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alexandra m. pickett

Daniel Hacker - 1 views

danontrumpet.edublogs.org

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

4. Giving Prompt Feedback. 7 Principles Collection of TLT Ideas - 1 views

www.tltgroup.org/...4_Feedback.htm

education feedback

shared by Robert Braathe on 22 Jul 08 - Cached
  • Robert Braathe on 22 Jul 08
     
    Ways to give effective feedback in the classroom
Jessica Backus-Foster

5. Increasing Time on Task: 7 Principles Collection of TLT Ideas - 0 views

www.tltgroup.org/...5_Time_Task.htm

time on task

shared by Jessica Backus-Foster on 13 Jul 09 - Cached
  • helping communicate to students how much time and energy you and your institution expect them to invest in their work
  • the ability to store work and work-in-process on the school's network
  • ability to send file attachments with email has made it easy for students to send me a draft of their work for feedback at any time.
  • ...15 more annotations...
  • With randomly generated homework problems, immediate feedback, and the opportunity to try again, students view the homework almost like a game with the challenge of getting all the problems correct. As a result, they seem to spend more time than with paper and pencil homework.
  • availability of many research materials on-line and through electronic databases to which libraries subscribe should enable students to access what they need from their homes or their dorms at time which are convenient to them
  • “capturing students’ beer time
  • streaming video versions of all lectures
  • our approach to students is to encourage students to do what works for them (but to be sure to do it!)
  • Access to the Internet has changed research possibilities. Students have access to much more information faster than in the past.
  • Hot links to articles and other readings
  • E-mail messages are quickly replacing the live visit to professors and probably encouraging more students to talk to professors since it is less scary to them to write rather than face professors face to face.
  • Searching for journal articles using electronic bibliographic databases has been a major time saver for students
  • electronic reserves at the library
  • Use of the Calendar in WebCT to promote planning by students. Can also use the Calendar to highlight particular content or web resources to be ready for in-class discussion. Remind students in different media such as in-class and on-line about the expected completion dates for projects. (Virginia Arp, Gannon University)
  • "2 hours outside to 1 hour in class
  • Some may be spending more time because they’re unfamiliar with the medium. Some may be spending more time because instructions for assignments are not well-written for online use Some may be spending more time because they want to: the assignments are more interesting. And so on. Depending on the reasons, “spending more time” may be a) a triumph, b) a problem to be fixed, c) a temporary situation to be endured.
  • Going 'paperless" has saved me much time on task
  • publisher of one of our texts provides a tutorial CD and website as well as online course support
Nicole Arduini-Van Hoose

Formative assessment and self-regulated learning: A model and seven principles of good ... - 0 views

tltt.strath.ac.uk/...DN_SHE_Final.pdf

shared by Nicole Arduini-Van Hoose on 14 Aug 11 - No Cached
  • Nicole Arduini-Van Hoose on 14 Aug 11
     
    Suggestions for developing self-assessment in becoming a self-regulated learner.
Kristen Della

HYBRID - Main Page - 0 views

www.uncg.edu/hybrid

module 4 assignment online courses

shared by Kristen Della on 11 Jul 11 - Cached
  • Kristen Della on 11 Jul 11
     
    Welcome to our website which provides faculty development modules related to effective teaching in an online environment. Each module contains a suggested Brief Hybrid Workshop using short, online media presentations; follow-up resources and references; and feedback from users. The Seven Principles for Good Practice in Undergraduate Education has provided a framework for the development of these resources.
Jessica M

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

technologysource.org/...inciples_of_effective_teaching

Effective Online Advice

shared by Jessica M on 08 Aug 14 - No Cached
  • Learners should be required to participate (and their grade should depend on participation). Discussion groups should remain small. Discussions should be focused on a task. Tasks should always result in a product. Tasks should engage learners in the content. Learners should receive feedback on their discussions. Evaluation should be based on the quality of postings (and not the length or number). Instructors should post expectations for discussions.
  • Lesson for online instruction: Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.
  • We found that instructors gave prompt information feedback at the beginning of the semester, but as the semester progressed and instructors became busier, the frequency of responses decreased, and the response time increased.
  • ...3 more annotations...
  • Similarly, we found that instructors rarely provided acknowledgement feedback
  • The rationale was that many students needed flexibility because of full-time jobs. However, regularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination.
  • Lesson for online instruction: Challenging tasks, sample cases, and praise for quality work communicate high expectations.
Alicia Fernandez

Formative assessment and self-regulated learning: A model and seven principles of good ... - 0 views

www.mmiweb.org.uk/...nicol_formass.pdf

formative assessment online learning self-regulated learning

shared by Alicia Fernandez on 13 Aug 14 - No Cached
  • Alicia Fernandez on 13 Aug 14
     
    Research on formative assessment and feedback is re-interpreted to show how these processes can help students take control of their own learning - i.e. become self-regulated learners.
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