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Aubrey Warneck

Essay & Poster Contest: Building a Classroom Community - 0 views

www.youthuniversity.ca/...annual_essay_contest

community building online education teaching presence

shared by Aubrey Warneck on 16 Jul 08 - Cached
  • “Together we are even better: Great things happen when my class is like a community”. The goal of this essay contest is to promote discussion in Ontario classrooms about the meaning of a sense of community and the ways that students and teachers can create a positive classroom community of learners.
    • Aubrey Warneck
      Aubrey Warneck on 16 Jul 08
       
      Maybe having students do an on-line poster contest or essay contest describing/depicting what makes a classroom community work is a good place to start with community building exercises int he online classroom. It will also create teaching presence in that the students will be teaching one another about what they think creates a successful community.
  • Aubrey Warneck on 16 Jul 08
     
    Building classroom community.
Jarrod McEntarfer

educational-origami » Bloom's Digital Taxonomy - 0 views

edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

shared by Jarrod McEntarfer on 08 Jun 08 - No Cached
  • loom's as a learning process. Bloom's in its various forms represents the process of learning. It has been simplified in some case like the three story intellect (Oliver Wendell Holmes and Art Costa), but it still essentially represents how we learn. Before we can understand a concept we have to remember it Before we can apply the concept we must understand it Before we analyse it we must be able to apply it Before we can evaluate its impact we must have analysed it Before we can create we must have remembered, understood, applied, analysed, and evaluated.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 08 Jun 08
       
      When I did this the first time I tried to have them create analysis questions first, because I had modeled so many analysis questions I though it would be easy for them. It was a mistake not to start at the very bottom at knowledge.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 08 Jun 08
       
      I should say that I was attempting to teach my students how to ask questions using the Blooms Taxonomy
  • I don't think it is. The learning can start at any point, but inherent in that learning is going to be the prior elements and stages.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 08 Jun 08
       
      I don't agree it. It is important to scaffold the questioning process for the students
alexandra m. pickett

Virtual Teacher Education: Affordances and Constraints of Teaching Teachers Online - 0 views

sln.suny.edu/...2a378471b6f3bb85256729006e5412

swan teachingteachersonline

shared by alexandra m. pickett on 28 May 08 - Cached
  • ASYNCHRONOUS ONLINE ENVIRONMENTS . . . AFFORDCONSTRAIN accesscontext mindfulness, reflectivityinterpersonal communication personal expressionbias, values equity, multiple perspectivesauthority, narrative breadthdepth multiple symbol systemsconsistency construction of knowledgeinstruction association, connectionsyllogism, hierarchy bricolage, juxtapositionlogical progression of ideas Figure 1: Affordances & Constraints
    • alexandra m. pickett
      alexandra m. pickett on 31 May 08
       
      what do you think about these reflections?
Amy M

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...162420

shared by Amy M on 28 May 09 - Cached
  • 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
  • Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
  • Web 2.0,
    • jessica mascle
      jessica mascle on 28 May 09
       
      ?
    • Amy M
      Amy M on 04 Jun 12
       
      Web 1.0 was individuals accessing information.  Web 2.0 is the "social web."  Users focusing on social interaction rather than just getting conent.
  • ...26 more annotations...
  • from access to information toward access to other people.
  • What do we mean by “social learning”?
  • e that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      The dichotomy between Cartesian and Social Learning is problematic, and this is one of the reasons why. If Social Learning still comes down to group learning from each other, it remains unclear what would be the "alternative" model of learning/teaching between group users, if not substance/pedagogy.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Schools of Ed/teacher prep programs are being charged with providing "clinically rich" programs that engage candidates more actively, earlier, and more frequently in their program of study. This is proving to be difficult to actualize in the current wave of APPR uncertainty.
  • apprenticeship
  • open source movement
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      Open Source Project may be a model for building up knowledge base among devoted users who are willing to follow the "path" set by predecessors. It is quite another issue whether it is a model for education.
  • Digital StudyHall (DSH)
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      It's not clear in what sense this DSH method is an example of social learning.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • open participatory learning ecosystems
    • b malczyk
      b malczyk on 30 May 12
       
      Not only is it a matter of "if" such campuses are a possibility, but "should" such campuses be a priority. If online and distance education can yield at least comparable results to traditional academic settings, then their ease of accessibility and lower overhead costs warrant further exploration as a viable possibility.
  • “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are
  • provided students with opportunities to observe and then to emulate how experts function
    • b malczyk
      b malczyk on 30 May 12
       
