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alexandra m. pickett

Western Music History - 0 views

  • Location
  • free, online wikibook
  • We then have expansions of range and complexity as we move into the Baroque era. The Classical era gives us the emotional power associated with such composers as Wolfgang Amadeus Mozart. Romanticism then transforms the rigid styles and forms of the Classical era into more individualistic stylizations. Tonality was at its peak during this period, then Impressionist music paved the way to the use of extreme dissonances in the music of the Modern era.
    • alexandra m. pickett
       
      did you know you can attach a sticky directly to highlighted text : )
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    • Daniel Hacker
       
      Great resource that my students could use as a suppliment to course material as a study guide. This online resource highlights not only composers, but classical works and terms specific to music of the time periods.
    • alexandra m. pickett
       
      ok. you will use this as a suppliment. how likely is it that students will use supplimental course materials?
  •  
    This is an online wikibook that may serve as a good resource for the students that will be enrolled into my class. My current course, which is part 2 of 2, covers music from the Baroque to 20th Centuries. Students in my class can use this resource for both part 1, and part 2 of my class as it covers music from Medieval times to the present. It covers terms, vocabulary, compositions and composers. I believe that my students and I could use this as a reference point to an overview of each musical period.
  •  
    This is an online wikibook that may serve as a good resource for the students that will be enrolled into my class. My current course, which is part 2 of 2, covers music from the Baroque to 20th Centuries. Students in my class can use this resource for both part 1, and part 2 of my class as it covers music from Medieval times to the present. It covers terms, vocabulary, compositions and composers. I believe that my students and I could use this as a reference point to an overview of each musical period.
Alicia Fernandez

Online Instructional Effort Measured through the Lens of Teaching Presence in the Community of Inquiry Framework: A Re-Examination of measures and approach | Shea | The International Review of Research in Open and Distance Learning - 1 views

  • The focus of this paper is teaching presence, which has been defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile outcomes” (Garrison et al., 2000).
  • Instructor teaching presence is hypothesized to be an indicator of online instructional quality.  Empirical research has supported this view with evidence indicating strong correlations between the quality of teaching presence and student satisfaction and learning (Bangert, 2008; Picciano, 2002; Shea, Pickett, & Pelz, 2003)
  • First, there is a need to revisit two of the original three teaching presence elements.
  • ...10 more annotations...
  • The second limitation relates to design and organization (DE).
  • The third limitation relates to the locus of research investigating teaching presence which has been limited largely to threaded discussions.
  • Lastly, a careful review of the original teaching presence indicators developed by Anderson et al. (2001) reveals that they are largely reliant upon the threaded discussion activities of the instructor and thus fall short in identifying and articulating the full range of online collaborative tasks and effort demonstrated by both instructors and students.
  • If students’ perceptions indicate that they place a premium on instructor interaction (Anderson, 2003; Shea et al., 2006) instructors must actively manage students’ expectations about the nature of online learning and the role of the instructor in this process. Online instructors can accomplish this by taking the time to communicate that online courses are not teacher-centered models of learning and by explaining the rationale behind student-to-student interaction in negotiating shared meaning through discourse.
  • These results suggest that students’ teaching presence may have a “floor” threshold level and when the instructor's participation within the threaded discussion drops to zero students attempt to recreate “instructional equilibrium.”
  • When accounting for instructor teaching presence in all areas of a course, we see that there is a certain ebb and flow to teaching presence.
  • restricting analysis of teaching presence to discussion areas may present too narrow a view of individual instructor’s effort. Some instructors may take a strategic approach by participating in early discussions to model how to formulate probing questions and by providing direct feedback with the goal of withdrawing once this scaffolding is completed
  • These results also document a significant correlation between instructional effort reflected in frequency of teaching presence behaviors and learning outcomes evidence through instructor-assigned grades on closely related assignments. 
  • Where does teaching presence occur in online courses? 2. How do instructors employ communicative functionality within the course to   demonstrate teaching presence? 3. In what ways do students demonstrate teaching presence? 4. Does teaching presence shift over time? 5. Does teaching presence correlate with learning outcomes reflected in instructor-assigned grades?
  • In this study we found that the effectiveness of the instructor did not depend on participation within the threaded discussion per se, but that responsiveness and effective interaction with students was carried out through a variety of forums, including the ask-a-question area, email, and other modes of communication.  We suggest that benchmarks for effective interaction be communicated to instructors and that institutions provide training and support for online faculty around teaching presence. 
  •  
    With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion? Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort.
Jessica M

