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diane hamilton

Voice Feedback & Visuals -- Crews - YouTube - 0 views

www.youtube.com/watch

SMOW instructional workload management

shared by diane hamilton on 11 Aug 12 - No Cached
  • diane hamilton on 11 Aug 12
     
    giving feedback via screencast or similar technology to allow for student visual product to show while instructor provides verbal comment
diane hamilton

Teaching Students with Tourette Syndrome: An Educator's Guide to Managing ... - Diane Hamilton - Google Books - 0 views

books.google.com/books

shared by diane hamilton on 13 Aug 12 - No Cached
  • diane hamilton on 13 Aug 12
     
    sample for flexibility in teaching
Catherine Strattner

Characteristics of the Successful Online Student - 1 views

www.gc.maricopa.edu/...onlinestudent.htm

Online Learning facilitation learning time management

shared by Catherine Strattner on 08 Jun 12 - No Cached
  • Accept critical thinking and decision making as part of the learning process.  The learning process requires you to make decisions based on facts as well as experience. Assimilating information and executing the right decisions requires critical thought.
  • Robert Ekblaw on 08 Jun 12
     
    List of important aspects for students of online courses
  • Catherine Strattner on 09 Jun 12
     
    Important characteristics necessary to successful online learning.
Catherine Strattner

EQM0048.pdf (application/pdf Object) - 0 views

net.educause.edu/...EQM0048.pdf

Online Learning facilitation critical thinking Questioning discussion

shared by Catherine Strattner on 09 Jun 12 - No Cached
  • Catherine Strattner on 09 Jun 12
     
    Great resource regarding managing, facilitating, and participating in online discussion.
Julie DelPapa

Maslow's Hierarchy - 0 views

changingminds.org/...maslow.htm

shared by Julie DelPapa on 12 Jun 12 - Cached
  • Julie DelPapa on 12 Jun 12
     
    Explanations >Needs > Maslow's HierarchyThe hierarchical effect | The five needs | Three more needs | So what? In 1943 Abraham Maslow, one of the founding fathers of humanist approaches to management, wrote an influential paper that set out five fundamental human needs needs and their hierarchical nature.
alexandra m. pickett

My Reflections in ETAP 640 - 0 views

almcqu.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • it would be interesting to see the numbers for 2012,
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      I wish i had access to that data. When we decentralized in our move to ANGEL we lost access to system-wide data like this.
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • ...64 more annotations...
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
  • study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      I would have liked more detail and critical analysis of these reports.
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
  • I miss the ability and opportunity to chat casually with students in an online course the same way I would before or after a F2F course, even if it doesn’t directly relate to my learning. 
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      are you not comfortable initiating that in the bulletin board created for that purpose?
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      your blog looks great Amy! check the blog roll. you are missing my blog from the list and george is no longer in the course. someone else is missing too.
  • I am following the directions.
  • Are there things that Moodle (or even Angel, per the courses for observation) can do that don’t replicate this structure? 
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 12
       
      part of the problem is that the LMS imposes a pedagogy. They have embedded into their DNA a teacher-centric cultrure-specific pedagogy. just look at how they label things... you can't get any more teacher-centered that referring to things as "lessons!" Fortunately in ANGEL at least you can change that... not so in BB. i chaffe under that imposition. This imposed pedagogy is largely due, in my opinion, to the fact that it is application developers, not instructional designers, that developed the LMS. We are stuck having to use tools that are inadequate for the purposes to which we must apply them. They are NOT flexible, they do NOT allow for creativity and innovation. It is a constant fight/struggle to work around their limitations and constraints to get them to DO what you want need them to do. I hate all LMSs equally.
  • Reiss doesn’t believe that all children are or should be curious and that curiosity doesn’t always motivate student learning. 
  • Should every class be for every student?
  • developing the course isn’t enough, classroom management is required throughout the course, especially for students who drop in and out. 
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • earned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • learned that a lot of what I teach will be limited by the functionality of the LMS.  I learned that there is so much more.
  • I care.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 12
       
      the fact that you care about "her" and the fact that you understand that you are still learning mean it is highly unlikely that you will fail her  : ) 
Amy M

Guidelines for flexible learning using the La Trobe University Learning Management System (LMS) - 0 views

www.latrobe.edu.au/...exibleLearningGuidelinesV6.pdf

shared by Amy M on 20 Jun 12 - No Cached
  • Amy M on 20 Jun 12
     
    Suggestions for creating flexible learning in an LMS
Maria Guadron

Resilience Guide for Parents & Teachers - 0 views

www.apa.org/...resilience.aspx

Resilience

shared by Maria Guadron on 08 Jun 12 - Cached
  • Building resilience -- the ability to adapt well to adversity, trauma, tragedy, threats, or even significant sources of stress -- can help our children manage stress and feelings of anxiety and uncertainty. However, being resilient does not mean that children won't experience difficulty or distress. Emotional pain and sadness are common when we have suffered major trauma or personal loss, or even when we hear of someone else's loss or trauma.
  • Maria Guadron on 08 Jun 12
     
    Building emotional resilience can help students deal with stress and difficulty.
Catherine Strattner

How Students Develop Online Learning Skills (EDUCAUSE Quarterly) | EDUCAUSE - 1 views

www.educause.edu/...157435

Time Management Online Learning

shared by Catherine Strattner on 07 Jun 12 - Cached
  • Catherine Strattner on 07 Jun 12
     