      How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"? 
    • Amy M
      Amy M on 04 Jun 12
       
      Open Source/Access research.  One of the problems right now is that the NIH or fed government will pay for research, but the public then had to pay for the results of that research.  We are paying for the same research twice.  Open Access Journals (see Harvard Memo) hopes to change this.
  • seeking the knowledge when it is needed in order to carry out a particular situated task.
    • b malczyk
      b malczyk on 30 May 12
       
      Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?" 
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I grew to see high school as a time for exposure to all disciplines in order to find what best suited one in preparation for college or the workplace. Now I am wondering if the multiplicity of disciplines will be "tailored" to fit the personal interests of the learner. Will differentiating for all eradicate the question Ben mentions?
  • all student writing was done on public blogs
    • b malczyk
      b malczyk on 31 May 12
       
      This form of education was also based on what could be called an industrial style of education. They education system became an extension of industry--students were passed along on the assembly line from one course to the next, year after year and came out a finished produce with similar skills and altitudes as their peers. Now education has and can become more narrow and niche based and less industrial.
  • This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      This is the model embraced by most teacher ed programs.
    • Amy M
      Amy M on 04 Jun 12
       
      Which has its advantages and disadvantages. 
  • In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Will the professions embrace as colleague one who excels in a non-credit course of study or will opportunities continue to be closed to those who don't present the "right" credentials?
  • Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I am wondering if "leveraging" these networks will become a basis for funding in the case of state colleges and universities.
  • he site’s developers note: “We fundamentally believe that the new electronic environment and its tools enable us to revive the humanistic spirit of communal and collaboratively ‘playful’ learning of which the Decameron itself is the utmost expression.”
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      The notion of 'playful' learning is my ideal; this seems to be at odds with the test drill environment I am currently observing in grades 3 - 6. Currently, it seems as though there are two tracks developing in "Learning 2.0": assessment-driven and learner-driven.
  • As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • that will support active, passion-based learning: Learning 2.0. This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Surely the content and skills currently being taught and assessed Pk-12 must give way to a new set of literacies.
  • In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
  • CyberOne Classroom in Second Life
  • Jeanne Cousineau on 28 May 09
     
    Social View of Learning
alexandra m. pickett

The Constructivist View of Education - 0 views

www.members.shaw.ca/...constructivism.html

constructivism education

shared by alexandra m. pickett on 30 May 09 - Cached
  • posing problems of emerging relevance to students
  • assessing student learning in the context of teaching
  • use cognitive terminology such as "classify," "analyze," "predict," and "create."
  • ...6 more annotations...
  • cognitive terminology such as "classify," "analyze," "predict," and "create."
  • cognitive terminology such as "classify," "analyze," "predict," and "create."
  • cognitive terminology such as "classify," "analyze," "predict," and "create."
  • cognitive terminology such as "classify," "analyze," "predict," and "create."
    • Kristina Lattanzio
      Kristina Lattanzio on 30 May 09
       
      Using terms that parallel Bloom's Taxonomy and critical thinking skills help establish clear objectives and assessment.
  • encourage and accept student autonomy and initiative.
    • alexandra m. pickett
      alexandra m. pickett on 10 Jun 09
       
      kristina! great highlights! and a great resource!
  • encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of each other. seek elaboration of students' initial responses.
  • Kristina Lattanzio on 30 May 09
     
    Reviews principles of constructivism such as: challenging students with problem solving, encouraging student inquiry and assessment. Gives suggestions on encouraging student initiative, inquiry and communication for learning.
  • alexandra m. pickett on 10 Jun 09
     
    Reviews principles of constructivism such as: challenging students with problem solving, encouraging student inquiry and assessment. Gives suggestions on encouraging student initiative, inquiry and communication for learning.
Jane DeMeis

Malcolm Knowles .mw { color:#000000;font-family:Verdana,Arial,Helvetica;font-weight:bold;font-size:xx-small;text-decoration:none; } a.mw:link{color:#000000;font-family:Verdana,Arial,Helvetica;font-weight:bold;font-size:xx-small;text-decoration:none;} - 0 views

www.nl.edu/...malcolmknowles.cfm

adult learning

shared by Jane DeMeis on 31 May 09 - Cached
  • Jane DeMeis on 31 May 09
     
    History of M Knowles and adnrgogy
  • alexandra m. pickett on 31 May 09
     
    hi jane, you are doing great! thanks for adding these links... other tags i would add to these resources would be andragogy, and knowles or malcolmknowles. if you put a space between words when you create a tag, they become 2 different tags. if you want them to be separated by a space just put "quotes arond" the phrase. then it will a be one link tag rather than 2 separate links. think of tags as words that will help you (and those of us in this group) remember how to find this bookmark again. or how to find resources on a similar topic. The tags help organize and sort the bookmarks into keywords that describe the content. : ) me
Jessica Backus-Foster