Role o f Learning Styles i n t he Quality o f Learning a t Different Level - 2 views

  • Learning styles identification helps educators in understanding how their students perceive and process information in different manners and patterns
  • process
  •  
    definition of learning styles and importance for students
efleonhardt

Microsoft Educator Network - Hot Topics : Personalized Learning : Flipped Learning: technological tool or pedagogical solution. - 0 views

  • . Understanding the details of the world in which a learner lives allows the learner to the ability to shape and manipulate that world to his advantage. Content mastery must be accompanied by healthy relationships in a learning community that fosters curiosity within learners. Focusing only upon content can lead to a cold, rote learning environments; spending all our energies on relationships can be done at the expense of content mastery; and developing curious learners without strong relationships can lead to learning in isolation. Essentially, the flipped learning approach allows teachers to spark interest, provide initial exposure, and deliver content through easy to make teacher created video so class time can be used to foster healthy relationships and engage students in higher levels of cognition to help ignite curiosity. Simply using video as a teaching tool will not fundamentally change a classroom. But rethinking how class time can be used for things other than direct instruction and lectures will transform a classroom from a teacher-centered instructional environment to a learner-centered laboratory of learning. Flipped learning is a transitional tool for teachers who know they want to move the attention away from themselves and on to student-centered learning. Flipped learning is not an end, but a means to greater teaching and deeper learning. You can read more about Flipped Learning in our upcoming book: Flipped Learning: Gateway to Student Achievement which can be pre-ordered here: Jonathan Bergmann &amp; Aaron Sams Flipped Learning, Gateway to Student Achievement, Bergmann, Sams piln.hottopic.onPostDisplayInLineLoaded(); Pictures and videos var thumbRatio = [1, 1]; $(function () { initializeGallery('/Gallery/Media/', '138408f4-616a-4cc9-ab2c-9e7543cf50e4') }); Cover of Jon Bergmann &amp; Aaron Sams' book: Flipped Learning $('.galleryDescription').hide(); $('#bigImage').load(function () { var newHeight = $('#bigImage').height() + $('.galleryDescription').height() + 60; if (newHeight < 360) { newHeight = 360; } $('#progressbar').hide('blind', {}, 300); $('#loading').animate({ height: newHeight + 'px' }, 300); $(this).fadeIn('slow'); }); $('.galleryDescription').fadeIn('slow'); gallery created by Jon Bergmann {{if error}} ${name} ${sizef} Error: {{if error === 1}}File exceeds upload_max_filesize (php.ini directive) {{else error === 2}}File exceeds MAX_FILE_SIZE (HTML form directive) {{else error === 3}}File was only partially uploaded {{else error === 4}}No File was uploaded {{else error === 5}}Missing a temporary folder {{else error === 6}}Failed to write file to disk {{else error === 7}}File upload stopped by extension {{else error === 'maxFileSize'}}}The resolution of this image is too big {{else error === 'minFileSize'}}The resolution of this image is a little small. The minimum size is 160x160 {{else error === 'minResolutionSize'}}The resolution of this image is a little small. The minimum size is 160x160 {{else error === 'tooWide'}}This image is too wide for our gallery to display correctly. You will need to replace it with something that is proportional to your monitor. {{else error === 'tooTall'}}This image is too tall for our gallery to display correctly. You will need to replace it with something that is proportional to your monitor. {{else error === 'acceptFileTypes'}}Filetype not allowed {{else error === 'maxNumberOfFiles'}}Max number of files exceeded {{else error === 'uploadedBytes'}}Uploaded bytes exceed file size {{else error === 'emptyResult'}}Empty file upload result {{else}}${error} {{/if}} {{else}} {{if thumbnail_url}} {{/if}} {{/if}} {{if type === 'image'}} ${description} $('.galleryDescription').hide(); $('#bigImage').load(function () { var newHeight = $('#bigImage').height() + $('.galleryDescription').height() + 60; if (newHeight < 360) { newHeight = 360; } $('#progressbar').hide('blind', {}, 300); $('#loading').animate({ height: newHeight + 'px' }, 300); $(this).fadeIn('slow'); }); $('.galleryDescription').fadeIn('slow'); {{html ""}} {{else}} ${description}
  • a situation in which lower order thinking is removed from whole-class teaching time and placed upon the individual regardless of whether video or any other technologies are being used.
  • Content is important in that it is the structure upon which learning is built
  • ...2 more annotations...
  • Content mastery must be accompanied by healthy relationships in a learning community that fosters curiosity within learners.
  • so class time can be used to foster healthy relationships and engage students in higher levels of cognition to help ignite curiosity
lkryder

