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efleonhardt

Creating Effective Collaborative Learning Groups in an Online Environment | Brindley | The International Review of Research in Open and Distance Learning - 1 views

www.irrodl.org/...1271

Collaboration Online

shared by efleonhardt on 15 Jul 13 - Cached
  • Access to education should not mean merely access to content
    • efleonhardt
      efleonhardt on 18 Jun 14
       
      I think this is an interesting point when talking about creating online classes. It's important to take into account that a class is not mearly sharing information but having th students work together
  • instructor skill in creating and managing interaction in online courses
  • rather, it should mean access to a rich learning environment that provides opportunity for interaction and connectedness
  • ...13 more annotations...
  • course design as a critical factor in determining the quantity, quality, and type of interactivity
  • connectivism
  • it relies on the connected learning that occurs through interaction with various sources of knowledge
  • participation in communities of common interest, social networks, and group tasks.
  • Transparency of expectations Details of the requirements to participate in a study group are posted in the course syllabus. The purpose (learning objectives) of collaboration and expectations of the learners are made very clear in the main conference. If students communicate reluctance about study group participation, instructors encourage participation and are open about discussing the purpose and process.
  • Transparency of expectations
  • Transparency of expectations
  • Clear instructions
  • Clear instructions
  • Meaning-making/relevance
  • Meaning-making/relevanc
  • scaffolding
  • informality, familiarity, honesty, openness, heart, passion, dialogue, rapport, empathy, trust, authenticity, disclosure, humour, and diverse opinions
Joan Erickson

ITD Journal - 0 views

people.rit.edu/...abell.htm

shared by Joan Erickson on 08 Jun 10 - Cached
  • Teachers and students need assessment tools that connect to individual learning styles and provide key information to teachers. This information will help to guide instruction and allow students to connect with their unique learning style
    • Joan Erickson
      Joan Erickson on 08 Jun 10
       
      This sounds very vague to me. I would like to see concrete examples of this
  • assessment to provide feedback and adjustment for the instructional process
    • Joan Erickson
      Joan Erickson on 08 Jun 10
       
      Bingo!
  • Universal Design
  • ...4 more annotations...
  • assessment as a deliberate use of many methods to obtain evidence to indicate if students are meeting standards
  • Many of the premier online assessment vendors offer only rudimentary, machine scored true/false, or multiple-choice responses with automatic feedback or essay storage without scoring. Little research has been done to integrate the deep knowledge base we have of learning and assessment into future online assessment tools
  • diverse types of classroom assessments
  • Teachers using online assessment tools can better analyze and adjust teaching approaches based on real-time student assessment data only available through online assessment tools
Joy Quah Yien-ling

Researching the community of inquiry framework: Review, issues, and future directions - 0 views

www.sciencedirect.com/science

Community of Inquiry instructional design framework instructional model

shared by Joy Quah Yien-ling on 17 Jun 10 - No Cached
  • Joy Quah Yien-ling on 17 Jun 10
     
    Complete version available in the journal "Internet and Higher Education" from the EBSCO database. The complete version is by Garrison and Arbaugh. The Internet version is only by Garrison.
Melissa Pietricola

Education World ® Administrators Center: Making Retention A Last Resort - 0 views

www.educationworld.com/...admin344.shtml

retention

shared by Melissa Pietricola on 16 Jul 10 - Cached
  • Retaining students while their peers are promoted is bad for a child's self-esteem and may not help them academically, according to the argument. But promoting children without the skills for the next grade can be just as demoralizing.
  • "Multi-age learning is the gift of time," Jetel told Education World. "Students work to complete a curriculum cycle. The activities are open-ended and students can work on at their own pace."
  • on Student Grade Retention and Social Promotion, the National Association of School Psychologists (NASP) notes that the use of grade retention has increased over the past 25 years, despite little indication of its effectiveness.
  • ...6 more annotations...
  • between 30 percent and 50 percent of students in the U.S. are retained at least once before ninth grade.
  • The results showed that grade retention had a negative impact on all areas of achievement, including reading, mathematics, and language, as well as socio-emotional adjustment, such as peer relationships, self esteem, problem behaviors, and attendance
  • implementing multiple support programs to help students stay on track to pass the tests the first time
  • students who need extra help will receive differentiated instruction from teachers trained to meet their needs. Students also will receive instruction before and after school, on weekends, and during a Summer Success Academy, designed for second and third graders. The academy's focus will be on reading, writing, and math, and classes with no more than 15 students, according to Klein.
  • smaller classes and earlier support services
  • 'What didn't work? What wasn't done earlier? What do we do to identify the difficulties a kid is having?' If you can't answer the question why the student didn't learn, you are in danger of repeating mistakes."
  • Melissa Pietricola on 16 Jul 10
     
