsoft Educator Network - Hot Topics : Personalized Learning : Flipped Learning: tec... - 0 views

  • . Understanding the details of the world in which a learner lives allows the learner to the ability to shape and manipulate that world to his advantage. Content mastery must be accompanied by healthy relationships in a learning community that fosters curiosity within learners. Focusing only upon content can lead to a cold, rote learning environments; spending all our energies on relationships can be done at the expense of content mastery; and developing curious learners without strong relationships can lead to learning in isolation. Essentially, the flipped learning approach allows teachers to spark interest, provide initial exposure, and deliver content through easy to make teacher created video so class time can be used to foster healthy relationships and engage students in higher levels of cognition to help ignite curiosity. Simply using video as a teaching tool will not fundamentally change a classroom. But rethinking how class time can be used for things other than direct instruction and lectures will transform a classroom from a teacher-centered instructional environment to a learner-centered laboratory of learning. Flipped learning is a transitional tool for teachers who know they want to move the attention away from themselves and on to student-centered learning. Flipped learning is not an end, but a means to greater teaching and deeper learning. You can read more about Flipped Learning in our upcoming book: Flipped Learning: Gateway to Student Achievement which can be pre-ordered here: Jonathan Bergmann &amp; Aaron Sams Flipped Learning, Gateway to Student Achievement, Bergmann, Sams piln.hottopic.onPostDisplayInLineLoaded(); Pictures and videos var thumbRatio = [1, 1]; $(function () { initializeGallery('/Gallery/Media/', '138408f4-616a-4cc9-ab2c-9e7543cf50e4') }); Cover of Jon Bergmann &amp; Aaron Sams' book: Flipped Learning $('.galleryDescription').hide(); $('#bigImage').load(function () { var newHeight = $('#bigImage').height() + $('.galleryDescription').height() + 60; if (newHeight < 360) { newHeight = 360; } $('#progressbar').hide('blind', {}, 300); $('#loading').animate({ height: newHeight + 'px' }, 300); $(this).fadeIn('slow'); }); $('.galleryDescription').fadeIn('slow'); gallery created by Jon Bergmann {{if error}} ${name} ${sizef} Error: {{if error === 1}}File exceeds upload_max_filesize (php.ini directive) {{else error === 2}}File exceeds MAX_FILE_SIZE (HTML form directive) {{else error === 3}}File was only partially uploaded {{else error === 4}}No File was uploaded {{else error === 5}}Missing a temporary folder {{else error === 6}}Failed to write file to disk {{else error === 7}}File upload stopped by extension {{else error === 'maxFileSize'}}}The resolution of this image is too big {{else error === 'minFileSize'}}The resolution of this image is a little small. The minimum size is 160x160 {{else error === 'minResolutionSize'}}The resolution of this image is a little small. The minimum size is 160x160 {{else error === 'tooWide'}}This image is too wide for our gallery to display correctly. You will need to replace it with something that is proportional to your monitor. {{else error === 'tooTall'}}This image is too tall for our gallery to display correctly. You will need to replace it with something that is proportional to your monitor. {{else error === 'acceptFileTypes'}}Filetype not allowed {{else error === 'maxNumberOfFiles'}}Max number of files exceeded {{else error === 'uploadedBytes'}}Uploaded bytes exceed file size {{else error === 'emptyResult'}}Empty file upload result {{else}}${error} {{/if}} {{else}} {{if thumbnail_url}} {{/if}} {{/if}} {{if type === 'image'}} ${description} $('.galleryDescription').hide(); $('#bigImage').load(function () { var newHeight = $('#bigImage').height() + $('.galleryDescription').height() + 60; if (newHeight < 360) { newHeight = 360; } $('#progressbar').hide('blind', {}, 300); $('#loading').animate({ height: newHeight + 'px' }, 300); $(this).fadeIn('slow'); }); $('.galleryDescription').fadeIn('slow'); {{html ""}} {{else}} ${description}
  • a situation in which lower order thinking is removed from whole-class teaching time and placed upon the individual regardless of whether video or any other technologies are being used.
  • Content is important in that it is the structure upon which learning is built
  • ...2 more annotations...
  • Content mastery must be accompanied by healthy relationships in a learning community that fosters curiosity within learners.
  • so class time can be used to foster healthy relationships and engage students in higher levels of cognition to help ignite curiosity
11More

