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alexandra m. pickett

PBL: Teaching Online - 0 views

pbl-online.org/...design.htm

shared by alexandra m. pickett on 14 Jun 12 - Cached
  • This section of the Teaching Online Guide focuses on course planning and design. While many of the ideas and strategies are generic the main focus will be on the PBL online course. Included within the course design section is information about the phases of planning an online course, software for online teaching, using multimedia, teaching strategies, and assessment for online instruction. In general, the design of an online course entails four main realms. These are the people involved (who), the content (what), the teaching strategies and software tools (how), and the location of the course (where). The course design pages on this guide address aspects of these realms and the associated design elements. Scroll your mouse over the diagram to the right to see how everything fits together.  
b malczyk

Synchronous vs. Asynchronous Classes : Guide to Online Education - eLearners.com - 0 views

www.elearners.com/...onous-vs-asynchronous-delivery

asynchronous synchronous

shared by b malczyk on 14 Jun 12 - No Cached
  • require students and instructors to be online at the same time.
  • specific hour. All students must be online at that specific hour in order to participate.
  • Asynchronous classes are just the opposite. Instructors provide materials, lectures, tests, and assignments that can be accessed at any time
  • ...6 more annotations...
  • benefits and drawbacks to both desig
  • like synchronous courses because they need to feel involved, in real-time, with the class experience. It’s rewarding to ask a question or offer a comment, and to receive instant feedbac
  • Most online courses operate asynchronously. But if you like the synchronous format, you can look for a program that offers more traditional class meeting times
  • courses incorporate elements from both formats.
  • radio/podcasts
  • Virtual worlds
William Meredith

Benefits of Online Learning | Education Guidance | WorldWideLearn.com - 0 views

www.worldwidelearn.com/...enefits-of-online-learning.htm

shared by William Meredith on 14 Jun 12 - Cached
  • 2. Online learning enables student-centered teaching approaches
  • Course material is accessible 24 hours a day 7 days a week. Students have the ability to read and re read lectures, discussions, explanations and comments. Often spoken material in the classroom passes students by due to a number of distractions, missed classes, tiredness or boredom.
  • Over 75% of colleges and universities in the U.S. offer online degree programs, with online degrees as respected as "on the ground" degrees. (Lewis)
  • William Meredith on 14 Jun 12
     
    15 reasons why people like online learning
Maree Michaud-Sacks

Overview: Using Student Peer Review | OER Commons - 1 views

www.oercommons.org/...view

Module 4 assignment peer review oer

shared by Maree Michaud-Sacks on 18 Jul 13 - No Cached
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 18 Jul 13
       
      I think the section on helping students make effective comments will fit nicely into my peer review and evaluation module
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      great! i agree!
  • Diana Cary on 22 Jul 13
     
    I think this is an awesome find Maree. However it would be nice if this resource was built with next buttons to proceed to the next reading rather than back buttons. Do you agree? Thank you for clearly stating how you would use this in your online course.
rhondamatrix

Fearless Writing (a book by Tom Romano) - 2 views

www.heinemann.com/...romanosamplechapter.pdf

teaching learning

shared by rhondamatrix on 11 Jun 14 - No Cached
  • rhondamatrix on 11 Jun 14
     
    This link will take you to the opening chapter of Tom Romano's latest book about multi-genre papers. Romano has been working on this concept for close to two decades. It branches off Gardner's work on multiple intelligences, which Samantha wrote about on the Module 1 discussion board. I believe that we need to rethink what an academic paper "should" look like. Are we teaching an outdated model?
  • dkiesel on 11 Jun 14
     
    Rhonda, I started reading Fearless Writing with this link you provided and if I had nothing else to do today I would curl up and just read it. This is a topic that I have been thinking about whie taking these ETAP classes that there needs to be a paradigm shift in letting people just write. As a writer, of sorts at least I have published a book, I write best with editing a thousand times as the writing becomes better targeted. However, one can notice in our online discussions how some students do not write much, or do not write from the soul of self, the creativity with the science and theories to figure out how to remember and apply what we learn. During the years I was writing my book, I discovered that when I played the piano or figured out some 1700 Spanish classical guitar piece..I could write easily. It was like food for the writing. Now days I have that music in my head whenever write like right now there's a tune being built with the pace of tapping the keys. This process is what we need to let flourish when student have their dance of art, music, and other types of deigns in the Mind that form pathways to help us learn.
  • rhondamatrix on 11 Jun 14
     