    Social Retentions and the risks to the students
Francia Reed

Resources related to Andragogy and instructional approaches - 3 views

These are the references I included in my post on 27 May Gagne, R.M., Wagner, W.W., Golas, K.G., and Keller, J. M. (2005). Principles of instructional design, 5th edition. Belmont, CA: Wadswort...

started by Francia Reed on 28 May 11 no follow-up yet
ian august

Tenured Faculty Less Likely to Focus on Teaching - 0 views

education-portal.com/...kely_to_Focus_on_Teaching.html

tenure teaching innovation

shared by ian august on 02 Jun 11 - No Cached
  • Researchers found that the few who focus primarily on teaching tend to share certain characteristics - including teaching without tenure.
  • A recent study by the University of Michigan on the work experiences of non-tenure track faculty found that one of their most common reasons for entering the profession was 'a love of teaching.'
  • Nevertheless, academic culture seems to prioritize research over teaching. Graduate assistants teaching undergraduate classrooms with hundreds of students and infamous practices like 'publish or perish' all point to a system designed to sacrifice quality instruction for research pursuits. As Boyer argued back in 1990, academia and its students would be better served by treating instruction as an equally valuable pursuit.
  • ...2 more annotations...
  • recent study by the University of Michigan on the work experiences of non-tenure track faculty found that one of their most common reasons for entering the profession was 'a love of teaching.'
  • Boyer called for a revision of academic priorities, suggesting that the study of teaching methods should be as valuable as the pursuit of knowledge and the generation and testing of new theory.
  • ian august on 02 Jun 11
     
    how the tenure track does not support innovation in teaching-
alexandra m. pickett

Authentic On-line Learning - 3 views

dangley.edublogs.org

shared by alexandra m. pickett on 07 Jun 11 - No Cached
Kristen Della liked it
  • I suppose one of the assumptions that I have about my own on-line course is that if a certain percentage of my students are of the Generation Y population, they may very well know more about the technology than I do.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      question your assumptions!!!!
  • 20 to 22
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      it's 20-24 yrs old- that is 38% Fifty-one percent are over 25 yrs old.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      the larger percentage are OVER 25 years old!
  • so I guess that will most likely be my audience.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      check your assumptions!
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      You're right; I don't really know who my audience will be. I also assume that the Generation Y population have the technology down pat; that's not necessary true.
  • ...36 more annotations...
  • While I think the technology has to be embedded in instruction whenever possible, it can’t be left to teachers alone to solve this problem.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I feel teachers need much more support from administrators as well as the Education Department. I know that SED is currently addressing the problem of making technology accessible in our classrooms, but even as they are planning it, the technology is increasing exponentially. It's going to take major educational reform -- Our new commissioner has been personally involved with the Technology task force.
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      This is a wonderful analogy, which I plan on using in my instructions for discussions!
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      This is my struggle too. I am spending this weekend stopping in. I do like the post titles, it helps me to priortize what I want to read.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I think a lot of my difficulty is that my only comparison for online learning are the 2 courses I've taken prior to this. One was okay, the other not so good. So, I'm only realizing now that the online environment and experience can be a lot more robust that I had thought.
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      I work to 2AM every morning to keep up...as I teach an online course and take care of a 18 month old. However, I am enjoying the late night flow as I work! I have enjoyed your posts, and I can see your hard work.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Thanks Diane, a lot of this is new to me as well, but I'm working through it.
  • I had to question what the objectives were first, and then create an assessment that tied into the objectives. 
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      This is probably one area that still scares me. I think I'm going to have to come up with a rubric for the forum in my course, and I don't have any experience creating a rubric. I've Googled it and there are many rubrics out there, but I don't know if I can just "borrow" a rubric and tweak it or is this plagarism?
  • what I need to do is think of these posts as mini research papers.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      exactly!!! i actually say "Every post you make in this course is an exam. " in the interaction course info document for the course!! : )
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Now that I realize this, I'm finding the workload a little easier. I had to adjust my schedule. I'm used to doing most of my online work on weekends, but that's not enough for this course, so I made changes. Now I come home from work and put aside about 2 hours each night specificallly for addressing posts.
  • I don’t feel like I can get to it all.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      you can't. just really digg into stuff that interests/engages you.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Whew! Thanks Alex. I'm feeling a little more comfortable this week as far as what I should be doing to stay on top of things.
  • I’m doing my best.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I am making it work, and I don't feel as overwhelmed as I did just 2 weeks ago. Feeling more confident in the whole process of posting and working in the course shell.
  • I decided to give it a try.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      excellent!! give your students the gift of having high expectations : )
  • 1) Will it help you present content in a more effective or engaging manner, 2) will it facilitate collaboration or interaction between students in an more effective manner, and 3) will it help provide feedback or help assess students more effectively.  I feel the blog will get students interacting in a more casual setting regarding the stories, and the Wiki will definitely facilitate collaboration.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      brilliant!!
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Your assessment of the first 4 weeks is so correct, (in my opinion). I am into the end of the 4th week in an online course I am teaching now and my students are finally soaring, It is soooooo exciting for me to see the growth. The only problem is that my class is only 6 weeks summer....The course I am planning is a 4 week winter term course, so now how to I get my students to soar within one week? My dilemma.
    • Donna Angley
      Donna Angley on 17 Jul 11
       