Moodle - Creating a Quiz - 0 views

  • &nbsp;In “Adaptive mode” under Question behavior-- "How questions behave" drop down menu, students can immediately submit an answer to an individual question, receive feedback, and attempt it again if they answered it incorrectly. Incorrect answers will receive a penalty determined by the “Penalty factor” that you specify in each question’s settings.
    • lkryder
       
      Here is a great way to include formative assessment and student feedback loops adaptively in the online course
  • Here you may select the group mode for the quiz and if the quiz is visible to students right away. &nbsp;An ID number for the activity may also be entered. &nbsp;This number will be used as a way to identify the quiz for grade calculating purposes.
  • An ID number for the activity may also be entered. &nbsp;This number will be used as a way to identify the quiz for grade calculating purposes.
  • ...6 more annotations...
  • An ID number for the activity may also be entered. &nbsp;This number will be used as a way to identify the quiz for grade calculating purposes.
  • &nbsp;An ID number for the activity may also be entered. &nbsp;This number will be used as a way to identify the quiz for grade calculating purposes.
  • Make sure that one of the “Overall feedback” boxes in the “Review options” settings is checked if you want students to see overall feedback.
  • &nbsp;An ID number for the activity may also be entered. &nbsp;This number will be used as a way to identify the quiz for grade calculating purposes.
  • &nbsp;Common Module Settings: Here you may select the group mode for the quiz and if the quiz is visible to students right away. &nbsp;An ID number for the activity may also be entered. &nbsp;This number will be used as a way to identify the quiz for grade calculating purposes.
  • An ID number for the activity may also be entered. &nbsp;This number will be used as a way to identify the quiz for grade calculating purposes. 13. Restrict Access: Access to the quiz can be restricted to only a certain time period here. &nbsp;Also a grade requirement from another activity may be set.
  •  
    Item 7 in this list of quiz creation steps has a good explanataion of how to use the adaptive aspect of the quizzing tool with the "penalty factor"
34More

Learning Online Learning - 2 views

    • alexandra m. pickett
       
      exactly!!! : )
  • Teaching is less about transferring knowledge to learners than giving them the chances to ask the questions and to find answers on their own.
  • Now I know that’s not the only way to teach, not the only way to achieve the teaching goals, and, most importantly, not the most effective way to teach.
  • ...22 more annotations...
  • In my course, it is important that students are able to learn the basics correctly. So I think the course design should foresee situations like these, and, there should be some modules or learning activities within modules that are designed to have the effect of lectures, i.e., a more systematic presentation of the subject matter. I am not sure at this moment whether this will work or not, but to me it seems to be the logical solution to the problems.
    • alexandra m. pickett
       
      Why do you do things the way that you do? why do you believe what you believe?
  • July 3rd,
  • On top of it is that it allows the Professor to reach to individual student in a personal tone. I am so used to read assignment and feedback in written format that I don’t remember when was the last time a professor went through my assignment in front of me. Almost always the case that the feedbacks were scribed down on the tiny margins of the papers, with often less then eligible handwritings. I did the same thing to my students when grading their papers and exams. So, using Podcast to give feedback is marvelous. It can easily create a strong sense of connection and trust between the instructor and the student. It helps out the most for those students who may be on the brink of feeling isolated from the learning community or fall behind in the middle of a long and demanding semester.
  • I wouldn’t be surprised if we are asked to when our courses are implemented in coming weeks, and it certainly would be a lot of fun.
    • alexandra m. pickett
       
      it's coming!! : )
  • Careful choice of words
  • Sharing personal story.
  • It feels real.
    • alexandra m. pickett
       
      great observations! how will you use this in your own instruction?
  • Professor was right in pointing out that during online course the predominant form of student participation is discussion forum, and it’s up to the course designer to devise ways that can evaluate student’s understanding of the course materials.
  • Discussion Forum Exploring the ethical world Ask it like Socrates Website critique Case study Peer review M1 V V M2 V V M3 V V V M4 V V V V M5 V V V M6 V V V V M7 V V V
    • alexandra m. pickett
       
      brilliant!!! way to make your thinking and your design visible to me/us!!!
  • Trust your students, and we will be amazed by what they can come up with.
  • , I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed
    • Melissa Pietricola
       