Daniel Goleman - Ecological Intelligence, Emotional Intelligence, Social Intelligence » Emotional Intelligence - 0 views

www.danielgoleman.info/...emotional-intelligence

goleman SEL

shared by Jessica Backus-Foster on 06 Jun 09 - Cached
  • helping children improve their self-awareness and confidence, manage their disturbing emotions and impulses, and increase their empathy pays off not just in improved behavior but in measurable academic achievement.
    • Jessica Backus-Foster
      Jessica Backus-Foster on 06 Jun 09
       
      I think that since managing emotions is a part of a students' social and emotional learning; recognizing their emotions is the first step. Also, it makes sense to me that expressions of their emotions through the arts (including music) and the ability to recognize emotions expresses in others' artforms is certainly an aspect of emotional intelligence.
  • Jessica Backus-Foster on 06 Jun 09
     
    A description of Emotional Intelligence and an understanding of Social and Emotional Learning
Kristina Lattanzio

What Online Students Want to Tell Faculty - 0 views

www.ctdlc.org/...WhatStudentsWantToTell.html

student concerns learning teaching

shared by Kristina Lattanzio on 14 Jun 09 - Cached
  • Designing your course to promote quality interaction between faculty and students and among students is essential.  Consider emphasizing the course conference by making it a part of your class assessment possibly as a substitute for test, paper, or project.
  • Be patient and available.  Remember some of us are first time online learners and are still trying to figure out this method of teaching and learning.
  • Be accessible
  • ...4 more annotations...
  • Put yourself into the class.  “The professor was always available, encouraging and even made the lessons humorous by adding personal tidbits.”  “She gave us constant feedback and encouragement.”
  • Think about your role in the discussion.  Students want you to be present.
    • Kristina Lattanzio
      Kristina Lattanzio on 14 Jun 09
       
      It's important to be present, but it's also necessary to know when to step back and observe interaction between students.
  • Give frequent feedback on assignments so students have a sense of what they have mastered and where they need to focus attention.
    • Kristina Lattanzio
      Kristina Lattanzio on 14 Jun 09
       
      Helps students to know that you are "there" and motivates them to improve in subsequent activities.
  • Your presence in the class is important.  These courses should not be seen by the student as “self-taught.” 
  • Kristina Lattanzio on 14 Jun 09
     
    Outlines student concerns of online learning and what instructors should know about student needs.
Mary Huffman

Socratic Questioning - 0 views

changingminds.org/...socratic_questions.htm

questioning socratic thinking education

shared by Mary Huffman on 05 Jul 09 - Cached
  • jessica mascle on 12 Jul 09
     
    discussion tips
alexandra m. pickett

Reflections on Online-Teaching and Learning - 0 views

mascjc82.edublogs.org

shared by alexandra m. pickett on 19 Jul 09 - Cached
  • teaching online can make you a better f2f teacher
    • alexandra m. pickett
      alexandra m. pickett on 19 Jul 09
       
      you might be interested in this: online teaching as a catalyst for classroom based transformation https://urresearch.rochester.edu/retrieve/6493/Catalyst+for+Classroom+Transformation.pdf : }
  • By pushing myself to interact better I can learn to teach interaction to my students.
  • I have learned that interaction is essential to teaching and learnng.  Learning is a social activity.  I feel I have been brave enough to include a discussion forum in each module of my course.  It was easy really to do.  the questions I have posed are big questions-they are not lower level thinking questions.  in order to elicit the rich content from my students in the discussion i need better instructions and to create that rubric-i will do.
  • ...7 more annotations...
  • can’t believe how far I’ve come.  So, I guess that’s the most suprising thing that i have learned.  I can do this tech. stuff.  well, another thing that strikes me as suprising is that this course has helped me to become a better f2f teacher.  i can no longer hide behind my fear for interaction in the f2f class.
    • alexandra m. pickett
      alexandra m. pickett on 11 Aug 09
    • alexandra m. pickett
      alexandra m. pickett on 11 Aug 09
       
      jess: you not only can do it. you did do it! yay!!
  • i suppose i can.  
  • I am proud of myself and patient with myself.
  • As I grow as a teacher, there is no doubt, that I will be rocky road.
  • I know that I have learned, for god’s sake I created an online course! 
  • change the world!
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 09
       
      one person at a time! : )
  • I felt scared and now I feel empowered. 
alexandra m. pickett