Annie Murphy Paul: Why Teaching Someone Else is the Best Way To Learn | TIME.com - 0 views

  • Above all, it’s the emotions elicited by teaching that make it such a powerful vehicle for learning. Student tutors feel chagrin when their virtual pupils fail; when the characters succeed, they feel what one expert calls by the Yiddish term nachas. Don’t know that word? I had to learn it myself: “Pride and satisfaction that is derived from someone else’s accomplishment.”
    • lkryder
       
      Nachas is a word used in gaming as mentoring, teaching presence from players is common
  • On a subsequent test of their skills, the students who had observed agents using rules of reasoning to solve a problem “significantly outperformed” students who had only practiced applying the rules themselves.
  • A 2009 study of Betty’s Brain published in the Journal of Science Education and Technology found that students engaged in instructing her spent more time going over the material and learned it more thoroughly.
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  • The benefits of this practice were indicated by a pair of articles published in 2007 in the journals Science and Intelligence. The studies concluded that first-born children are more intelligent than their later-born brothers and sisters and suggested that their higher IQs result from the time they spend showing their younger siblings the ropes. Educators are experimenting with ways to apply this model to academic subjects. In an ingenious program at the University of Pennsylvania, a “cascading mentoring program” engages college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic.
  •  
    Protege effect and some interesting information on "teachable agent"
  •  
    interesting to think of the technology as the component the student teaches, rather than as the teaching/teacher presence
Joy Quah Yien-ling

Malcolm Gladwell: The 10, 000 Hours Rule for Excellence - 0 views

  •  
    Malcolm Gladwell talks about the need to create institutions that provide time and support to develop excellence. This has implications for student development, as well as our own professional development. It takes about 10,000 hours of time investment before we develop expertise in an area.
Melissa Pietricola

News: The Evidence on Online Education - Inside Higher Ed - 0 views

  • learners in the online condition spent more time on task than students in the face-to-face condition found a greater benefit for online learning," the report says.
    • Melissa Pietricola
       
      benefits to online learning as students spent more time on task than students in the face to face environment.
  • differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages
  • This new report reinforces that effective teachers need to incorporate digital content into everyday classes and consider open-source learning management systems, which have proven cost effective in school districts and colleges nationwide
    • Melissa Pietricola
       
      What is meant by an open-source learning management system??
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  • open-source learning management systems
  •  
    This summarizes the key findings of the report "Evaluation of Evidence-Based Practices in Online Learning".
Sue Rappazzo

Research: Students Actually Use the Internet for Education -- THE Journal - 0 views

  • New research released by the National School Boards Association reveals data showing we all might need to reevaluate our assumptions: It turns out kids are actually using the Internet for educational purposes. In fact, according to the study, "Creating &amp; Connecting: Research and Guidelines on Online Social--and Educational--Networking," the percentage of children specifically discussing schoolwork online outpaces the percentage that spend time downloading music.For the survey, the NSBA teamed up with Grunwald Associates to poll 1,277 9- to 17-year-olds, 1,039 parents, and 250 school district leaders who "make decisions on Internet policy." It found that a full 50 percent of students who are online spend time discussing schoolwork, and 59 percent spend time talking about education-related topics, "including college or college planning; learning outside of school; news; careers or jobs; politics, ideas, religion, or morals; and schoolwork."
  •  
    Maybe there is hope!
  •  
    The kids are engaging and participating meaningfully and purposefully online. We should pay more attention to contexts for engagement. When it is personally meaningful, kids will engage (ie. American Idol auditions), and when it isn't (college classes), they won't. Time to look at elements in the contexts which encourage meaningful participation.
alexandra m. pickett

