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alexandra m. pickett

one small step for blogging…one giant leap for me - 4 views

lisamartin371.edublogs.org

lrnchat via:packrati.us edchat

shared by alexandra m. pickett on 28 May 12 - No Cached
  • Someone please explain to me the whole “hashtag” thing. PLEASE!  I feel so out of the loop!
  • I guess I just assumed that she was the exception,
  • I realize now that I was taking this, as well as all of my other skills, for granted.
  • ...16 more annotations...
  • Twitter
  • not getting feedback on my course profile or course information documents. 
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      I am still trying to figure out how to not be overwhelmed with the volume of interaction in this course. : )
    • Lisa Martin
      Lisa Martin on 25 Jun 12
       
      I realized since I wrote that how much more you have to do than usual...I can't imagine!
  • I also realized that my ideas come from a desire to incorporate social networking more into online courses. 
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      take a look at this http://www.masternewmedia.org/ning-alternatives-guide-to-the-best-social-networking-platforms-and-online-group-services/ - i think you are thinking about a social networking site. In the future you may want to consider this as a companion to your course.
    • Lisa Martin
      Lisa Martin on 25 Jun 12
       
      Thanks Alex!
  • ~I continue to be astonished every week with how much I am growing and learning in this course.  Not only am I learning how to be an effective online instructor and everything that it entails, but I am also learning a lot about myself.~
  • I lose track of time and hours have gone by without me even realizing it. 
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      that is the definition of "engagment"
  • “What young children perceive that their teachers do plays a more significant role in their socio-emotional outcomes than what teachers report they do” (p. 30).  We have an EVEN bigger impact than we thought!
  • “Am I providing a bridge for my students from their prior knowledge to where I want them to be and where THEY want to be?” “What am I doing to facilitate their growth not only in building a positive self-image, but also as learners in general?” “Am I REALLY taking into consideration their interests, passions and motivations?” And finally, “What Would Alex Do?”
  • “I really like how you tell them you are there for them.  A lot of my teachers give us confusing assignments and I never feel like I can ask them questions.” 
  • When she was done going through everything she said, “Are you actually going to teach this class? Can I take it when you do?” 
  •   I was spending so much time figuring out the tools that I felt like I wasn’t spending time on content.  I realize now that I needed to spend that time and those tools were part of the content of this course. 
  • I LOVE learning in general!  I liked learning before…well I never disliked it anyway…well unless it was math…or science…I had no idea what it was like to truly LOVE learning.  Its sad to me that it took me 30 years to experience this.  Did I work A LOT in this course?  Did I give up much of my social life?  Did I stay up too late?  YES, YES and YES.  Was it worth it? Absolutely!  Did I mind? NOT ONE BIT…Reflecting on the fact that I worked so hard and so much on something and not only wasn’t bothered by it, but enjoyed every moment was a HUGE wake up call to me. 
  • You just have to have passion and a belief in yourself.
  • This was the only course I have EVER taken in which I will walk away having truly internalized knowledge.  I know that I internalized what I have learned because when I was reviewing my classmate’s courses I didn’t have to refer to a book or a checklist, it was all in my head.  When I look back at my undergrad education, I have always said that I didn’t feel like I actually “learned” anything until I student taught and learned by DOING.  That’s exactly what happened in this course, I learned by doing.  This is only course that has ever provided me with this type of experience and it has shown me what quality education should be, not only online but in a face-to-face situation as well.
  • We(myself, my classmates AND Alex) worked together in this course to contribute to the construction of our knowledge. 
  • It wasn’t until this summer when I turned 31 that I finally experienced being a student in a student-centered, constructivist environment that actually got me to THINK.  Not just think, but think critically…It took 31 years for me to experience a true community of learners!  I don’t want other students to have to wait 31 years to experience what its like to REALLY LEARN!
  • I want to CHANGE someone the way that Alex, ETAP 640 and all of you have CHANGED me.
  • Lisa Martin on 28 May 12
     