Jim's viewable streams of thought - 2 views

kobejim.edublogs.org

shared by alexandra m. pickett on 12 Jul 09 - Cached
  • What I’m really coming to grips with is how much the students might not be actually understanding when I communicate orally.  How much of this information is not remembered?
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      exactly! : )
  • It’s not about being the “sage” but about being in a room full of people and interacting on issues I love. 
    • alexandra m. pickett
      alexandra m. pickett on 21 Jul 09
       
      I LOVE how you put this Jim!! For me my room is here with you and the others in our class, and i feel the exact same way. My fondest wish for all of you is that you get to experience your love of teaching- - that same feeling of love and satisfaction you get f2f -- in an online teaching and learning environment too.
    • alexandra m. pickett
      alexandra m. pickett on 21 Jul 09
       
      jim: breathe.... i am so sorry. i know how very frustrating this can be.... just a week ago i lost one of my blog posts ... i was crushed and frantic after spending a whole day writing the post... if you follow me on twitter you may have seen my frantic panic expressed in my appeals for help to the the twitterverse for assistance/suggestions on how to recover the post ... i just spent so much time on it....and i have no idea how i deleted it. I am not sure if this will help, but unbelievable after doing all kinds of things to try to recover my post, i actually found it by hitting the back button on my browser. I am on a mac and using firefox, so i don't know if it would work in other browsers or on a PC. there may also be other factors. I never shut down my computer and i use millions of tabs. I think my copy was still in the cache of the computer on the tab that i had used to create the post... anyway. i hope you are ok now. and i look forward to this post. me
  • ...1 more annotation...
  •  How do I prove this? Just take a look at the course I’ve built and there is evidence of learning. 
Diane Gusa

ETAP640student FIR reflections - 1 views

franciareed.edublogs.org

shared by Diane Gusa on 07 Jun 11 - No Cached
  • Fook and +Askeland (2007) explore the benefits of critical reflections. They point out that reflection is an intentional practice of exploring underlying assumptions in thought processes, for the purpose of achieving growth.  They explain that this practice is useful for an individual to be able to understand their own thinking, and gain better insight into what drives their behaviors.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      link please!
  • Did You Know Video
  • Ian’s post about faculty ignoring technology forced me to reflect on my own biases.
  • ...8 more annotations...
  • It has taken nearly 2 years for the administration on our campus to support the request of one of our faculty members to provide infrastructure and equipment to use Elluminate. Elluminate (http://www.elluminate.com) is a web based tool that provides opportunities for distance learners to stay in their location and participate in synchronous, real time lectures, seminars, or presentations with other members in a different location.
  • Furnborough and Truman (2009)
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Hi Francis, I too am guilty here, and this course has taught me the importance of redundancy. I beleive it will cut down on the many emails I get by students who "forget" what is expected.
  • June 20th, 2011
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      francia: there are 2 blog posts due for each module. for module 2 they were due between june 6-19th.
  • it is ideal to make the online environment as effective as possible to meet the learning objectives, and the learners needs.
    • Donna Angley
      Donna Angley on 25 Jun 11
       
      Yes, very good point - and as I'm learning week after week, there are many technologies out there to help with meeting the objectives. What I've realized in the past 2 weeks or so is that I didn't have very clear objectives. Once I clarified those, I found it easier to begin to build my course and visualize the modules.
  • This includes the feedback I so diligently write on their assignments.
    • Donna Angley
      Donna Angley on 25 Jun 11
       
      I am so guilty of this; Alex had left me feedback in several areas, and I didn't realize it. I wasn't checking back frequently enough. Live and learn.
  • I honestly don’t see how all of this technology has necessarily improved life for the poor, the hungry, and the uneducated
    • Donna Angley
      Donna Angley on 25 Jun 11
       
