Contents contributed and discussions participated by Irene Watts-Politza - ETAP640

Illinois Principals' Practices in Teacher Selection and Implications for Professors of ... - 0 views

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Module 4 Assignment principals' selection practices

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Irene Watts-Politza on 18 Jul 12

Data charts that indicate hiring preferences and practices of Illinois state principals. To be used in EED406 Module 4 "Novice Teacher" to provide basis for interview preparation.

<div class="cArrow"> </div><div class="cContentInner">Data charts that indicate hiring preferences and practices of Illinois state principals. To be used in EED406 Module 4 "Novice Teacher" to provide basis for interview preparation. </div>

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Teachers' Domain: Interviewing - 0 views

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Module 4 Assignment EED406

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Irene Watts-Politza on 16 Jul 12

Interviewing skills that are applicable to any interview situation. To be used in EED406 Module 4, "The Novice Teacher", in which candidates examine issues in transitioning from student teacher to initially-certified teacher.

<div class="cArrow"> </div><div class="cContentInner">Interviewing skills that are applicable to any interview situation. To be used in EED406 Module 4, "The Novice Teacher", in which candidates examine issues in transitioning from student teacher to initially-certified teacher.</div>

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Using Facebook to build community in large college classes (essay) | Inside Higher Ed - 1 views

www.insidehighered.com/...ty-large-college-classes-essay

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- Irene Watts-Politza on 16 Jul 12
  
  Uh oh ... this is how it starts ... he'll be an online teacher within two semesters!
  
  <div class="cArrow"> </div><div class="cContentInner">Uh oh ... this is how it starts ... he'll be an online teacher within two semesters!</div>
  
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- Irene Watts-Politza on 16 Jul 12
  
  Such affinity for promoting teaching presence!
  
  <div class="cArrow"> </div><div class="cContentInner">Such affinity for promoting teaching presence!</div>
  
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- Irene Watts-Politza on 16 Jul 12
  
  The future of the public university ...
  
  <div class="cArrow"> </div><div class="cContentInner">The future of the public university ... </div>
  
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...9 more annotations...
It is definitely not for everyone -- you must be committed (especially time-wise) to using it. But knowing that you and your hundreds of students are finally seeing eye-to-eye is worth the effort!
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- Irene Watts-Politza on 16 Jul 12
  
  We must be passionate about what makes our students passionate.
  
  <div class="cArrow"> </div><div class="cContentInner">We must be passionate about what makes our students passionate. </div>
  
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The success of Fb described above, as well as survey data I collected showing positive reactions to the Fb group, will lead to my continued use of this technology.
- Irene Watts-Politza on 16 Jul 12
  
  Collecting feedback to improve future course iterations ... another example of using data to effect best practice.
  
  <div class="cArrow"> </div><div class="cContentInner">Collecting feedback to improve future course iterations ... another example of using data to effect best practice.</div>
  
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After all the years of teaching these “mega-sections” and with the tough financial situation of my state university it was clear that this type of class was not going away.
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I was hoping to include something that would add a greater sense of community to the class, something that everyone in the class could use to better connect to one another.
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I knew the data about how many college students were on Fb, but would students be willing to spend some of their valuable Fb time communicating within a Fb group for a college course? Also, would I be willing to become an avid Fb user, following the flow of communication several times a day? It did not take long to learn that the answers to these questions was “Yes,” and that I had reached my goal of facilitating a sense of community. Although joining the Fb group for the course was not required, a little over 80 percent of the class became members of the group.
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- Irene Watts-Politza on 16 Jul 12
  
  Roughly equivalent to 76% student satisfaction rate Alex and colleagues found regarding student satisfaction with high levels of student/instructor interactivity.
  
  <div class="cArrow"> </div><div class="cContentInner">Roughly equivalent to 76% student satisfaction rate Alex and colleagues found regarding student satisfaction with high levels of student/instructor interactivity. </div>
  
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Moreover, the students essentially ran the group.
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These included everything from asking for notes, getting clarification on points made in lecture, posting videos and images that pertained to class material, forming study groups, noting relevant events on campus, and congratulating class members on specific accomplishments.
- Irene Watts-Politza on 16 Jul 12
  
  This makes me wonder how to increase the visibility of the "Bulletin Board" or "Faculty Lounge" course areas.
  
  <div class="cArrow"> </div><div class="cContentInner">This makes me wonder how to increase the visibility of the "Bulletin Board" or "Faculty Lounge" course areas.</div>
  
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Physlets - 0 views

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Module 4 Assignment Physics

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Irene Watts-Politza on 16 Jul 12

... apps for physics homework ... is this something you can use, Gary?

<div class="cArrow"> </div><div class="cContentInner">... apps for physics homework ... is this something you can use, Gary?</div>

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INTIME - Integrating New Technologies into the Methods of Education - 2 views

www.merlot.org/...viewMaterial.htm

Module 4 Assignment P-12 tech integration Web 2.0

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Danielle Melia, Lisa Martin, and Gary Bedenharn liked it

- Irene Watts-Politza on 16 Jul 12
  
  I added the free version of RealTime through clicking on site link on one of the videos and the videos play successfully. Although Mozilla FF is not on the list of supported browsers, I was able to get MozFF to recognize the Real Time plug-in after I installed it on my hard drive.
  