Sloan-C - Publications - Journal: JALN - 0 views

  •  
    The aim of the Journal of Asynchronous Learning Networks is to describe original work in asynchronous learning networks (ALN), including experimental results. Our mission is to provide practitioners in online education with knowledge about the very best research in online learning. Papers emphasizing results, backed by data are the norm. Occasionally, papers reviewing broad areas are published, including critical reviews of thematic areas. Papers useful to administrators are welcome. Entire issues are published from time-to-time around single topic or disciplinary areas. The Journal adheres to traditional standards of double-blind peer review, and authors are encouraged to provide quantitative data; currently JALN's acceptance rate is 25%. The original objective of the Journal was to establish ALN as a field by publishing articles from authoritative and reliable sources. The Journal is now a major resource for knowledge about online learning.
  •  
    This jounal is a major resource for knowlege about online learning.
Donna Angley

The Thrill of Accidental Learning - 0 views

  •  
    An excellent essay by Damon Darlin some Sundays back in the New York Times, "Serendipity: Lost in the Digital Deluge," got me thinking -- not for the first Time -- about the joys of accidental learning. ~Owen Edwards~
Michael Lucatorto

Unshielded Colliders: Poverty and Education - 0 views

  • For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency.
  • or example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficienc
  •  
    For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem
Teresa Dobler

Appendix G - Crosscutting Concepts FINAL edited 4.10.13.pdf - 1 views

    • Teresa Dobler
       
      These are the concepts we want to reinforce with younger scientists - we want to guide them toward coming to these connections more and more independently so they are set up for success in higher level courses.
  • connections
  • Patterns
  • ...6 more annotations...
  • Energy andmatter: Flows, cycles, and conservation
  • Cause and effect: Mechanism and explanation
  • Structure and function
  • Stability and change
  • Scale, proportion, and quantity
  • Systems and system models
Teresa Dobler

Multitasking: Switching costs - 0 views

  • takes a toll on productivity
  • tries to perform two tasks simultaneously, switch . from one task to another, or perform two or more tasks in rapid succession
    • Teresa Dobler
       
      There are different "varieties" of multitasking. I have read elsewhere that you can't actually do two things at once, so when you are multitasking, you are, by definition, switching rapidly between two competing tasks. But the question still remains, is it bad to be consistently switching between two tasks?
  • switch cost -- one attributable to the time taken to adjust the mental control settings (which can be done in advance it there is time), and another part due to competition due to carry-over of the control settings from the previous trial (apparently immune to preparation).
    • Teresa Dobler
       
      Research found that you are less productive when switching between tasks.
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  • As tasks got more complex, participants lost more time
  • often the need to remember where you got to in the task to which you are returning and to decide which task to change to
    • Teresa Dobler
       
      Another reason why switching is harder: you have to remember details about the other task, otherwise you have to rethink about them when you switch back, which takes up time.
  • relatively small, sometimes just a few tenths of a second per switch, th
Teresa Dobler

Establishing & Teaching Classroom Rules - 3_Classroom_Expectations.pdf - 0 views

  • prevent behavior problems before they occur
  • clear, concise, and explicit
kasey8876

Teaching Courses Online: How Much Time Does It Take? - 0 views

  •  
    This longitudinal case study examined the amount of time needed to teach three asynchronous online courses at The University of Michigan-Dearborn. Self-monitoring was used to measure the amount of time required to complete the following activities: 1) reading and responding to emails, 2) reading, participating in, and grading 10 online discussions, and 3) grading 15 assignments. The findings indicate that the time needed to teach online courses falls within the range of reasonable expectations for teaching either live or online courses
Teresa Dobler

