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kevin volo

Fostering Creativity | Rubrics 2: The Process - 0 views

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    Fostering Creativity | Rubrics 2: The Process
Diana Cary

Instructor Competencies: Standards for Face-to-Face, Online, and Blended ... - Google B... - 0 views

    • Diana Cary
       
      "When the online setting involves a Web-based course management system, threaded discussions often become a primary and important learning activity. Students often require guidance in how to interact in such asynchronous discussion settings. The skills required to facilitate threaded discussions are quite different from those required in face-to-face settings".
Anne Deutsch

Assess Behavioral Cues - 0 views

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    Janet Duck
alexandra m. pickett

one small step for blogging…one giant leap for me - 4 views

  • Someone please explain to me the whole “hashtag” thing. PLEASE!  I feel so out of the loop!
  • I guess I just assumed that she was the exception,
  • I realize now that I was taking this, as well as all of my other skills, for granted.
  • ...16 more annotations...
  • Twitter
  • not getting feedback on my course profile or course information documents. 
    • alexandra m. pickett
       
      I am still trying to figure out how to not be overwhelmed with the volume of interaction in this course. : )
    • Lisa Martin
       
      I realized since I wrote that how much more you have to do than usual...I can't imagine!
  • I also realized that my ideas come from a desire to incorporate social networking more into online courses. 
    • alexandra m. pickett
       
      take a look at this http://www.masternewmedia.org/ning-alternatives-guide-to-the-best-social-networking-platforms-and-online-group-services/ - i think you are thinking about a social networking site. In the future you may want to consider this as a companion to your course.
    • Lisa Martin
       
      Thanks Alex!
  • ~I continue to be astonished every week with how much I am growing and learning in this course.  Not only am I learning how to be an effective online instructor and everything that it entails, but I am also learning a lot about myself.~
  • I lose track of time and hours have gone by without me even realizing it. 
    • alexandra m. pickett
       
      that is the definition of "engagment"
  • “What young children perceive that their teachers do plays a more significant role in their socio-emotional outcomes than what teachers report they do” (p. 30).  We have an EVEN bigger impact than we thought!
  • “Am I providing a bridge for my students from their prior knowledge to where I want them to be and where THEY want to be?” “What am I doing to facilitate their growth not only in building a positive self-image, but also as learners in general?” “Am I REALLY taking into consideration their interests, passions and motivations?” And finally, “What Would Alex Do?”
  • “I really like how you tell them you are there for them.  A lot of my teachers give us confusing assignments and I never feel like I can ask them questions.” 
  • When she was done going through everything she said, “Are you actually going to teach this class? Can I take it when you do?” 
  •   I was spending so much time figuring out the tools that I felt like I wasn’t spending time on content.  I realize now that I needed to spend that time and those tools were part of the content of this course. 
  • I LOVE learning in general!  I liked learning before…well I never disliked it anyway…well unless it was math…or science…I had no idea what it was like to truly LOVE learning.  Its sad to me that it took me 30 years to experience this.  Did I work A LOT in this course?  Did I give up much of my social life?  Did I stay up too late?  YES, YES and YES.  Was it worth it? Absolutely!  Did I mind? NOT ONE BIT…Reflecting on the fact that I worked so hard and so much on something and not only wasn’t bothered by it, but enjoyed every moment was a HUGE wake up call to me. 
  • You just have to have passion and a belief in yourself.
  • This was the only course I have EVER taken in which I will walk away having truly internalized knowledge.  I know that I internalized what I have learned because when I was reviewing my classmate’s courses I didn’t have to refer to a book or a checklist, it was all in my head.  When I look back at my undergrad education, I have always said that I didn’t feel like I actually “learned” anything until I student taught and learned by DOING.  That’s exactly what happened in this course, I learned by doing.  This is only course that has ever provided me with this type of experience and it has shown me what quality education should be, not only online but in a face-to-face situation as well.
  • We(myself, my classmates AND Alex) worked together in this course to contribute to the construction of our knowledge. 
  • It wasn’t until this summer when I turned 31 that I finally experienced being a student in a student-centered, constructivist environment that actually got me to THINK.  Not just think, but think critically…It took 31 years for me to experience a true community of learners!  I don’t want other students to have to wait 31 years to experience what its like to REALLY LEARN!
  • I want to CHANGE someone the way that Alex, ETAP 640 and all of you have CHANGED me.
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    I'm posting the link to my blog so that I can practice adding bookmarks to diingo
Joan McCabe

Service-eLearning: Educating for Citizenship - 0 views

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    See the Hill & Harris chapter on Service-eLearning and Professional Writing, beginning on page 75.
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    Another example of authentic learning in the online environment.
Gary Bedenharn

Student Group Work Using Google Docs 1 - YouTube - 0 views

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    How to apply google documents for a whole group participation.
Maria Guadron

25. Assessing Student Online Learning - YouTube - 0 views

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    Authentic assessment for online learning from Curt Bonk
Anneke Chodan

Classroom2.0: Avoiding the "creepy treehouse" « melanie mcbride.net - 0 views

  • But there is very BIG difference between being ‘lured’ (false pretenses) and being requested specifically for the purpose of learning – defined and clarified on educational/professional terms.
  • There is no reason why these tools cannot be used ethically, responsibly and productively if we are mindful and self reflexive in our pedagogies.
Anneke Chodan

DisabilityEtiquette.pdf - 0 views

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    United Spinal Association's Disability Etiquette guide
Lauren D

The Future of Education - YouTube - 1 views

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    YouTube Video on the future of online learning
Maria Guadron

From Questions to Concepts: Interactive Teaching in Physics - YouTube - 0 views

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    Mazur says "You can forget facts, but you cannot forget understanding." Here is a video of Mazur's approach.
Maria Guadron

Service Learning in French or Spanish at Roehampton University, London - YouTube - 0 views

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    "Service Learning in French or Spanish at Roehampton University, London "
Maria Guadron

Integrating Service-Learning Into the University Classroom - J. Alison Bryant, Nicole S... - 0 views

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    Service learning in French. Creating and recording children's books in French.
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