      Wow, 4 weeks is not very long. What kind of class will you be teaching in the winter session? I'm not sure you can push the timeframe of when they begin to soar...that happens when it happens. I guess if you can somehow get them interacting with each other right away, that might help promote discussions that lead to those 'aha' moments.a little quicker.
    • Diane Gusa
      Diane Gusa on 30 Jul 11
       
      I decided not to do winter term...I will no less than 8 week courses...which as an adjunct is a $$$ decision that will hurt. However, I do not believe that 16 courses squeezed into 4 weeks is ethical.
  • My Avatar
    • alexandra m. pickett
      alexandra m. pickett on 18 Jul 11
       
      WOW!!! cool
  • I really hope I get the opportunity to teach this course
  • I really hope I get the opportunity to teach this course
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • off.  Luckily, the course unfolded slowly and in a very specific order, and I had time to reflect, prepare, and digest the information coming at me.  I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete
  • flect, prepare, and digest the information coming at me.  I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it.  This was a BIG deal for me and it’s given me a sense of empowerment.   It’s also come at a good time, because I’ll be taking my last course in September in order to finish up my degr
  • flect, prepare, and digest the information coming at me.  I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it.  This was a BIG deal for me and it’s given me a sense of empowerment.   It’s also come at a good time, because I’ll be taking my last course in September in order to finish up my degr
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • the course unfolded slowly
  • ’s also come at a g
  • prepare, and digest the information coming at me.  I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it.  This was a BIG deal for me and it’s given me a sense of empowerment.   It’s also come at a g
  • Never in a million years did I ever think that I would go on to graduate school, but here I am on the cusp of that achievement.  I am the first out of 6 siblings to earn a master’s degree. 
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      Congratulations Donna!!!
  • I didn’t realize that I was in charge of my own learning. 
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      any kind of learning... online or f2f is ONLY student-centered if that is how it is designed and if that is how the instructor facilitates it... now that you know that you are in charge of your own learning, i need your help : ) You can help me change the world by sharing that insight with anyone you have the opportunity to teach in the future. I have very high expectations of you Donna!!! : )
  • I came to realize that I didn’t have to give them all my knowledge — that in fact, I had to let them learn some of these things on their own.
  • I think it’s a situation where I don’t know what I need until somebody tells me that I need it.  I’m certainly open to suggestions, but at this point I feel like I’ve done what I was supposed to do; however, I realize that this is VERY new to me and that I have probably made some mistakes that will be pointed out to me.  That’s fine, and as I said, I welcome comments and suggestions. 
    • alexandra m. pickett
      alexandra m. pickett on 27 Sep 11
       
      good point
Diane Gusa

Universal Design of Instruction - 0 views

www.washington.edu/...Universal

assistive technology universal_design instruction

shared by Diane Gusa on 05 Aug 11 - Cached
  • Diane Gusa on 05 Aug 11
     
    I need to still do this for my course...maybe you do too.
Jessica M

ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT - 0 views

auspace.athabascau.ca/...ssessing_teaching_presence.pdf

Teacher Presence Online

shared by Jessica M on 14 Jul 12 - No Cached
    • Jessica M
      Jessica M on 18 Jul 14
       
      "The teacher shares responsibility with each individual student for  attainment of agreed upon learning objectives. The teacher supports and encourages participation  by modeling appropriate behaviors, commenting upon and encouraging student responses,  drawing in the less active participations, and curtailing the effusive comments of those who tend  to dominate the virtual space. "
  • Maria Guadron on 14 Jul 12
     