JOLT - Journal of Online Learning and Teaching - 1 views

  • Student learning ought to be at the heart of any pedagogical strategy or technique, regardless of whether the class is delivered online or in a more traditional classroom setting.
  • there is little doubt that online teaching and learning requires more time in both preparation and delivery; however, the point was previously made that this should not necessarily be the case. Good teaching in traditional classrooms, when done well, also requires a significant amount of time to prepare and deliver. We argue here that both teaching and learning would improve if many of the considerations inherent in the preparation and delivery of online learning were given priority in courses delivered in traditional classrooms.
  • It is hoped that the key issues addressed here will assist faculty in the preparation and delivery of their traditional courses. In summary, the benefits for traditional instruction in statistics through the use of online pedagogy are: 1) Improved ability to know what material is “essential” to the students’ understanding and learning. A focused delivery of traditional pedagogy minimizes student confusion and misunderstandings and leaves time for additional activities that can be used to enhance student learning. 2) Improved ability to logically and consistently organize and deliver course material. The use of weekly modules containing an overview that summarizes the lecture topic and objectives is helpful to both the instructor and the student in organizing course material 3) Improved willingness to seek out and complete training on how to teach in the traditional classroom. While some colleges and universities require training to teach online, few, if any, require training to teach in the classroom. Many colleges and universities provide both individual and group training to instructors who are new to teaching, and the experience of teaching online can enhance an instructor’s desire and ability to be a better teacher in the traditional classroom. 4) Improved ability to create multiple strategies for the submission of student work and clarification of misunderstandings. The experience of teaching online enables instructors to devise varied strategies for the submission of course work, and provides additional arenas for the instructor to clarify misunderstandings in a forum in which all students can participate. 5) Improved ability to use new technologies for the development and delivery of instruction. Knowing what tools are available for course development and delivery can broaden an instructor’s ability to prepare course materials and deliver them in creative, stimulating ways. 6) Improved ability to maintain the course schedule. 7) Improved ability to maintain contact with all students in the course. In traditional classrooms, students can sit quietly for weeks, engaging little, if at all, with the instructor, the material, or their peers. Teaching online exposes instructors to a wide variety of strategies for enhancing student engagement because they must participate. 8) Improved pedagogical versatility. Being proficient teaching in multiple venues increases one’s own instructional flexibility, and also increases the flexibility of a department to deliver instruction to students. 9) Improved student access to the course material during instructor absences. Having the course material created by the instructor available during the instructor’s absence facilitates student learning and helps maintain the course schedule. 10) Improved student learning due to the repetitive availability of course material, including practice problems and solutions. Once voice-over lectures have been created, they can be uploaded to Blackboard for use in any course.
  • ...4 more annotations...
  • The pedagogical and practical benefits of teaching online are identified, and specific suggestions are made for how instructors can use these benefits to improve their traditional classroom pedagogy.
  • If instructors gave as much thought to the construction of their on-campus courses as they do their online courses, all education would be better
    • Teresa Dobler
       
      My experiences building an online course will greatly impact my face-to-face teaching - I spend so much time planning, revising, and improving before I even begin teaching, and I have an end goal in mind.
  • Successful online learning outcomes appear in large part to be due to the care with which the course is designed and delivered.
  • online pedagogy frequently involves consultation and collaboration
    • Teresa Dobler
       
      I wonder why? This is definitely true of my course as a grad student. Is it true elsewhere?
  •  
    online and on campus teaching should both take the same amount of prep
Liz Keeney

The Learning Styles, Expectations, and Needs of Online Students - 0 views

    • Heather Kurto
       
      Seventy-nine percent of the students expected the assignments they submit to be graded "immediately," and if that is not possible, "at least [in] two business days," but not later than the "following week
    • Heather Kurto
       
      The students needed to feel that they are "important and valued participants in the class, even though [they are] separated from instructor and other participants by distance and/or time. W
    • Heather Kurto
       
      technical help, flexible and understanding instructors, advance course information, and sample assignments
  • ...2 more annotations...
    • Heather Kurto
       
      Fredericksen et al. feel that "if the turn-around time on student requests for assistance is plainly communicated and consistently applied, student disappointment, anxiety, and confusion can be reduced and satisfaction and learning can be increased" (2000, 25).
    • Heather Kurto
       
      Successful online students are expected to have access to necessary hardware and software, and to be minimally proficient in using the technology. They also must communicate through writing, have selfmotivation, and self-discipline. They need to commit sufficient time per week to course work, and they must speak up if problems arise (Howland and Moore 2002; Huber and Lowry 2003
Maria Guadron

Harvard Education Letter - 0 views

  • In the classroom, teachers have seen how the same process manages to develop students’ divergent (brainstorming), convergent (categorizing and prioritizing), and metacognitive (reflective) thinking abilities in a very short period of time.
  •  
    "In the classroom, teachers have seen how the same process manages to develop students' divergent (brainstorming), convergent (categorizing and prioritizing), and metacognitive (reflective) thinking abilities in a very short period of time."
Gary Bedenharn

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

  •  
    Clarifying the Instructor's Role in Online Distance Learning. Suggestions on decreasing teacher time for online classes.
alexandra m. pickett

