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alexandra m. pickett

My Reflections in ETAP 640 - 0 views

almcqu.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • it would be interesting to see the numbers for 2012,
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      I wish i had access to that data. When we decentralized in our move to ANGEL we lost access to system-wide data like this.
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • ...64 more annotations...
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      I would have liked more detail and critical analysis of these reports.
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • I miss the ability and opportunity to chat casually with students in an online course the same way I would before or after a F2F course, even if it doesn’t directly relate to my learning. 
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      are you not comfortable initiating that in the bulletin board created for that purpose?
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      your blog looks great Amy! check the blog roll. you are missing my blog from the list and george is no longer in the course. someone else is missing too.
  • I am following the directions.
  • Are there things that Moodle (or even Angel, per the courses for observation) can do that don’t replicate this structure? 
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 12
       
      part of the problem is that the LMS imposes a pedagogy. They have embedded into their DNA a teacher-centric cultrure-specific pedagogy. just look at how they label things... you can't get any more teacher-centered that referring to things as "lessons!" Fortunately in ANGEL at least you can change that... not so in BB. i chaffe under that imposition. This imposed pedagogy is largely due, in my opinion, to the fact that it is application developers, not instructional designers, that developed the LMS. We are stuck having to use tools that are inadequate for the purposes to which we must apply them. They are NOT flexible, they do NOT allow for creativity and innovation. It is a constant fight/struggle to work around their limitations and constraints to get them to DO what you want need them to do. I hate all LMSs equally.
  • Reiss doesn’t believe that all children are or should be curious and that curiosity doesn’t always motivate student learning. 
  • Should every class be for every student?
  • developing the course isn’t enough, classroom management is required throughout the course, especially for students who drop in and out. 
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I care.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 12
       
      the fact that you care about "her" and the fact that you understand that you are still learning mean it is highly unlikely that you will fail her  : ) 
Victoria Keller

Creating an Effective Online Distance Education Program Using Targeted Supporting Factors - 1 views

ehis.ebscohost.com.libproxy.albany.edu/...pdfviewer

education support teaching technology online

shared by Victoria Keller on 15 Jun 12 - No Cached
  • Victoria Keller on 15 Jun 12
     
    Licensing agreements for these databases require that access be extended only to authorized users. Once you have been validated by this system, a "cookie" is sent to your browser as an ongoing indication of your authorization to access these databases. It will only need to be set once during login.
Danielle Melia

Teaching Strategies: Online Teaching - 0 views

www.crlt.umich.edu/...tsot.php

education learning teaching online Technology

shared by Danielle Melia on 13 Jun 12 - Cached
  • Danielle Melia on 13 Jun 12
     
    Online teaching is increasingly common at many types of higher education institutions, ranging from hybrid courses that offer a combination of in-person and online instruction, to fully online experiences and distance learning. The following resources provide guidelines for creating an online course, best practices for teaching online, and strategies for assessing the quality of online education.
Diana Cary

Educational Leadership:Teaching for Multiple Intelligences:Integrating Learning Styles and Multiple Intelligences - 0 views