    Thanks for the comment. I haven't done much with multigenre papers since getting the teacher certification, but I do think it's an area that needs more exploring. Romano focuses mostly on the high school population but I see no reason why these ideas can't be pulled up into an expository writing course. Yes, college students need to know how to do the basic research, citation, and so on, but they also need to know how to CREATE, how to enjoy words for words' sake rather than putting words on the page to fulfill a grading formula. Again, call me a Luddite if you will but I fear that as these web tools grow more sophisticated, we are losing our grip on the simple pleasure of the written word...
dkiesel

Why Today is My Last Day Teaching, by Ronnie Burt - 1 views

theedublogger.com/...comment-page-1

online Education

shared by dkiesel on 11 Jun 14 - No Cached
  • dkiesel on 11 Jun 14
     
    Why today is my last day teaching online…is a blog that we should all read about how and why an instructional designer and teacher is quitting. The people answering his blog are also interesting to read - I will not summarize this because I think it is best to read it as he says it and how they respond.
Jessica M

Show me! Enhanced Feedback Through Screencasting Technology - 0 views

files.eric.ed.gov/...EJ1001893.pdf

Technology Feedback Teacher Student

shared by Jessica M on 19 Jun 14 - No Cached
  • What is Screencasting?
  • These videos can be accompanied by a narration recorded whilethe video is created or added at a later date once the recording has been com-pleted
  • combine both visual and auditory input, thusadvancing earlier explorations of the use of audio-recorded feedback andpodcasting as an alternative to handwritten marginal notes (
  • ...3 more annotations...
  • this technology could be used to produce feedback bycreating video-recordings of both his spoken comments and his on-screenactions as he responded to students’ texts. Stann
  • this work is rooted in the belief that multimodal feedback allowsfor a wider range of individual learning styles and preferences
  • and is more likely to provide a learning experience that students will findmemorable
efleonhardt

Mike Garver Case Study-Flipped Classroom - 3 views

assets.techsmith.com/...MikeGarver-Case_Study.pdf

flipped_classroom casestudy

shared by efleonhardt on 31 May 14 - No Cached
  • alexandra m. pickett on 31 May 14
     
    Emily: you could leave your comments here, for example.
Mary Huffman

Paper for the Web | Padlet (Wallwisher) - 3 views

padlet.com

collaboration web2.0 icebreaker

shared by Mary Huffman on 20 Jul 13 - No Cached
    • Anne Deutsch
      Anne Deutsch on 20 Jul 13
       
      I'm going to embed this in my ice breaker module and have students post a picture of themselves to create a "class photo"
    • Celeste Sisson
      Celeste Sisson on 22 Jul 13
       
      This is a great tool! Love your idea!
    • Daniel Hacker
      Daniel Hacker on 22 Jul 13
       
      GREAT TOOL!!!!!!!
  • Anne Deutsch on 20 Jul 13
     
    Create a wall and embed it in your class - students can post comments, links and documents
  • Mary Huffman on 21 Jul 13
     
    Good tool for icebreakers or short discussions!
  • Diana Cary on 22 Jul 13
     
    Now we have been talking about this tool a lot this module right Mary! Good choice Anne.
Sue Rappazzo