Small Town Girl in the Big Cyber City - 1 views

  • &nbsp;My original goal was to&nbsp;get an A in the class, and every other class until I reached&nbsp;my objective of&nbsp; my Master’s w/ a 4.0. Now my goal is to become&nbsp;a teacher that is there for my students,&nbsp;who isn’t assuming any good or&nbsp;bad about&nbsp;them, who’s only goal is to help them grow and learn, (and hopefully to get at least a B in this class.)
    • alexandra m. pickett
       
      B R I L L I A N T ! ! !
  • Again, I find myself writing for a college professor rather than a middle school student. Even this past September, I handed out my “course syllabus” to each of my classes. Looking back now I wonder if they knew it was one of my course information documents or is they were trying to figure out how to clap out the syllables.
  • Why did I need to call it a syllabus? That wasn’t for them, it was for me.&nbsp;
    • alexandra m. pickett
       
      i LOVE this observation!
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  • I want them to know that I understand that some activities will suck and be difficult and that they’ll want to rip their hair out but that I also know which activities are the most fun and how rewarding and accomplished they will feel when it’s all said and done.
  • I really don’t know why I do things the way I do. Is it from years of routine as to this is how it needs to be done? Is it from no one stopping and helping me break these habits?
  • At first my fear was that I was a “dead-thinker”
  • I was predispositioned to not question, to memorize and regurgitate information. I was scared that I was passing this trait on to my students.
  • I’m losing that with all the hours it takes to create these.
  • I really began to question whether I am a teacher or a web designer.
  • After Alex asked me to think about how this may hold true in my daily life and routine I realized I really don’t speak up any where let alone in class.
  • I think this is not only my biggest challenge in this class but in my life as well
  • I think I’m just scared.&nbsp;
    • alexandra m. pickett
       
      This is a brilliant self-reflection. Now what are you going to do about it? There is NOTHING wrong with being shy, or an introvert ( http://www.diigo.com/user/alexandrapickett/introvert ) WATCH this NOW! http://www.ted.com/talks/susan_cain_the_power_of_introverts.html You need to get MAD and use that anger to get over the fear that is preventing you from doing/being/experiencing. Anger is a powerful force that can help you stop focusing on yourself -when you flip it to use it to advocate for those less powerful than you - your students!
    • Erin Fontaine
       
      Oh, I'd love to get angry and actually stand up for myself and others. Unfortunately that only seems to happen with a few glasses of wine in me. Not too feasible in the classroom, lol. That should be my next goal, find strength without liquid courage!
  • Ya know Alex, I love you and all and this class has been amazing but I honestly think you are killing my laptop!!
  • Well no more soul searching I have a course to design. Best of wishes to all my fellow classmates as we begin to wrap up this amazing journey!
  • Lisa, I can’t believe how amazing your course is! I want to take it!!
    • Lisa Martin
       
      Thank you, thank you, thank you...I'm finally now starting to spend a good amount of time looking through other people's courses. Looking forward to seeing yours!
  • Less than 24 hours later this article appeared in my inbox. At first I was really aggravated by this article because it seemed like it was ripping to shreds everything I have been working at this summer and I felt like he was sitting at home with an “I told you so” smirk. This quote just floored me “In terms of learning on the college level, the Department of Education looked at thousands of research studies from 1996 to 2008 and found that in higher education, students rarely learned as much from online courses as they did in traditional classes.” Really, what study? Everything that we have read seems to be in the complete opposite direction of this statement! I agree that for some there will be a financial obstacles and internet issues like we’ve all had but that’s where as a teacher we come into play and offer solutions and options. Upon reading it for a second time I feel that this article and any other article discrediting online teaching should be looked at as a challenge! I am strong and passionate about this endeavor of mine and no article or fuddy duddy teacher is going to come in the way of that. Well I hope you all have an amazing weekend. I will be attempting to cool my boiling blood as I sit by the calming cool waters of the Kinzua Dam with a delicious glass of Riesling.
    • alexandra m. pickett
       
      That article prompted response from the online learning community. Here is a particularly excellent articulate and respectful response: http://www.insidehighered.com/blogs/technology-and-learning/open-letter-professor-edmundson
    • alexandra m. pickett
  • As this class come to an end and I look back at where I was in May, I can only say I wish I knew then what I know now. This class has given me so much academically, personally and technologicially, lol. In only a short time I feel like I have grown so much as person and as a teacher.
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