www.ascd.org/...nd-Multiple-Intelligences.aspx

learning styles Multiple intelligences

shared by Diana Cary on 14 Jun 12 - No Cached
  • Learning-style theory begins with Carl Jung (1927), who noted major differences in the way people perceived (sensation versus intuition), the way they made decisions (logical thinking versus imaginative feelings), and how active or reflective they were while interacting (extroversion versus introversion)
  • Most learning-style theorists have settled on four basic styles. Our own model, for instance, describes the following four styles: The Mastery style learner absorbs information concretely; processes information sequentially, in a step-by-step manner; and judges the value of learning in terms of its clarity and practicality. The Understanding style learner focuses more on ideas and abstractions; learns through a process of questioning, reasoning, and testing; and evaluates learning by standards of logic and the use of evidence. The Self-Expressive style learner looks for images implied in learning; uses feelings and emotions to construct new ideas and products; and judges the learning process according to its originality, aesthetics, and capacity to surprise or delight. The Interpersonal style learner,1  like the Mastery learner, focuses on concrete, palpable information; prefers to learn socially; and judges learning in terms of its potential use in helping others.
  • Student Choice: Assessment Products by Intelligence and Style
  • ...13 more annotations...
  • In integrating these major theories of knowledge, we moved through three steps. First, we attempted to describe, for each of Gardner's intelligences, a set of four learning processes or abilities, one for each of the four learning styles. For linguistic intelligence, for example, the Mastery style represents the ability to use language to describe events and sequence activities; the Interpersonal style, the ability to use language to build trust and rapport; the Understanding style, the ability to develop logical arguments and use rhetoric; and the Self-expressive style, the ability to use metaphoric and expressive language.
  • In MI theory, I begin with a human organism that responds (or fails to respond) to different kinds of contents in the world. . . . Those who speak of learning styles are searching for approaches that ought to characterize all contents (p. 45).
  • Learning styles are not fixed throughout life, but develop as a person learns and grows.
  • The following are some strengths of learning-style models
  • They tend to focus on how different individuals process information across many content areas.
  • They recognize the role of cognitive and affective processes in learning and, therefore, can significantly deepen our insights into issues related to motivation.
  • They tend to emphasize thought as a vital component of learning, thereby avoiding reliance on basic and lower-level learning activities.
  • Learning-styles models have a couple of limitations. First, they may fail to recognize how styles vary in different content areas and disciplines.
  • Second, these models are sometimes less sensitive than they should be to the effects of context on learning.
  • Emerging from a tradition that viewed style as relatively permanent, many learning-style advocates advised altering learning environments to match or challenge a learner's style. Either way, learning-style models have largely left unanswered the question of how context and purpose affect learning.
  • But learning styles emphasize the different ways people think and feel as they solve problems, create products, and interact.
  • The theory of multiple intelligences is an effort to understand how cultures and disciplines shape human potential
  • Though both theories claim that dominant ideologies of intelligence inhibit our understanding of human differences, learning styles are concerned with differences in the process of learning, whereas multiple intelligences center on the content and products of learning. Until now, neither theory has had much to do with the other
  • diane hamilton on 14 Jun 12
     
    This article discusses integrating learning styles with multiple intelligences
Amy M

Colleges Search for Their Place in the Booming Mobile Web - Technology - The Chronicle of Higher Education - 0 views

chronicle.com/...126016

shared by Amy M on 20 Jun 12 - No Cached
  • Most colleges do not have the resources to build their own mobile applications from scratch. The environment is changing quickly, and developing new products for each new major device—iPhones, BlackBerrys, Android phones, iPads—can be prohibitively expensive.
  • One key to these projects is recognizing the mobility of mobile devices, and not treating them as if they were small desktop computers. Among colleges, even the leading mobile applications and Web sites still function like add-ons; students and others can get much the same information on a personal computer, although perhaps not as quickly.
  • Creating a cohesive mobile platform does not mean that colleges should try to move everything from their Web sites to a smaller screen. It can be impossible to know in advance what people want to do on a smartphone, and what they would prefer to leave to a full-size computer.
  • Amy M on 20 Jun 12
     
    Most colleges do not have the resources to build their own mobile applications from scratch. The environment is changing quickly, and developing new products for each new major device-iPhones, BlackBerrys, Android phones, iPads-can be prohibitively expensive.
Amy M

European Journal of Open, Distance and E-Learning - 0 views

www.eurodl.org/?p=special&sp=articles&article=457

shared by Amy M on 08 Jun 12 - No Cached
  • Agency and activity are required to thrive in a semi-autonomous learning environment mainly distributed on the Cloud, outside the scope of institutional educational support. It was clear from the research that learners have their own ideas on what type of activities would suit them, their life styles and their confidence levels, and the majority chose to be involved in aggregating, ‘remixing’ and sharing of information, without getting involved in the creative production stage. However, the majority of participants believed that the creative production of digital artifacts by some learners, and the discussions that followed on the network, inspired them in the development of ideas and in their learning.
  • it gave people the support they needed to feel comfortable and connected to other participants.
  • y using micro-blogging tools and discussion forums, inspired and motivated people into creating.
  • Amy M on 08 Jun 12
     