Tools for the TEKS: Integrating Technology in the Classroom - 0 views

www.wtvi.com/...interactive-podcasting.html

shared by Sue Rappazzo on 04 Jun 10 - Cached
  • Until recently, asynchronous online discussions have been largely limited to text-based interactions. The continued development of “web 2.0” technologies, or “read/write web” tools, is changing the online interactive landscape, however. Free web services like YackPack (www.yackpack.net) and Vaestro (www.vaestro.com) permit users to engage in audio-based discussions with others using only a computer microphone and a web browser. The audio recordings are immediately stored to a server on the Internet, rather than being saved on local hard drives and then subsequently uploaded to a server. The process is amazingly easy and straightforward, providing multiple benefits for users as well as instructional possiblities for educators.
  • The respective slogans of both YackPack and Vaestro succinctly communicate their similar goals of empowering users to engage in web-based discussions via audio recordings.
  • These interactive podcasting tools are admittedly examples of potentially “disruptive technologies” which may strike fear into the hearts of some school administrators and classroom teachers. The basic reason for this boils down to issues of control. Could students make poor choices and choose to record offensive or inappropriate comments using these tools? Of course. But as educators, shouldn’t we strive to provide environments where students can make REAL decisions of import and value, so they can learn how to behave appropriately in different contexts? The virtual world is here to stay, and educators at all levels need to get more serious about helping student learn to safely and effectively navigate that environment. An analogy to swimming may be appropriate here. If students are living on the coast, and are exposed daily to the dangers as well as opportunities of the ocean, shouldn’t any responsible caretaker strive to help those students learn to swim? Our answer must be “yes.” Interactive podcasting is one read/write web technology that can be used to help achieve this goal in the virtual enviornment.
  • ...1 more annotation...
  • udioBlogger (www.audioblogger.com) is a free service which permits users to create audio podcasts using their cell phone, which are directly saved to the Internet and “subscribable” via an automatically generated RSS feed. Just as AudioBlogger permits anyone with a cell phone and access to the Internet to create a free online account to become an international podcaster, services like YackPack and Vaestro are likely to continue maturing and offer increasingly powerful ways for people to interactively podcast. These tools are powerful and rich in their educational potential.
  • Sue Rappazzo on 04 Jun 10
     
    interactive podcast tools
Joan Erickson

Trying out a blend of learner-centered and content-centered models | Learning Online Learning - 0 views

shoubang.edublogs.org/...ed-and-content-centered-models

shared by Joan Erickson on 05 Jul 10 - Cached
  • ETAP 687 Alex’s reflecting pool
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      you have not yet added the links to your classmates blogs to the link roll of you blog.
    • Joan Erickson
      Joan Erickson on 06 Jul 10
       
      Shoubang (4) I want to leave a comment. Several things in your blog strike a chord with me. So fix it!
Donna Angley

The Role of Socratic Questioning... - 0 views

www.criticalthinking.org/...e-socratic-questioning-ttl.cfm

Socratic Method critical thinking questioning

shared by Donna Angley on 24 Jun 10 - Cached
  • Respond to all answers with a further question (that calls upon the respondent to develop his/her thinking in a fuller and deeper way)
  • Treat all thoughts as in need of development
  • Recognize that any thought can only exist fully in a network of connected thoughts. Stimulate students — through your questions — to pursue those connections
  • ...3 more annotations...
  • Recognize that all thought reflects an agenda. Assume that you do not fully understand the thought until you understand the agenda behind it. (What are you trying to accomplish in saying this? What is your central aim in this line of thought?)
  • Recognize that all thoughts presuppose an information base. Assume that you do not fully understand the thought until you understand the background information that supports or informs it. (What information are you basing that comment on? What experience convinced you of this? How do we know this information is accurate?)
  • Recognize that all thought takes place within a point of view or frame of reference. Assume that you do not fully understand a thought until you understand the point of view or frame of reference which places it on an intellectual map. (From what point of view are you looking at this? Is there another point of view we should consider?)
  • Melissa Pietricola on 24 Jun 10
     
    SOcratic Method Ideas Recognize that all thought reflects an agenda. Assume that you do not fully understand the thought until you understand the agenda behind it. (What are you trying to accomplish in saying this? What is your central aim in this line of thought?)
  • Donna Angley on 22 Jun 11
     
    One of the reasons that instructors tend to overemphasize "coverage" over "engaged thinking" is that they do not fully appreciate the role of questions in teaching content. Consequently, they assume that answers can be taught separate from questions.
Joan Erickson

Teaching College Courses Online vs Face-to-Face -- THE Journal - 0 views

thejournal.com/...rses-Online-vs-FacetoFace.aspx

shared by Joan Erickson on 29 Jun 10 - Cached
  • Students are sometimes aggressive and questioning of authority in ways not seen face-to-face
    • Joan Erickson
      Joan Erickson on 29 Jun 10
       