    "Teaching presence begins before the course commences as the teacher, acting as instructional designer, plans and prepares the course of studies, and it continues during the course, as the instructor facilitates the discourse and provides direct instruction when required"
  • Alicia Fernandez on 17 Jul 14
     
    Assessing teaching presence in online courses
Diana Cary

Facilitating Interaction in Computer Mediated Online Courses - 0 views

repository.maestra.net/...Facilitating%20Interaction.htm

control online courses

shared by Diana Cary on 02 Jul 13 - No Cached
  • In order to change to a learner-controlled instructional system and to maximize interaction, I had to change my role from that of a teacher at the front of the classroom and the center of the process to that of facilitator who is one with the participants and whose primary role is to guide and support the learning process.
  • The result was a course designed as a learner-centered system based on dialogue and cooperation among students (1992, p. 61).
  • Such a move engenders a radical shift in the power and interaction structures in the classroom as the students must accept the responsibility for their own knowledge creation, and the instructor must relinquish a certain amount of control over the process.
  • ...11 more annotations...
  • control
  • From oracle and lecturer to consultant, guide, and resource provider From passive receptacles for hand-me-down knowledge to constructors of their own knowledge Teachers become expert questioners, rather than providers of answers
  • Students become complex problem-solvers rather than just memorizers of facts
  • Teachers become designers of learning student experiences rather than just providers of content Students see topics from multiple perspectives
  • Teachers provide only the initial structure to student work, encouraging increasing self- direction Students refine their own questions and search for their own answers
  • Teacher presents multiple perspectives on topics, emphasizing the salient points Students work as group members on more collaborative/cooperative assignments ; group interaction significantly increased
  • From a solitary teacher to a member of a learning team (reduces isolation sometimes experienced by teachers) Increased multi-cultural awareness
  • From teacher having total autonomy to activities that can be broadly assessed Students work toward fluency with the same tools as professionals in their field
  • From total control of the teaching environment to sharing with the student as fellow learner More emphasis on students as autonomous, independent, self-motivated managers of their own time and learning process
  • More emphasis on sensitivity to student learning styles Discussion of students’ own work in the classroom
  • Teacher-learner power structures erode Emphasis on knowledge use rather than only observation of the teacher’s expert performance or just learning to "pass the test" Emphasis on acquiring learning strategies (both individually and collaboratively) Access to resources is significantly expanded
alexandra m. pickett

Small Town Girl in the Big Cyber City - 1 views

efontaine.edublogs.org

shared by alexandra m. pickett on 25 Jun 12 - No Cached
  •  My original goal was to get an A in the class, and every other class until I reached my objective of  my Master’s w/ a 4.0. Now my goal is to become a teacher that is there for my students, who isn’t assuming any good or bad about 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
      alexandra m. pickett on 25 Jun 12
       
      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. 
    • alexandra m. pickett
      alexandra m. pickett on 27 Jun 12
       
      i LOVE this observation!
  • ...14 more annotations...
  • 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. 
    • alexandra m. pickett
      alexandra m. pickett on 26 Jul 12
       
      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
      Erin Fontaine on 26 Jul 12
       
      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
      Lisa Martin on 05 Aug 12
       
      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
      alexandra m. pickett on 06 Aug 12
       
      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
      alexandra m. pickett on 06 Aug 12
  • 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.
diane hamilton

The Table of Specifications: A Tool for Instructional Design and Development. - 1 views

www.eric.ed.gov/...detailmini.jsp

design structural communications

shared by diane hamilton on 12 Jun 12 - No Cached
  • diane hamilton on 12 Jun 12
     
    citation information for article that should outline the basics of structural communications
cpcampbell88

Designing and Developing Online Teaching - 1 views

www.worldcat.org/...182615374

shared by cpcampbell88 on 07 Jun 14 - No Cached
  • cpcampbell88 on 07 Jun 14
     
    This book answers questions and concerns for teaching just starting to develop an online course. It also offers suggestions on what to include to help students learn best
alexandra m. pickett