    Research of creativity and motivation in a MOOC
Catherine Strattner

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

www.innovateonline.info/...s_I_Play_in_Online_Courses.pdf

online teaching roles

shared by Catherine Strattner on 16 Jun 12 - No Cached
  • Catherine Strattner on 16 Jun 12
     
    An interesting account of how to organize on online course and create an online learning community by assuming five different roles.
alexandra m. pickett

ETAP640amp2013: how do you do it f2f? - 1 views

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

shared by alexandra m. pickett on 15 Jul 13 - No Cached
  • A real course creates intellectual joy
    • alexandra m. pickett
      alexandra m. pickett on 15 Jul 13
       
      joy!!! yes!!
alexandra m. pickett

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...chan_0912.htm

voicethread study amultimedia asynchronous tool module 4 assignment

shared by alexandra m. pickett on 17 Jul 13 - No Cached
  • In the second phase, 13 of the 22 respondents to the first phase were sent follow-up questions to elicit their perspectives as to whether the use of VoiceThread satisfied Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education.
  • Results Out of a total of 61 students in two online sections of the business policy course, 22 students – 14 females and eight males – took part in the exam review and VoiceThread survey (i.e., the first phase of the study). The participants were graduating seniors, and as part of the course, they had participated in weekly discussion board activities within the University’s LMS, Blackboard. None of them had used VoiceThread prior to their involvement in the study. The survey results are presented in Tables 1, 2, and 3. Table 1. Survey responses – "yes/no" items (N = 22)
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      I will also use this article in my course as a required reading.
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      This resource as well be a good article to show the relationship of Voicethread with student-student and student-teacher interaction. This article also ties back to Chickering and Gamson's Seven Principles.
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      ok. got it! very good diana!! : )
  • Question Yes No Comments 1. Did you comment on the VoiceThread? 22 0   2. Was it difficult to comment? 1 21 "A little, text box small." 3. Would you like to use VoiceThread for future exam reviews and discussion of chapter concepts? 14 8 "Yes. [It is] More interactive, [and involves] not just reading text, but actually listening, and picking up information that way." "Yes. By then I will know how to use the microphone." "No. [It] Take[s] less time to read answers on Blackboard's discussion board as opposed to listening to people's answers on VoiceThread. It was difficult to read the small text." (This student liked participating in the exam review on VoiceThread for the extra credit, and she would do it again if extra credit were given.) "No. I won't be able to use it with my other devices such as my iPad and iPhone." "No. It's easier to read the review questions and find the answers in the book." 4. Would you like to use VoiceThread to make a presentation for a course in the future? 14 8 "Yes. Sure! That would probably work out pretty well!" "Not really! Not unless I have to." 5. Would you suggest to your peers the use of VoiceThread for making their own presentations? 16 6  
  • ...2 more annotations...
  • Table 2. Survey responses – rating-scale item (N = 22) Question Very Easy (1) Easy (2) No Problems (3) Some Issues (4) Very Difficult (5) 6. How difficult was it to create your VoiceThread account? 19 3 0 0
  • Table 3.Survey responses – open-ended item (N = 18) Question Comments 7. Anything you would like to share about VoiceThread? Positive comments (n = 12) "Very easy and convenient." "I think that once I was able to get into the system it was easy to use. Now I need to understand why the mic[rophone] does not work, maybe my laptop." "It was actually very interesting to learning [sic] how to use VoiceThread. It was something different." "I like the way I can participate by using text. As English is my second language, speaking is really difficult for me. Also, VoiceThread is really easy and simple to use." "It was really easy to navigate and use." "VoiceThread was very easy to use and it could be beneficial in the future." "VoiceThread is easy and pretty interesting!" "I like that it is very easy to use." "It seems like a good tool to utilize for some classes." "Easy to navigate and good review before the exam." "Never done it before but I think it's pretty good tool." "Seems like a great tool we can use." Comments expressing reservations (n = 4) "I think it was very easy to figure out. My hesitation about using in the future for a course to do a presentation or recommending my peers to use it is that I don't really know much about it so that is why I responded no to those questions. I don't know how to add graphics and things of that nature like on PowerPoint." "VoiceThread is easy to register [on]. However, I'm not too sure about making a presentation." "I think it's a good form of technology. It's not my first choice of communication though. Plus if you're typing your answer the font is super small, not sure if I can change this setting." "[There needs to be a] bigger text box" Unfavorable comments (n = 2) "I do not like the interface of the VoiceThread ... [The interface] makes it hard to use on anything besides a computer." One student found it slightly difficult to "figure out how to answer the questions or how to comment on others' answers."
Diana Cary