      I agree that perhaps these populations aren't benefiting from the technology yet, but the potential is huge. Imagine being able to reach out to poorer communities via online learning. Urban schools have a really difficult time recruiting and retaining quality teachers. It's not unheard of for an uncertified teacher to teach in an urban school, because they are so desperate for teachers to man the classrooms. If some of the learning can happen online, or if they could offer blended classes, it could have real potential to raise graduation rates. Online learning is still fairly new in the grand scheme, but it is spreading like wildfire. More people will come on board, great minds will (have) come together for Best Practices, and the proof will be in the student outcomes.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Hi Francia, Sorry for spelling your name wrong in last sticky note. What you are trying to achieve is a paradigm shift....it takes time, but it can happen Diane
Donna Angley

Curriculum and Instructional Design - 0 views

kristendella.edublogs.org

shared by Donna Angley on 07 Jun 11 - No Cached
  • I can now see that learning to transform my ideas and beliefs about learning IS GOING TO require a constant and steady flow of reflective inquiry.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      brilliant!! : )
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Took me a while to realize it as well!
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      I am curious, what do you mean logical? Is it possible that what is logical to one student, will be chaos for another?
  • There are still so many tools and technologies to learn!
    • Kimberly Barss
      Kimberly Barss on 20 Jun 11
       
      I KNOW! It is so overwhelming at times. I just keep telling myself "it's all going to be worth it!" It is extremely comforting, however, to hear the experts in the field and those who have been doing this for a long time saying that they felt the same way when they first began.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I just found out tonight about this ability to use Diigo in our blogs to leave post-its....very cool!
  • ...13 more annotations...
  • Jun 21st,
  • I do not know all that there is to know about online learning
  • I need to move outside of comfort zone to make this course work!
  • I am able to read the discussion posts and announcements while I’m on the road, at work, exercising or shopping. I am able to stay connected to the course, and this has been a great help to my learning.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I'm a little jealous :-) I don't have internet on my phone, so I have to wait to be home to do any work at all. It must be nice to always have the option of connecting!
  • I still have so much learning to do
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      We all do...hopefully the learning never ends. I think of myself as one long work in progress.
  • visual
  • post quality responses
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      This has proved to be one of the more difficult portions of this course. It takes me hours to create a quality post, but I do learn a lot in the process.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Hi Kristen I too am grateful for the experiences, even though that cause me great frustration, because those have made me dig deeper...
  • teacher
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      it is teaching presence not teacher presence. there is a big difference. : )
  • This course allows me to learn the theoretical underpinnings of learning and teaching online, but also allows me to apply what I have learned and “make the connection” to my professional life and to the greater world!
  • From this point on, I have made the decision to be strategic about the design and impact of my course on my faculty’s personal and professional lives.
  • for business
    • alexandra m. pickett
      alexandra m. pickett on 18 Jul 11
       
      it is a process : )
  • stay consistent with the structure
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      It's taken a while for me to realize this as well. I've since gone back and added consistency throughout my modules.
Lauren D

Communication in Online Courses: Strategies for Providing Feedback - 0 views

www.ion.uillinois.edu/...feedback.asp

feedback education teaching online

shared by Lauren D on 12 Jun 11 - Cached
  • Here are strategies for providing feedback in the Virtual Classroom
  • Clearly communicate exactly how participants will be graded.
  • Set evening hours if most of your students work during the day.
  • ...10 more annotations...
  • Be prepared to use a variety of delivery systems for feedback in case the technological system fails
  • Take note of students who don’t participate during the first session, and contact them individually after class. They may have technological difficulties
  • Provide substantive critique, comment, and/or evaluation for work submitted by individual students or groups, referring to additional sources for supplementary information where appropriate.
  • Provide private, weekly updates to EACH participant on their grade status.
  • Thank students publicly for comments submitted to the Virtual Classroom showing insight or depth. This will serve to model the types of responses and critical thinking skills you expect from other participants as well as give positive reinforcement to the student who contributed the message.
  • Make interpretive as well as descriptive comments.
  • the instructor should recognize quality work and intervene as the work is being developed to steer students in the right direction
  • Do not comment on every student posting. Much like in face-to-face class discussions let the conversation develop and give students a chance to participate before jumping in with in depth comments/feedback or analysis.
  • Use your students' feedback regarding course content, relevancy, pace, delivery problems, and instructional concerns to improve your course for the next time you teach it.
  • formative assessment
  • Donna Angley on 12 Jun 11
     
    The importance of continuous and prompt teacher feedback in the virtual classroom.
  • Maria Guadron on 07 Jun 12
     