Sloan-C - Publications - Journal: JALN - Vol4:2 Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network - 0 views

www.sloan-c.org/...v4n2_fredericksen.asp

jaln student satisfaction at suny vol4

shared by alexandra m. pickett on 22 Apr 08 - Cached
  • For new SLN faculty the first stage in their development as on-line instructors is to get on-line and access the SLN Faculty Developer Gateway (http://SLN.suny.edu/developer). There, they are introduced to the SLN faculty development and course design processes. They participate in a facilitated on-line conference to network with our growing community of on-line instructors and to get the feel for on-line discussion in the asynchronous Web environment. In stage two, faculty begin to conceptualize their courses. They complete an on-line orientation to the Web course environment and they also have the opportunity to observe a variety of live on-line courses that have been selected as models to help them get a sense of the possibilities and to get the look and feel of the on-line classroom. Stage three is the SLN Course Development stage. They are asked to attend three workshops. At the first workshop, faculty receive a customized course template created in Lotus Notes, access to our networked system and on-line resources, and a step-by-step guide for building the components of their course. They are also assigned an instructional design partner to work with throughout their first course-development and delivery cycles and have access to a Help Desk for technology support. Note that it is not until stage three of our faculty development process that faculty are introduced to the technology that they will use to create their course. Our primary focus is on developing and supporting on-line faculty and effective on-line pedagogy, not on the technology. 
    • alexandra m. pickett
      alexandra m. pickett on 27 May 08
       
      what are your thoughts on this passage?
    • Robert Braathe
      Robert Braathe on 30 May 08
       
      Getting faculty involved in the system of communicating in a new way is very effective. If we expect our students to be involved, we need to (as faculty) get immersed in communicating in these new ways to make the technology effective. Otherwise, the technology is obsolete
  • alexandra m. pickett on 22 Apr 08
     
    Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network Eric Fredericksen, Alexandra Pickett, Peter Shea State University of New York William Pelz Herkimer County Community College http://www.sloan-c.org/publications/jaln/v4n2/pdf/v4n2_fredericksen.pdf Karen Swan University of Albany
  • alexandra m. pickett on 27 May 08
     
    doing a demo ignore this.
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.
alexandra m. pickett

Ian August etap 640 SuMmEr 2011 - 1 views

ianaugustetap640.blogspot.com

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • Student centered learning
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      question your assumptions! why do you assume that "student-centered" means "teacher-less"?
  • why do I need to pay for this if I am on my own. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
    • Kimberly Barss
      Kimberly Barss on 11 Jul 11
       
      I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
  • leaders. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      self-assessment?!
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      missing from every post! check the rubric!
    • ian august
      ian august on 09 Aug 11
       
      i did not even realize, :O
  • ...26 more annotations...
  • could not locate a link for diigo but I contacted Mimi for more info
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      excellent! : )
  • But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      I am glad that Prensky "engaged" you, but in the long run the other article would help you to better understand and serve the fauclty you work with. Theories help us frame and understand probelms systematically. I need you to think about this and to think about what "engages" you and why. So here is something to engage you. Prensky is WRONG!!! I was hoping you would find find this on your own: http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html - Steve is a friend of mine and a well-known and respected blogger. Digg into this controversy! And then come back and tell me what you think!
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      I so agree. I use the polling option in my online course and was told I was the first to ever try. I believe that part of the problem is that online learning is coming from the top down, with little support.
    • ian august
      ian august on 17 Jul 11
       
      how do you use the polling option diane, for what type of assignments? Prof. Pickett has been telling me to let the student decide on many things, like Bill Pelz course, where the students approve each others final essays. when you say top down do you mean the teacher ruling the classing room? Because that seems to be the norm, how f2f classes run as well.
  • They use the basics like read this article and write this paper or take this quiz.
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      I am a visual person and find that I don't still have a mental map of this class. I wander around quite a bit. I have developed a few shortcuts, but it is definitely a work in progress.
    • ian august
      ian august on 17 Jul 11
       
      The map of the class has definitley gotten better since the start, I dont know if you used angel, but we use it at our college, I dont think I can send pics through here but I will send them to you another way.
  • t took me a minute to figure out the moodle system.
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      Do you like moodle better than Angel? I am disappointed in Angel's blog, so I will need to send my students to edublogs.
  • These ideas are the modern theories in action,  of the students new role in the classroom, whether online or f2f. Professor's have said in the past "this is our class", but these ideas I have mentioned are really creating an "our class" type of atmosphere where the teacher and students are more equal participants in the learning process than the traditional model of the teacher being the boss, and the student being the subordinate.
    • Kimberly Barss
      Kimberly Barss on 20 Jun 11
       