How Well Do Your Students Know Each Other? | Responsive Classroom - 0 views

www.responsiveclassroom.org/...-your-students-know-each-other

building community in f2f classroom

shared by Diana Cary on 22 Jul 13 - No Cached
  • Great teachers work on building a sense of community in their classrooms all year long
  • They understand that helping students build relationships with each other is a key to creating an optimal learning environment.
  • You can support children's relationships in many ways. Let students share about their hobbies, interests, and passions at Morning Meeting or in connection with academic topics or assignments
  • ...8 more annotations...
  • ry brainstorming lunch conversation topics with your class, assigning lunch partners, and then taking a few minutes for sharing what partners learned about each other after lunch.
  • Arrival time can be another opportunity to check in with students and give them a few minutes to touch base with each other.
  • Games can be a fast, fun, and effective way for a group to get to know each other better, too. Here are a few to try:
  • This, That, Neither, Both
  • Four Corners
  • Venn Diagram
  • Human Bingo
  • How Well Do Your Students Know Each Other?
Diana Cary

Untitled Document - 0 views

www.southalabama.edu/...icebreakerjobaid.htm

icebreakers online learning

shared by Diana Cary on 19 Jul 13 - Cached
  • How will you initially engage your students? It is well accepted that: "frequent student-faculty contact in and out of class is a most important factor in student motivation and involvement" (Chickering and Ehrmann, 1996). It is also the case that: many instructors who are new to the online environment have legitimate concern as to the impact of the loss of face-to-face classroom interaction. Also, many students who are new to online courses are frequently anxious about this new way of learning and greatly appreciate a supportive teacher. Given these observations: we believe that it is highly beneficial, if not absolutely essential, for instructors who are leading online courses to "reach out" and communicate with their online students--early and often. In addition, we suggest you consider the following strategies for engaging your students as you get your course underway.
  • IV. Techniques: 1. Create a biography of yourself and prepare a brief video introducing yourself and the course topic to the class. This could be the first thing that the students sees in his or her course shell. This is a great way to present your personality online and set the mood for the semester. 2. Have students place a one page vita in document sharing for all to view within the first week of the semester. 3. Set up a threaded discussion asking students to respond and share about his or her experiences with issues related to the course topic.
  • 9. Two Lies and A Truth. My activity for my students is for them to list three interesting things about themselves. (I own two iguanas; I once shook hands with Tom Cruise; and I love to waterski.) Two must be lies and one must be true. Other students must vote to determine which interesting thing is a lie. The student with the most incorrect votes wins. --Suhana Chikatla
  • ...1 more annotation...
  • 10. Childhood Dream. Ask the students to share their childhood dream (what they wanted to be or do when they grew up) and then ask them to reflect on how their current coursework correlates with their current aspirations.--Charles Collins
kevin volo

Module 4 assignment - Color and Emotions - 6 views

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

Module 4 assignment - Color and Emotions

shared by kevin volo on 18 Jul 13 - No Cached
  • This site discusses the effects of color on emotions and how we link colors to emotions.  For example red is often linked to anger while green creates a calming effect because of it resemblence to nature.  This site has several pages discussing different principles, such as how businesses use certain colors to encourage purchases.  Also, how certain colors in food make you want to eat more , etc.  Within each page are articles that cover the different principles and theorys.  Overall this site is well organized and easy to follow while containing a great deal of information.
    • kevin volo
      kevin volo on 18 Jul 13
       