    I'm posting the link to my blog so that I can practice adding bookmarks to diingo
alexandra m. pickett

The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 3 views

irenewp.edublogs.org

lrnchat via:packrati.us edchat learning education teaching

shared by alexandra m. pickett on 23 Jun 12 - No Cached
  • “You are interacting with one single individual at all times.  There is no ‘class’ …”
    • Lisa Martin
      Lisa Martin on 23 Jun 12
       
      Thinking about this really helped me redesign my course profile :-)
  • “Design a course with the student perspective, one who has never taken an online course before” (Pickett, What Works?).
    • Lisa Martin
      Lisa Martin on 23 Jun 12
       
      Great advice! I have a hard time sometimes with this, because there's part of me that also wants to design it for someone who not only hasn't taken an online course, but perhaps isn't very tech savvy :-)
  • I must find a balance, however, in order to complete the necessary tasks well so I can savor the doing of those that have salience.
    • Lisa Martin
      Lisa Martin on 10 Jul 12
       
      I need to find balance myself. I think the only reason the way I'm doing things right now is ok is because I live alone. I will eventually have a family, and I want to be an online instructor...I will certainly need to figure this out!
  • ...26 more annotations...
  • I realized that the online environment is actually a type of classroom; is that why course language includes such terms as “area”, and “room”?
    • alexandra m. pickett
      alexandra m. pickett on 23 Jul 12
       
      e u r e k a ! ! !
  • The resulting ah ha moments became the core of my entry …
  • One activity that I am especially excited to observe is the students tweeting from their placements when they make a course- to- practice connection.
    • Lisa Martin
      Lisa Martin on 23 Jul 12
       
      great idea!
    • Maria Guadron
      Maria Guadron on 24 Jul 12
       
      AWESOME idea! Love it.
  • How am I simultaneously learning how to be an online student and instructor?
    • Lisa Martin
      Lisa Martin on 23 Jul 12
       
      Great way to think about it
  • Something that has been proven to work is frequent, immediate instructor feedback.
    • Lisa Martin
      Lisa Martin on 23 Jul 12
       
      This is a HUGE difference I notice between Alex and other instructors. She has definitely built her social presence with me this way. Her podcast on my learning activities was an eye opener for me. It made me feel so good that she had ACTUALLY looked at my work! I have often wondered if other teachers REALLY did that.
  • Aug 04 2012
  • Reflecting on the online course design process, I realize I have made a tremendous transition from first-time student to instructor in the space of one semester. What I have learned about myself is that I have an affinity for designing in the online environment. 
  • I am technology-proficient.
  • While I am not yet a full technophile, I am surely no longer a technophobe!
  •   I so deeply enjoyed the reading and studying portion of this course … it opened a new world of theory to me, made more exciting by the historic proximity of the leading researchers in the field. 
  • I kept telling myself, “You need the experience if you want to be an instructional designer!”
  • So, reflection has proven its worth yet again:  reflecting on my work in designing EED406 thus far is proof that research-based best practice works.
  • discussion is the heart of online learning. 
  • students’ learning is demonstrated through the vehicle of discussion.  
  • blog posts are personalized records of learning, thinking, and being. 
  • It is not about what the instructor wants to hear, it is about hearing the student’s articulation of what is being learned that is essential to evaluating the content of a blog post.
  • Through trying to be “fearless” about using technology, as Alex advises, I have come to learn that confidence is something that one must exercise in all spheres of the online environment.
  • we can not help but to teach when we learn and to learn when we teach.
  • “As iron sharpens iron, so a friend sharpens a friend.” This is certainly true of discussion forum.  We learn with and for each other: as  you learn, I learn. 
  • (Think Twitter, Irene!) 
  • It causes me to reflect on the similarities between online and physical communities, something I had not thought of before.  Could it be that we really are, slowly and steadily, growing into a genuine community?
  • I am a student whose understanding of connectivism and heutagogy is being developed experientially through taking this course.
  • Teaching presence also involves anticipating students’ needs based on monitoring progress and being ready to find that perfect something to support the student’s learning.
  • I have spent my academic life I believing that I have to ‘go it alone’, since I walked home from school alone the first day of first grade.  Strangely, this course, in which I spend so much time alone, is teaching me that I don’t. 
  • complaints, above, I think about the layout of the course; if it’s too many clicks away or the explanations aren’t clear, students become anxious, lose interest, and possibly
  • I just finished what may be my last discussion post for ETAP640. As I went through the post process, I was cognizant of each step: read your classmates’ posts; respond to something that resonates within you; teach (us) something by locating and sharing resources that support your thinking;  include the thinking and experiences of classmates; offer your opinion on what you are sharing; cite your resources for the benefit of all; tag your resources logically.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jan 13
       