  <div class="cArrow"> </div><div class="cContentInner">I added the free version of RealTime through clicking on site link on one of the videos and the videos play successfully. Although Mozilla FF is not on the list of supported browsers, I was able to get MozFF to recognize the Real Time plug-in after I installed it on my hard drive. </div>
  
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- Irene Watts-Politza on 16 Jul 12
  
  Perhaps there are activities that can be adapted to online course environment? Click on "Go to Material", above, scroll down and click on "Database development" and select "by grade level" or "by content"
  
  <div class="cArrow"> </div><div class="cContentInner">Perhaps there are activities that can be adapted to online course environment? Click on "Go to Material", above, scroll down and click on "Database development" and select "by grade level" or "by content" </div>
  
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INTIME provides online video vignettes of PreK-12 teachers from various grades and subjects showing how they integrate technology into their classrooms using numerous teaching strategies. INTIME is the result of a PT3 program (Preparing Tomorrow?s Teachers to Use Technology). INTIME resources are useful for (1) teacher educators creating case studies; (2) pre-service teachers learning about effective pedagogical techniques; (3) in-service teachers searching for ideas and independent professional development; (4) professional developers seeking resources to demonstrate good teaching and technology integration, and (5) administrators developing teacher quality initiatives and mentoring programs.
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RealPlayer8 is required to view any videos
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Irene Watts-Politza on 16 Jul 12

I am considering whether to add the entire resource or just a few videos with a "for more of this ..." to my module on 21st Century Learning. What really excites me about this resource is the implications for case studies in methods courses in the B-6 program ... can even be shared with Secondary Ed and TESOL. You may want to share this with your grade level, Building Leadership Team, or your PD person. A GREAT free resource for meaningful, asynchronous tech integration training.

<div class="cArrow"> </div><div class="cContentInner">I am considering whether to add the entire resource or just a few videos with a "for more of this ..." to my module on 21st Century Learning. What really excites me about this resource is the implications for case studies in methods courses in the B-6 program ... can even be shared with Secondary Ed and TESOL. You may want to share this with your grade level, Building Leadership Team, or your PD person. A GREAT free resource for meaningful, asynchronous tech integration training.</div>

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Connectivism: Learning theory of the future or vestige of the past? | Kop | The Interna... - 0 views

www.irrodl.org/...1103

Module 4 Connectivism

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Matt Ridley: When ideas have sex | Video on TED.com - 0 views

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Module 4 Technology innovation TED Talks

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Understanding Teaching Presence and Class Community Online - 0 views

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Module 4 teaching presence class community

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Irene Watts-Politza on 15 Jul 12

Words of ID wisdom from Dr. Alex Pickett

<div class="cArrow"> </div><div class="cContentInner">Words of ID wisdom from Dr. Alex Pickett</div>

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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

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The multi
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al learning tasks of the first time eLearner
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dimension
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(1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.
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come to terms with the computing technologies involved.
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develop a mental model of the content structure and navigation system in order to find his/her way around
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engage with the learning materials, readings, activities and assessments that make up a programme of study
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Confronting the actual content and of becoming a learner again.
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anxiety
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abandon his/her existing mental model of what it is to be a learner in a formal learning situation
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embrace a model based on a self-directed and motivated learner
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undertake the learning tasks involved in interacting with peers via synchronous and asynchronous Computer Mediated Communication
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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. 
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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.
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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.
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Actively supporting, encouraging, gently cajoling and following up on learners who seem to be struggling will help to keep wavering learners in the course.
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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.
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The one area where something may be done to reduce attrition is in the early stages of an online course.
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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.   
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Irene Watts-Politza on 07 Jul 12

The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.

<div class="cArrow"> </div><div class="cContentInner">The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.</div>

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ETAP640amp2012: example 4-point discussion post - 0 views

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Module 3 example discussion post

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Irene Watts-Politza on 07 Jul 12

This is how we do it ...

<div class="cArrow"> </div><div class="cContentInner">This is how we do it ...</div>

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A Preliminary Look at the Structural Differences of Higher Education Classroom Communit... - 2 views

aapweb.pbworks.com/...community.pdf

Module 3 community building in the ALN

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Irene Watts-Politza on 06 Jul 12

Study comparing effectiveness of community building practices in the f2f and ALN environments

<div class="cArrow"> </div><div class="cContentInner">Study comparing effectiveness of community building practices in the f2f and ALN environments</div>

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v8n3_pelz.pdf (application/pdf Object) - 0 views

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Bill Pelz online learning

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Bill Pelz, winner of 2003 Sloan-C Exellence in Online Teaching Award

<div class="cArrow"> </div><div class="cContentInner">Bill Pelz, winner of 2003 Sloan-C Exellence in Online Teaching Award</div>

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A Preliminary Look at the Structural Differences of Higher Education Classroom Communit... - 0 views

sloanconsortium.org/...ssroom-communities-traditional

community VLN teachingpresence discussions

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Irene Watts-Politza on 06 Jul 12

Study comparing effectiveness of community building practices in the f2f and ALN environments

<div class="cArrow"> </div><div class="cContentInner">Study comparing effectiveness of community building practices in the f2f and ALN environments</div>

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Increasing Access to Higher Education: A study of the diffusion of online teaching amon... - 0 views

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higher education online teaching faculty development Shea and Pickett

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Irene Watts-Politza on 01 Jul 12

This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. Four variables are significantly associated with faculty satisfaction and adoption or continuation of online teaching - levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included.

<div class="cArrow"> </div><div class="cContentInner">This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. Four variables are significantly associated with faculty satisfaction and adoption or continuation of online teaching - levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included.</div>

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