      I agree. This is certainly a benefit of online learning. You don't have to worry, as an instructor, about who's paying attention or talking in the back or being the "disciplinarian" you can all just focus on coming together and learning as a community.
  • Randy Pausch
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      love him. saw his last lecture a few years ago on youtube.
  • wikis's
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I'm going to include a student project that also has them create and work within a Wiki. It looks to be the perfect environment for collaboration on a single document (a short story).
  • This also shows the teacher asking the student to be an active participant in their own learning,
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Yes, that's what the online environment is all about...student centered social learning.
  • Every one of the teachers in Exempler courses for observation talked about they way analzye their course, sometimes when its over sometimes during, to see what worked and what did not work
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      We are already learning this through our use of "self assessment." I would imagine it takes a few runs through the course to work out all the kinks, and if it's a subject like science or technology where the information changes constantly, it's ever-evolving.
  • That was the role of student.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      In the wake of new technology, the role of the student is changing very quickly to one of self-directed learning.
    • Diane Gusa
      Diane Gusa on 11 Jul 11
       
      Ah this is a philosophical stand. Many times we teach by the way we learn; however, this may not be the best for our students.
  • The Angel LMS that I am familiar with even gives he teacher the option to shut off news posts in a discussion forum so the student has only one option and that is to reply to a previous post.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      That's an interesting idea, especially when there are too many discussions going on.
  • build a wiki together
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I was going to have my students do the same, however, I just noticed that the course shell has an option for a Wiki...did anybody else see that? Anybody know how it works? I have since decided to give my students a choice other than to "write" a short story in small groups within a Wikispace. I'm going to allow them to recreate or interpret a short story in a multi-media fashion. Howard Gardner influenced. :-)
  • don’t show them how you do it, let them find out how it is done on their own
  • leave it up to the student to choose,
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I think they will surprise you!
  • I guess I can guide, so when the students get off course I can say hey you should check this guy out, or this writer out.
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      I had an instructor last semester (Jason Vickers, if you get a chance to take a class with him, he's great! Also, he's a PhD student) who would do this exactly. He would scarcely add to our discussions as he said that oftentimes that can shut them down, but when he did it usually was to suggest that we check certain authors/theories/articles out that might help put us back on the right track.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I remember Alex suggesting something to me during the first week or two when I was a little lost. She pointed me in the right direction and that was good because I was able to focus my energies.
  • Case Study
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Very good idea, because you're right...it seems like a very large amount of information that you're trying to cover. Case studies might work better.
  • Hopefully they will read the author I provide them with and than on their own they will read more articles by that author because they like him.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Perhaps you can assign one particular article, and then actually provide them with the links to 1-3 other article they might find of interest.
  • Another issue I am having is questioning if I have too much for the student to do. I really wanted them to do a group project but it seems like too much work.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Have you gone through the learning activities for each module and guesstimated how long it would take them to do? That might give you a better idea of whether it's too much. Just a suggestion.
  • letting the student do the heavy lifitng. Professor Pickett told me that it is a hard concept to implement as a teacher and I am seeing that.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      letting go of control of someone else's learning is a constant struggle. just keep telling yourself that it is NOT about you and what you know. It is about your students and catalyzing the passion for the topic of your course in them... they are the only ones that can do that... remember... if you do all the work, who does the learning? you have to let go and trust them to learn. That does NOT mean you are not there or that you have chaos.... you have to design it and facilitate it so that it works that way. It is a LOT of work : )
  • I am so glad I took this class. I learned so much, I feel so much more confident in my job as an instructional designer, and I feel more confident to take my skills to a new job envirnment. ANYONE HIRING OUT THERE?
  • I learned about some really important concepts for teaching online, like; -supply the students with a lot of information, module overviews, due dates, contact info, detailed explanation of how to complete assignments, rubric describing what type of work constitutes a Grade of A, B, C etc, -show your teacher presence in the course, by answering questions fairly quickly, posting in the discussion to guide, engage, provoke the student to do more research, asking for student input and using it, -Let the students do as much as possible instead of giving them everything ona silver platter. -Let students play the role of teacher in some of their assignments
  • After the first two weeks of this course, the first module, I learned so much, and grew so much more confident in my ability to work with faculty developing online courses.
alexandra m. pickett

What is it about ADDIE that makes people so cranky? - eLearning Roadtrip - 0 views

elearningroadtrip.typepad.com/...at-makes-people-so-cranky.html

design ADDIE instructionaldesign instructional design Kristen Dellasala

shared by alexandra m. pickett on 09 Jul 11 - Cached
  • alexandra m. pickett on 09 Jul 11
     
    "Let's say it loudly and proudly - ADDIE isn't a learning model. Nothing about it says "learning model". It's a process model. "
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