      hi irene!
  • alexandra m. pickett on 23 Jul 12
     
    Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
Anne Gomes

Hofstein et al. (2005). Developing student's ability to ask more and better questions resulting from inquiry-type chemistry laboratories. - 0 views

stwww.weizmann.ac.il/...questionning.pdf

questions critical thinking experiment

shared by Anne Gomes on 28 Jun 12 - No Cached
  • Anne Gomes on 28 Jun 12
     
    An Experiment testing inquiry and the theory that questions drive thinking.
Amy M

ETAP640amp2012: What Works?: LD Basics for the Online Classroom presented by Alexandra M. Pickett (Duration: 00:59:24) - 0 views

ualbany.mrooms.net/...view.php

shared by Amy M on 24 Jun 12 - No Cached
  • Amy M on 24 Jun 12
     
    I like the idea of revising as the course goes.
George Dale

Discussion Prompts - Pedagogical Repository - 2 views

topr.online.ucf.edu/...Discussion_Prompts

discussion forums prompts

shared by George Dale on 28 Jun 12 - No Cached
  • Effective online discussion prompts provide a frame of reference through an associated shared experience or learning activity, but there are numerous creative ways in which this context can be brought to bear.
  • Catherine Strattner on 28 Jun 12
     
    Various types of discussion prompts are discussed.
  • George Dale on 29 Jun 12
     
    Great *short* discussion of discussions (are we getting meta yet?) with specific examples of prompts and direction. Also nice reference list.
Catherine Strattner

http://ejournals.ebsco.com/Direct.asp?AccessToken=5W69W4JTRQPPQS9R4RPBWFUR9U69T66FU4&Show=Object - 0 views

ejournals.ebsco.com/Direct.asp

problem problem solving teaching learning

shared by Catherine Strattner on 29 Jun 12 - No Cached
  • Catherine Strattner on 29 Jun 12
     
    Abstract: Although problem solving is regarded by most educators as among the most important learning outcomes, few instructional design prescriptions are available for designing problem-solving instruction and engaging learners. This paper distinguishes between well-structured problems and ill-structured problems. Well-structured problems are constrained problems with convergent solutions that engage the application of a limited number of rules and principles within well-defined parameters. Ill-structured problems possess multiple solutions, solution paths, fewer parameters which are less manipulable, and contain uncertainty about which concepts, rules, and principles are necessary for the solution or how they are organized and which solution is best. For both types of problems, this paper presents models for how learners solve them and models for designing instruction to support problem-solving skill development. The model for solving well-structured problems is based on information processing theories of learning, while the model for solving ill-structured problems relies on an emerging theory of ill-structured problem solving and on constructivist and situated cognition approaches to learning.
Lisa Martin