      Great idea!
  • guess I am not the only one in the class who feels weird not be able to share thoughts and reflections as we’ve been doing for weeks. I miss it very much.
    • Melissa Pietricola
       
      It has been a little strange, but a welcome break to focus on our courses!
  • Larry was right
    • Joy Quah Yien-ling
       
      I became very disorientated as well. I did one blog instead ot 2, and I did not refer to the prompts. This has given me an insight about how I should try to find ways to helping students deal with the disorientation. Like you say, it's not the course design. It's other psychological factors. I want to study this effect more and try to understand it. I think it is something important to deal with in online learning.
  • I believe my problem is typical of first-time online course takers. Online learning environment requires a very different mindset and learning style from the students (from teachers as well) in order for the course to be effective and successful. When learners are not aware of this fact, of what their responsibilities are in making it work, online courses are less likely to move forward.
  • detach themselves
    • Joan Erickson
       
      Hi Shoubang, I am glad you found the peer reviews helpful. I did wonder if my review was too blunt. I visited your course again today. You've covered so much ground in 2 weeks! The course looks fantastic! And yes I saw your inserted "seinfeld" video!
  • Peirce suggests that, since students come to class with loads of opinions about the topics (even more so moral issues, I’d say) whether they are well-informed or not, a way to generate interest in assigned readings is to take a survey of their opinions, or to pre-test their knowledge of the information. (p. 310) I find this suggestion interesting and it leads me back to my earlier reflections on quizzes. Quizzes may not be needed in taking attendance, nor reliable in assessing whether students come to class well-prepared or not, but quizzes may still be useful in inspiring curiosity among students.
  • Provoking discomfort (point 5) is very useful.
  • Creating cognitive dissonance is also a very useful triggering event that may eventually lead to the completion of the cognitive inquiry.
  • I’ve been trying to reflect on my learning process in a very personal way, and I will continue to do this even after the semester finished.
    • alexandra m. pickett
       
      cool!! i hoped you would : )
  • Given the opportunity, the learners are more likely to express their true selves on consistent basis.
  • I felt like my understanding of the criteria of good course design had increased significantly simply by changing the perspectives back and forth between reviewer and self-reviewer.
  •  
    ", I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed"
1More

http://www.college-cram.com/study/trigonometry/angle-functions/non-right-triangles-stud... - 0 views

  •  
    when to use LOS or LOC?---student tutorial link
1More

Dashboard | Diigo - 0 views

shared by s k on 05 Jul 08 - No Cached
  •  
    Draft Recommendations; Stevens Institute of Technology; Web-Based Course Intellectual Property Rights
6More

Sitting Quietly, Doing Something - Happy Days Blog - NYTimes.com - 0 views

  • So how did he get that way? Apparently, the same way you get to Carnegie Hall. Practice.
  • One flavor of happiness at which Rinpoche seems to excel has been well-studied by scientists specializing in how emotions operate in our brains.
  • who heads the Laboratory for Affective Neuroscience at the University of Wisconsin, has found one distinct brain profile for happiness. As Davidson’s laboratory has reported, when we are in distress, the brain shows high activation levels in the right prefrontal area and the amygdala. But when we are in an upbeat mood, the right side quiets and the left prefrontal area stirs. When showing this brain pattern, people report feeling, as Davidson put it to me, “positively engaged, goal-directed, enthusiastic, and energetic.”
  • ...2 more annotations...
  • One of the first findings from the research showed that when these adepts meditated on compassion, their left prefrontal areas jumped in activity an average 100 percent — by contrast a control group who were taught the same meditation practice showed an increase of just 10 percent. Two of the adepts had spectacular increases, in the 700-to-800-percent range, in key neural zones for good feeling. The more lifetime hours of practice, the greater the increases tended to be. All this seems to confirm the idea that in the realm of positive moods, as in nearly every endeavor, worldly or spiritual, practice matters.
  • Watch a talk by Professor Richard Davidson on mapping the brain activity of monks.
  •  
    Meditation to achieve happiness through alteration of brain function.
1More