      Module 4 assignment This seems to be a pretty good reference site for color theory and how color effects users.
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      kevin: how will you use/incorporate this resource into your online course? where will it go, in which module? how will you direct students to use it?
    • kevin volo
      kevin volo on 31 Jul 13
       
      It will go in the Using Color to Tell a Story section and be a reference to show how color can be used affect peoples emotions.
    • alexandra m. pickett
      alexandra m. pickett on 11 Aug 13
       
      ok. i see your annotation, but the tags are not right. You have to put tags that are multiple words in parenthesis, otherwise each word comes out as a separate tag. "module 4 assignment" vs. module. 4. assignment.
    • kevin volo
      kevin volo on 12 Aug 13
       
      Fixed the tag issue.
  • kevin volo on 18 Jul 13
     
    Used as a good color theory and emotion reference.
Anne Deutsch

answergarden - 0 views

answergarden.ch

web 2.0 interaction tools answergarden

shared by Anne Deutsch on 20 Jul 13 - Cached
  • Anne Deutsch on 20 Jul 13
     
    create a wall to embed in your course or blog = pose a question and students can post text to the wall
Anne Deutsch

Wikipedia: Beneath the Surface - 0 views

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

module 4 assignment wikis wikipedia videos background knowledge encyclopedias

shared by Anne Deutsch on 20 Jul 13 - No Cached
  • This work is licensed under a Attribution-NonCommercial-NoDerivs 3.0 United States
    • Anne Deutsch
      Anne Deutsch on 20 Jul 13
       
      Good - no barriers to use
  • focuses on questions such as "what is a wiki?" "How does information get into Wikipedia in the first place?" and "Who creates it?"
    • Anne Deutsch
      Anne Deutsch on 20 Jul 13
       
      Not only does it focus on questions, it encourages students to "dig deeper" - tying into two of our course themes!
    • Anne Deutsch
      Anne Deutsch on 20 Jul 13
       
      This is a great video for my "working knowledge" section - it helps students understand both the benefits and drawbacks of Wikis and how to best use wikipedia for academic research.
Diana Cary

Jossey-Bass::Kick-Start Your Class: Academic Icebreakers to Engage Students - 0 views

www.josseybass.com/...productCd-1118104560.html

high school online learning icebreakers

shared by Diana Cary on 19 Jul 13 - No Cached
  • Kick-Start Your Class: Academic Icebreakers to Engage Students
  • Research has shown that the use of icebreakers increases student motivation by creating an emotional connection between the student and school.
Mary Huffman

Hadrian's Villa: A Virtual Tour - Smarthistory - 1 views

smarthistory.khanacademy.org/ians-villa-a-virtual-tour.html

Module 4 Assignment

shared by Mary Huffman on 20 Jul 13 - No Cached
Anne Deutsch liked it
    • Mary Huffman
      Mary Huffman on 20 Jul 13
       
      This is amazing! Not only can the students read about a villa in ancient Rome, they can take a virtual tour to really *see* what it looked like.
  • Many of the structures were designed by the Emperor Hadrian who ruled from 117 until his death in 138 C.E. This virtual rendering is based on current archeological research and has been created in consultation with art historians, archaeologists, and museum curators with expertise in this area.
  • Mary Huffman on 20 Jul 13
     
    From OER Commons
  • Anne Deutsch on 20 Jul 13
     
    What a great site! I just looked at the SmartHistory home page - I can use this at the information desk!
Hedy Lowenheim

Strategies for Online Teaching - 2 views

www.crlt.umich.edu/...tsot

teaching online module 4 assignment education

shared by Hedy Lowenheim on 26 Jul 13 - No Cached
  • Hedy Lowenheim on 26 Jul 13
     
    Online teaching is increasingly common at many types of higher education institutions, ranging from hybrid courses that offer a combination of in-person and online instruction, to fully online experiences and distance learning. The following resources provide guidelines for creating an online course, best practices for teaching online, and strategies for assessing the quality of online education.
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