Levels of Processing - 0 views

www.simplypsychology.org/levelsofprocessing.html

processing knowledge internalization

shared by Lisa Martin on 03 Jun 12 - No Cached
  • We can process information in 3 ways: Shallow Processing - This takes two forms 1. Structural processing (appearance) which is when we encode only the physical qualities of something.  E.g. the typeface of a word or how the letters look. 2. Phonemic processing – which is when we encode its sound. Shallow processing only involves maintenance rehearsal (repetition to help us hold something in the STM) and leads to fairly short-term retention of information.  This is the only type of rehearsal to take place within the multi-store model. Deep Processing - This involves 3. Semantic processing, which happens when we encode the meaning of a word and relate it to similar words with similar meaning. Deep processing involves elaboration rehearsal which involves a more meaningful analysis (e.g. images, thinking, associations etc.) of information and leads to better recall. For example, giving words a meaning or linking them with previous knowledge.
  • Lisa Martin on 03 Jun 12
     
    Three levels of processing new information.
Lisa Martin

Educators in Texas Work to Improve Student Writing Skills with Voki « The Official Voki Blog - 0 views

blog.voki.com/...udent-writing-skills-with-voki

voki student use writing

shared by Lisa Martin on 03 Jun 12 - No Cached
  • 1.  Students create an avatar using Voki.com. We suggest limiting the time because students and teachers could spend all day creating the perfect avatar. 2.  Students type a sentence, paragraph, or section of their stories into the Voki text box. 3.  Students listen to the speech and read along several times. 4.  Students make corrections.
    • Lisa Martin
      Lisa Martin on 03 Jun 12
       
      What a fun, interactive way to proofread!
Julie DelPapa

Three Different Learning Styles - 0 views

people.usd.edu/...learning-style

shared by Julie DelPapa on 03 Jun 12 - No Cached
  • Julie DelPapa on 03 Jun 12
     
    To learn about learning styles. To understand the differences between auditory, visual and kinesthetic learners To identify your own learning style There are three basic types of learning styles. The three most common are visual, auditory, and kinesthetic. To learn, we depend on our senses to process the information around us.
diane hamilton

Reasons to Read | OER Commons - 0 views

www.oercommons.org/...view

Module 4 assignment Readers workshop

shared by diane hamilton on 14 Jul 12 - No Cached
  • diane hamilton on 14 Jul 12
     
    I will use this video in my course as an additional resource for student choice viewing. One of my modules is on contexts of literacy learning and this video is a brief glimpse of an actual classroom Reading Workshop in progress. In this module, students will be given a set of online resources to view in addition to the texts for the module. Students will choose which to view and will include these viewings in their discussion of module content. (Diane)
Erin Fontaine

ProLogo Publishers--Home of the Dial-A-Verb Wheels - 0 views

www.prologo.net/Default.aspx

shared by Erin Fontaine on 17 Jul 12 - No Cached
  • What do you want included in your conjugation?
    • Erin Fontaine
      Erin Fontaine on 17 Jul 12
       
      Good resource. Doesn't have the students do much other than type in the verb but the students will love it as an easy resource!
Erin Fontaine

Spanish Dial-A-Verb Conjugator - 0 views

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

Module 4 assignment Verb Conjugation

shared by Erin Fontaine on 17 Jul 12 - No Cached
  • Erin Fontaine on 17 Jul 12
     
    Good resource. Doesn't have the students do much other than type in the verb but the students will love it as an easy resource!
Irene Watts-Politza

Using Facebook to build community in large college classes (essay) | Inside Higher Ed - 1 views