    This is a research based article on developing online learning skills.
b malczyk

Managing Impressions Online: Self-Presentation Processes in the Online Dating Environment - 0 views

jcmc.indiana.edu/...ellison.html

shared by b malczyk on 08 Jun 12 - Cached
  • complicated way in which "honesty" is enacted online.
Anne Gomes

Davidson, G. & Burnak, M. E. (2005). Time management for online instructors - 0 views

www.vcu.edu/...OC0510.pdf

effective teaching online

shared by Anne Gomes on 22 Jun 12 - No Cached
  • Anne Gomes on 22 Jun 12
     
    Newsletter with advice on best practices for teaching online.
Anne Deutsch

Mind Over Matter: Transforming Course Management Systems Into Effective Learning Environments - 0 views

net.educause.edu/...erm0261.pdf

CMS student centered

shared by Anne Deutsch on 11 Aug 13 - No Cached
  • Anne Deutsch on 11 Aug 13
     
    Colleen Carmean and Jeremy Haefner
Diana Cary

EBSCOhost: Teacher's Role in Students-Centered English Intensive Reading Class in Chin... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

student-centered learning

shared by Diana Cary on 16 Aug 13 - No Cached
  • new students-centered pattern by which students are the main body of the class and the owner of their learning
  • the roles of the teacher, instead of as a controller and a dominant, should be played fully as a manager and an organizer
Alicia Fernandez

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

www.irrodl.org/...1648

Community of Inquiry higher education teaching presence content analysis

shared by Alicia Fernandez on 17 Jun 13 - No Cached
  • The focus of this paper is teaching presence, which has been defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile outcomes” (Garrison et al., 2000).
  • Instructor teaching presence is hypothesized to be an indicator of online instructional quality.  Empirical research has supported this view with evidence indicating strong correlations between the quality of teaching presence and student satisfaction and learning (Bangert, 2008; Picciano, 2002; Shea, Pickett, & Pelz, 2003)
  • First, there is a need to revisit two of the original three teaching presence elements.
  • ...10 more annotations...
  • The second limitation relates to design and organization (DE).
  • The third limitation relates to the locus of research investigating teaching presence which has been limited largely to threaded discussions.
  • Lastly, a careful review of the original teaching presence indicators developed by Anderson et al. (2001) reveals that they are largely reliant upon the threaded discussion activities of the instructor and thus fall short in identifying and articulating the full range of online collaborative tasks and effort demonstrated by both instructors and students.
  • Where does teaching presence occur in online courses? 2. How do instructors employ communicative functionality within the course to   demonstrate teaching presence? 3. In what ways do students demonstrate teaching presence? 4. Does teaching presence shift over time? 5. Does teaching presence correlate with learning outcomes reflected in instructor-assigned grades?
  • These results suggest that students’ teaching presence may have a “floor” threshold level and when the instructor's participation within the threaded discussion drops to zero students attempt to recreate “instructional equilibrium.”
  • When accounting for instructor teaching presence in all areas of a course, we see that there is a certain ebb and flow to teaching presence.
  • restricting analysis of teaching presence to discussion areas may present too narrow a view of individual instructor’s effort. Some instructors may take a strategic approach by participating in early discussions to model how to formulate probing questions and by providing direct feedback with the goal of withdrawing once this scaffolding is completed
  • These results also document a significant correlation between instructional effort reflected in frequency of teaching presence behaviors and learning outcomes evidence through instructor-assigned grades on closely related assignments. 
  • If students’ perceptions indicate that they place a premium on instructor interaction (Anderson, 2003; Shea et al., 2006) instructors must actively manage students’ expectations about the nature of online learning and the role of the instructor in this process. Online instructors can accomplish this by taking the time to communicate that online courses are not teacher-centered models of learning and by explaining the rationale behind student-to-student interaction in negotiating shared meaning through discourse.
  • In this study we found that the effectiveness of the instructor did not depend on participation within the threaded discussion per se, but that responsiveness and effective interaction with students was carried out through a variety of forums, including the ask-a-question area, email, and other modes of communication.  We suggest that benchmarks for effective interaction be communicated to instructors and that institutions provide training and support for online faculty around teaching presence. 
  • Alicia Fernandez on 15 Jun 14
     
    With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion? Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort.
lkryder

Differentiating Instruction: Meeting Students Where They Are, Teaching Today, Glencoe Online - 0 views

pages.citebite.com/c3r3c8y5b0few

shared by lkryder on 22 Jun 14 - No Cached
  • Break assignments into smaller, more manageable parts that include structured directions for each part.
    • lkryder
      lkryder on 22 Jun 14
       
      I see this as critical and that is why I have 1 week modules for my course where the students have more opportunity to - iterative opportunities - to practice and receive feedback on our core concept of analysis of works of art. Smaller chunks and tighter feedback loops have made it possible to create many ways for students to succeed, rather than have them struggle for longer periods of time on the same thing over and over again.
  • Use a variety of assessment strategies, including performance-based and open-ended assessment. Balance teacher-assigned and student-selected projects. Offer students a choice of projects that reflect a variety of learning styles and interests. Make assessment an ongoing, interactive process.
  • Establish stations for inquiry-based, independent learning activities.
  • ...6 more annotations...
  • Provide access to a variety of materials which target different learning preferences and reading abilities.
  • Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
  • Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
  • Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
  • Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
  • Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
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