      I wonder if Alex has ever been challenged in the online setting? Politely challenged or hostily?
    • alexandra m. pickett
      alexandra m. pickett on 01 Jul 10
       
      both. it is difficult for some more than others when their beliefs are challenged. and change is not easy for anyone. And when one's identity is tied to one's beliefs it gets even more complex. i see all interactrions as an opportunity to learn for everyone involved. I have had angry hostile challenges from students in the past as well as polite challenges. I have also experienced misunderstandings in courses between students and with me. These are teachable moments in my view that provide opportunities for learning. My goal in situations when they arise is to understand, question, explain, and support. i have had students that could not believe that they could completely design a course before it was taught, or that they could teach a course without a lecture. I have had students get very angry about feedback i have given them in discussion. I have had students not believe it was possible for them to do what i asked them to do in the course. I have had students completely misconstrue a comment from me and a student completely misconstrue a review from a classmate. All of these situations challenged me. In one situation i ended up having a private video discussion with the student to clarify. In another, i ended up helping the student question and understand his need for control better, in yet another i was firm and consistent in my response focusing on the instruction rather than taking in personnally, and so on ... i am flexible, understanding, empathetic, and kind, as long as i feel the student is willing to work with me and at least try to meet me half way. I have no problem being direct and have clear boundaries about what is acceptable. I will not tolerate disrespect. And if someone (myself included) cannot even consider the possibility that they have something to learn, then my tolerance and empathy diminishes. significantly. : )
Joan Erickson

Module 4 Part 2 | Mike's reflection blog on on-line learning within 2.0. - 0 views

mikefort1.edublogs.org/...module-4-part-2

shared by Joan Erickson on 20 Jul 10 - Cached
  • some of them never learned my name
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      My sophomore organic chemistry was in a 200-people auditorium, yeah, names? what names? :)
  • 222
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      I visited your course, I'm blown away how much work you've done
  • challenged me to consider music and my teaching of it as it related to other disciplines transposed to the on-line learning environment.
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      please see comment
Joy Quah Yien-ling

Teacher as Facilitator - 1 views

www.education4skills.com/...teacher_as_facilitator.html

shared by Joy Quah Yien-ling on 15 Jul 10 - Cached
  • Develop student learning opportunities. This takes into account the course documents, the teacher's personal theories of teaching and learning, the student’s interest, their preferred learning styles and their understanding and skills. It is in this area that the teacher as facilitator is able to provide opportunities for student learning that will take hold of the students' interests and thus motivate them to engage in the learning opportunity. Harrison (1998a & b) has presented the S.P.A.C.E. model for creating optimal learning conditions. The conditions for optimal learning include the following: Self-affimation – the learner’s view themselves as effective learners and the teachers provide them with feedback to that effect; Personal meaning – the learners are able to find personal meaning in the learning. That is, the learning is relevant to them; Active learning - the learners are active in the learning, whether that activity is physically doing something (as for concrete learners) or intellectually doing something (as for abstract reflective learners). Collaborative – the learners are able to collaborate with others in the learning process and not to view learning as an isolating experience; Empowering – the learners are able to shape the learning process, to have control over what is learnt and the direction of the learning.
  • The role of the teacher is diverse and has several orientations. One important aspect is that of facilitator of student learning. The facilitator attempts to provide circumstances that will enable students to engage with the learning opportunities and construct for themselves their understandings and skills. This role will interact with those of teacher as learner, colleague and community partner.
  • A student’s beliefs about the nature of teaching and learning will interact with a teacher’s beliefs. The teacher therefore needs to understand what students expect and are willing to do as well as what they themselves expect of the students.
    • Shoubang Jian
      Shoubang Jian on 16 Jul 10
       
      I like this statement. I've never thought of the importance of a dialogue between student's and teacher's idea of teaching and learning.
    • alexandra m. pickett
      alexandra m. pickett on 16 Jul 10
       
      so, shoubang... how can an instructor understand what students expect? How will you understand what your students expect? What do you expect of your students and more importantly how will they know what you expect? What mechanisms have i used in this course to achieve both of these ends?
  • ...1 more annotation...
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 16 Jul 10
       
      Anticipating and providing students with space to make mistakes is important. Skills and knowledge take some time to assimilate. Packing a course too tightly may deprive students of the chance to experiment and explore and to reposition, when necessary.
  • Sue Rappazzo on 15 Jul 10
     