www.insidehighered.com/...ty-large-college-classes-essay

shared by Irene Watts-Politza on 16 Jul 12 - No Cached
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Uh oh ... this is how it starts ... he'll be an online teacher within two semesters!
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Such affinity for promoting teaching presence!
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      The future of the public university ...
  • ...9 more annotations...
  • It is definitely not for everyone -- you must be committed (especially time-wise) to using it. But knowing that you and your hundreds of students are finally seeing eye-to-eye is worth the effort!
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      We must be passionate about what makes our students passionate.
  • The success of Fb described above, as well as survey data I collected showing positive reactions to the Fb group, will lead to my continued use of this technology.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Collecting feedback to improve future course iterations ... another example of using data to effect best practice.
  • After all the years of teaching these “mega-sections” and with the tough financial situation of my state university it was clear that this type of class was not going away.
  • I was hoping to include something that would add a greater sense of community to the class, something that everyone in the class could use to better connect to one another.
  • I knew the data about how many college students were on Fb, but would students be willing to spend some of their valuable Fb time communicating within a Fb group for a college course? Also, would I be willing to become an avid Fb user, following the flow of communication several times a day? It did not take long to learn that the answers to these questions was “Yes,” and that I had reached my goal of facilitating a sense of community. Although joining the Fb group for the course was not required, a little over 80 percent of the class became members of the group.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Roughly equivalent to 76% student satisfaction rate Alex and colleagues found regarding student satisfaction with high levels of student/instructor interactivity.
  • Moreover, the students essentially ran the group.
  • These included everything from asking for notes, getting clarification on points made in lecture, posting videos and images that pertained to class material, forming study groups, noting relevant events on campus, and congratulating class members on specific accomplishments.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      This makes me wonder how to increase the visibility of the "Bulletin Board" or "Faculty Lounge" course areas.
Danielle Melia

The Plagiarism Court: You Be the Judge - 1 views

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

module 4 assignment Plagiarism teaching online

shared by Danielle Melia on 17 Jul 12 - No Cached
b malczyk liked it
  • A Plagiarism Avoidance Tutorial created by Ramona Islam, with voice-overs by Christopher Dunham and Ramona Islam
    • Danielle Melia
      Danielle Melia on 17 Jul 12
       
      I Love this. I couldn't bookmark the actual site, but its like a powerpoint type presentation on plagiarism. At the end there is a quiz. The student can have their results emailed to the instructor. I will also use this in my citation module.
  • Danielle Melia on 17 Jul 12
     
    Tutorial about plagiarism with a quiz at the end that you can have student email results of.
  • Erin Fontaine on 24 Jul 12
     
    This is awesome!
Catherine Strattner

ares.dll (application/pdf Object) - 0 views

ereserves-albany-edu.libproxy.albany.edu/ares.dll

community of inquiry teaching presence social presence cognitive presence

shared by Catherine Strattner on 17 Jul 12 - No Cached
  • Catherine Strattner on 17 Jul 12
     
    Teaching presence and social presence are meant to support cognitive presence.
Catherine Strattner

ares.dll (application/pdf Object) - 0 views

ereserves-albany-edu.libproxy.albany.edu/ares.dll

Community of Inquiry

shared by Catherine Strattner on 22 Jul 12 - No Cached
  • Catherine Strattner on 22 Jul 12
     
    The teacher usually has the primary responsibility of developing teaching presence.
Amy M

The Open Universe(ity): Motivating the Twenty-First Century Teacher in a Digital Badge Ecosystem - 0 views

theopenuniverseity.blogspot.com/...nty-first-century-teacher.html

shared by Amy M on 05 Jun 12 - No Cached
  • is Badging in the Virtual Teacher Incubator? Badges in the Virtual Teacher Incubator (VTI) are a type of open assessment that strive to capture life-long learning, educational experiences, and skill development.  Badges are designed to keep the philosophies of open education and assessment in mind: educational practices, assets, and resources that are accessible, student-centered, shared, remixable, and innovative (Butcher, 2011, pp. 6-7).   Thus, badges in the Virtual Teacher Incubator are focused on the individual needs of novice, mentee teachers and experienced, veteran teachers.  
  • are Badges Issued and Displayed? Since badges do not have to be associated with a college or university, and therefore, can represent achievements outside of the classroom, badge earners in the VTI can earn and display their badges in a variety of ways beyond a degree or transcript.
  • Amy M on 05 Jun 12
     
    An article about a potential badge system.
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