    Online students need more support and feedback because they may feel alienated online. Read some strategies to provide feedback here!
ian august

Confessions of an Aca/Fan: Archives: Learning in a Participatory Culture: A Conversation About New Media and Education (Part One) - 0 views

henryjenkins.org/...children_and_young_people.html

digital learning social communications onine education henry jenkins

shared by ian august on 10 Jun 11 - Cached
  • peop
  • it isn't about the technology
  • It is about the informational affordances and cultural practices which have taken shape around the computer and other interactive technologies.
  • ...12 more annotations...
  • Yochai Benkler, author of The Wealth of Networks, tells us we respond to the culture differently when we see it through the eyes of a participant rather than a consumer
  • And it is this participatory culture which has been facilitated by the new digital media in a way that stretches far beyond the imagination of previous generations.
  • When we are talking about the internet, we are talking about all of the activities we perform through this new information infrastructure and the mindset which emerges through our ongoing engagement and participation in the great public conversation that emerges through it.
  • Beyond the individual medium there is a media ecology -- all of the different kinds of communications systems which surround us and through which we live our everyday lives
  • and they have opened up a space where all of us can be welcomed as potential participants
  • All of the research shows that the communities of practice which grow up around this participatory culture are powerful sites of pedagogy, fueled by passion and curiosity and by a desire to share what we learn and think with others.
  • Pierre Levy tells us that in a networked society, nobody knows everything
  • everybody knows something
  • and what any given member of the community knows is available to the group as a whole as needed.
  • We are evolving towards this much more robust information system where groups working together can solve problems that are far more complex than can be confronted by individuals
  • Right now, schools are often using group work but not in ways which encourage real collaboration or shared expertise -- in part because they still assume a world where every student knows everything rather than one where different kinds of knowledge come together towards shared ends.
  • You wouldn't consider someone literate if they could read but not write text and we shouldn't consider someone literate if they can consume but not produce media
  • ian august on 10 Jun 11
     
    henry jenkins
Diane Gusa

The Art of Writing Clear Instructions (or How to Tell People What to Do) - Content Mastery Guide - 0 views

www.contentmasteryguide.com/...to-tell-people-what-to-do.html

technical writing instructions teaching Online module 2

shared by Diane Gusa on 16 Jun 11 - No Cached
  • A common format for blog posts and articles is to present a topic and then include some actionable steps at the end to help your reader apply their learning. Here are a few ways you might do this: Reflection: Ask your readers to ponder or consider the new idea or perspective you shared with them, and how they might integrate it into their lives. Journaling: Ask your readers to write about the topic. You can provide specific questions for them to answer, or invite them to ask and answer their own questions. Rehearsal: Ask your readers to practice a new behavior, habit, thought pattern or language. Suggest how many times per day or week they should do it, and in which specific situation(s). Action: Ask your readers to take a specific action or actions. Suggest how many times per day or week they should do it, and in which specific situation(s). Documenting: Ask your readers to keep track of their progress; give them a checklist to mark off their actions or ask them to record it in a journal. You may also ask them to keep track of their results, feelings or thoughts during this process. Reporting: Ask your readers to share their results with you, your community or an  accountability partner.
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      I plan on using this for my blogs. What do you think?
Diane Gusa

What Do Pit Bulls & Cockroaches Have To Do With Learning & Teaching? - 0 views

larryferlazzo.edublogs.org/...e-to-do-with-learning-teaching

education teaching reflection

shared by Diane Gusa on 15 Jun 11 - Cached
  • Diane Gusa on 15 Jun 11
     
    I emphasize the phrase actively learning because I think some teachers might be relentless, too, but might use the word working instead.-food for thought are our activities more about work?
Diane Gusa

Ten Steps to Better Student Engagement | Edutopia - 0 views

www.edutopia.org/t-learning-teaching-strategies

learning teaching engagement

shared by Diane Gusa on 19 Jun 11 - Cached
  • A teacher in one of my workshops said, "When my students and I are in the flow, then I don't feel like I have to work as hard." I heartily agree.
  • Create an Emotionally Safe Classroom
  • Create an Intellectually Safe Classroom
  • ...5 more annotations...
  • Practice Journal or Blog Writing to Communicate with Students
  • Create a Culture of Explanation Instead of a Culture of the Right Answer
  • Teach Self-Awareness About Knowledge
  • Use Questioning Strategies That Make All Students Think and Answer
  • Include peer evaluation as part of the feedback they receive.
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