Mimi Ito - Weblog - 0 views

  •  
    cultural anthropologist studying new media use, particularly among young people in Japan and the US. My research right now focuses on digital media use in the US and portable technologies in Japan.
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.
    • alexandra m. pickett
       
      question your assumptions!!!!
  • 20 to 22
    • alexandra m. pickett
       
      it's 20-24 yrs old- that is 38% Fifty-one percent are over 25 yrs old.
    • alexandra m. pickett
       
      the larger percentage are OVER 25 years old!
  • so I guess that will most likely be my audience.
    • alexandra m. pickett
       
      check your assumptions!
    • Donna Angley
       
      You're right; I don't really know who my audience will be. I also assume that the Generation Y population have the technology down pat; that's not necessary true.
  • ...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.
    • Donna Angley
       
      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.
    • Diane Gusa
       
      This is a wonderful analogy, which I plan on using in my instructions for discussions!
    • Diane Gusa
       
      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.
    • Donna Angley
       
      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.
    • Diane Gusa
       
      I work to 2AM every morning to keep up...as I teach an online course and take care of a 18 month old. However, I am enjoying the late night flow as I work! I have enjoyed your posts, and I can see your hard work.
    • Donna Angley
       
      Thanks Diane, a lot of this is new to me as well, but I'm working through it.
  • I had to question what the objectives were first, and then create an assessment that tied into the objectives.&nbsp;
    • Donna Angley
       
      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.
    • alexandra m. pickett
       
      exactly!!! i actually say "Every post you make in this course is an exam. " in the interaction course info document for the course!! : )
    • Donna Angley
       
      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.
    • alexandra m. pickett
       
      you can't. just really digg into stuff that interests/engages you.
    • Donna Angley
       
      Whew! Thanks Alex. I'm feeling a little more comfortable this week as far as what I should be doing to stay on top of things.
  • I’m doing my best.
    • Donna Angley
       
      I am making it work, and I don't feel as overwhelmed as I did just 2 weeks ago. Feeling more confident in the whole process of posting and working in the course shell.
  • I decided to give it a try.
    • alexandra m. pickett
       
      excellent!! give your students the gift of having high expectations : )
  • 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. &nbsp;I feel the blog will get students interacting in a more casual setting regarding the stories, and the Wiki will definitely facilitate collaboration.
    • alexandra m. pickett
       
      brilliant!!
    • Diane Gusa
       
      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.
    • Donna Angley
       
      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.
    • Diane Gusa
       
      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
    • alexandra m. pickett
       
      WOW!!! cool
  • I really hope I get the opportunity to teach this course
  • I really hope I get the opportunity to teach this course
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • off.&nbsp; 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.&nbsp; 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.&nbsp; 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.&nbsp; This was a BIG deal for me and it’s given me a&nbsp;sense of empowerment.&nbsp;&nbsp; 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.&nbsp; 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.&nbsp; This was a BIG deal for me and it’s given me a&nbsp;sense of empowerment.&nbsp;&nbsp; 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
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • ’s also come at a g
  • prepare, and digest the information coming at me.&nbsp; 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.&nbsp; This was a BIG deal for me and it’s given me a&nbsp;sense of empowerment.&nbsp;&nbsp; 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.&nbsp; I am the first&nbsp;out of 6 siblings&nbsp;to earn a master’s degree.&nbsp;
    • alexandra m. pickett
       
      Congratulations Donna!!!
  • I didn’t realize that I was in charge of my own learning.&nbsp;
    • alexandra m. pickett
       
      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.&nbsp; 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.&nbsp; That’s fine, and as I said, I welcome comments and suggestions.&nbsp;
    • alexandra m. pickett
       
      good point
1More

Humor in the Online Classroom | TurnedPart.com - 0 views

  • cautions that humor online takes a more conscious effort, one that is more planned and deliberate than the traditional spontaneous moment one might experience in a face-to-face course. Since there are no verbal cues or facial expressions, the right word said at the right time are vital to success. The danger, of course, for both faculty and students, is misinterpretation.
3More

Unshielded Colliders: Poverty and Education - 0 views

  • For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency.
  • or example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficienc
  •  
    For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem
‹ Previous 21 - 40 of 146 Next › Last »
Showing 20 items per page