    Learning and collaboration
  • Mike Fortune on 16 Jul 10
     
    One mechanism you use, I think, to achieve this is to have all discussion and activity forums be completely open to all in the class. Thus the optimal learning conditions are created by creating open pathways for each person to see ways to deepen their thinking and get more from the course material.
  • Francisca Capponi on 16 Jul 10
     
    It is explicit in the expectations and get the most documents of the course what you expect from your students, and how they can succeed, that is important. But how the teacher know what the students expect I think it is more difficult, maybe asking them explicitly, and provide spaces for them to talk between them, to make comments and suggestions.
alexandra m. pickett

teaching critical thinking online | Learning Online Learning - 2 views

shoubang.edublogs.org/...ching-critical-thinking-online

shared by alexandra m. pickett on 05 Aug 10 - Cached
  • teaching critical thinking online
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 10
       
      this is brilliant! thanks for sharing it!
alexandra m. pickett

Download & Streaming : Audio Archive : Internet Archive - 0 views

www.archive.org/audio

audio archives opensource archive gratefuldead

shared by alexandra m. pickett on 27 Jul 10 - Cached
  • Grateful Dead concerts
  • alexandra m. pickett on 27 Jul 10
     
    i am sure you already have this mike, but don't see it bookmarked.
  • Mike Fortune on 27 Jul 10
     
    You should see it below this comment- I hope.
alexandra m. pickett

UC Santa Cruz receives $615,000 grant to digitize Grateful Dead Archive - 1 views

press.ucsc.edu/text.asp

gratefuldead

shared by alexandra m. pickett on 27 Jul 10 - Cached
  • Mike Fortune on 27 Jul 10
     
    no comment ;)
alexandra m. pickett

Class Size - 0 views

www.weac.org/...classize.htm

class size

shared by alexandra m. pickett on 22 Jul 08 - Cached
  • Smaller class size seems to result in higher achievement among students who are economically disadvantaged. Students with lower academic ability seem to do better in smaller classes than in larger ones. It may be that class size affects student attitudes more significantly than it affects achievement. A direct effect of large class size is to lower the morale and increase the stress of teachers. There is typically little to be gained from reductions in class size that do not bring class size below 30.
  • Smaller classes are beneficial for children at the primary level, particularly in math and reading.
  • The most positive effects of small classes on pupil learning occur in grades K-3 in reading and mathematics.
  • ...6 more annotations...
  • Little, if any, increase in pupil achievement can be expected from reducing class size if teachers continue to use the same instructional methods and procedures in the smaller classes that they have used in larger classes (Robinson, p. 82).
  • Teachers with small classes must not only be trained to be effective in such settings, but they must also be committed to try new skills and procedures.
  • Robinson, Glen E. “Synthesis of Research on the Effects of Class Size.” EDUCATIONAL LEADERSHIP (April 1990): 80-90.
  • The most recent comprehensive review of existing research was completed by Robinson (1990), and used a cluster analysis approach. Studies were “clustered” into categories considered important for class size decisions such as grade levels, subject areas, student characteristics, student achievement, student behavior, and teaching practices. The results of part of Robinson’s analysis appear below.
  • Effective schools research has extended its research agenda by focusing on an expanded number of variables that are presumed to be related to student achievement. Schools are now perceived as a cultural entity where the complex interplay of multiple variables affect the lives of all who learn and teach in those institutions. As the metaphor for American schools has shifted from an assembly line to that of a caring, learning community, the class size research agenda has also shifted to include such variables as instructional method, teacher morale and stress, teacher work load, student behavior and attitudes, content areas, student characteristics, and grade level. Bennett (1987), in a review of more recent research, found broad agreement among researchers on the following general conclusions:
    • alexandra m. pickett
      alexandra m. pickett on 28 Aug 08
       
      hey ;just demoing diigo to faculty
    • alexandra m. pickett
      alexandra m. pickett on 28 Aug 08
       
      another demo of a comment
alexandra m. pickett

www » examples - 0 views

www.wikispaces.com/examples

wikis

shared by alexandra m. pickett on 09 Aug 08 - Cached
  • Keep a family scrapbook A wikispace is a great way to build a family website that the entire family can work on. Put up family news, stories, and pictures and your family members can then update, add, and comment helping it become the place you go to for family news. Wikispaces is so easy to use, everyone can participate.
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