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Kristina Lattanzio

What Online Students Want to Tell Faculty - 0 views

www.ctdlc.org/...WhatStudentsWantToTell.html

student concerns learning teaching

shared by Kristina Lattanzio on 14 Jun 09 - Cached
  • Designing your course to promote quality interaction between faculty and students and among students is essential.  Consider emphasizing the course conference by making it a part of your class assessment possibly as a substitute for test, paper, or project.
  • Be patient and available.  Remember some of us are first time online learners and are still trying to figure out this method of teaching and learning.
  • Be accessible
  • ...4 more annotations...
  • Put yourself into the class.  “The professor was always available, encouraging and even made the lessons humorous by adding personal tidbits.”  “She gave us constant feedback and encouragement.”
  • Think about your role in the discussion.  Students want you to be present.
    • Kristina Lattanzio
      Kristina Lattanzio on 14 Jun 09
       
      It's important to be present, but it's also necessary to know when to step back and observe interaction between students.
  • Give frequent feedback on assignments so students have a sense of what they have mastered and where they need to focus attention.
    • Kristina Lattanzio
      Kristina Lattanzio on 14 Jun 09
       
      Helps students to know that you are "there" and motivates them to improve in subsequent activities.
  • Your presence in the class is important.  These courses should not be seen by the student as “self-taught.” 
  • Kristina Lattanzio on 14 Jun 09
     
    Outlines student concerns of online learning and what instructors should know about student needs.
Catherine Strattner

Teachers' Domain: Home - 0 views

www.teachersdomain.org

resources multimedia education lessonplans technology teaching

shared by Catherine Strattner on 24 Jun 09 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 07 Jul 09
       
      join the teachers' domain and explore the resources you find here. the resources are extremely high production quality from WGBH programs such as NOVA , Nature, the american experience. In addition to the subject collections, be sure to have a look at their special collections. me
  • Catherine Strattner on 22 Jul 12
     
    So many resources!
Amy M

Connexions - Sharing Knowledge and Building Communities - 0 views

cnx.org

shared by Amy M on 10 Jul 09 - Cached
  • a place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc. Anyone may view or contribute: authors create and collaborate instructors rapidly build and share custom collections learners find and explore content
  • Create Content
  • Find Content
  • ...2 more annotations...
  • On February 1, 2012, Connexions launched its groundbreaking initiative OpenStax College™. OpenStax College is a non-profit organization committed to improving student access to quality learning materials. Our free textbooks are developed and peer reviewed by educators to ensure they are readable, accurate, and meet the scope and sequence requirements of your course. Through our partnerships with companies and foundations committed to reducing costs for students, OpenStax College is working to improve access to higher education for all. OpenStax College is an initiative of Rice University and is made possible through the generous support of several philanthropic foundations.
  • Connexions® is a registered trademark of Rice University.
  • James Ranni on 10 Jul 09
     
    Lots of online materials, free of copyright, that can be used by teachers (only a reference is required.
  • Amy M on 05 Jun 12
     
    Rice University's OER repository
alexandra m. pickett

Thoughts About Teaching Spanish Online - 0 views

brdemmin.edublogs.org

shared by alexandra m. pickett on 12 Jul 09 - Cached
  • In an online environment it is fundamental.  Discussions generate questions, and questions promote critical thinking.  I now firmly believe, and understand, that in order to promote a higher level of language usage, I need to help my students learn how to think critically through questioning.  This is best accomplished through a dialogue format, where all students are expected to contribute in a relaxed and supportive learning environment.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      Brilliant!!! yes! you are getting it!
  • I am wondering if there is a way to copy a module set-up, and then simply customize the web pages within each module. 
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      i wish there were in moodle but to my knowlege there is not. Believe me, i understand.
  • Suddenly, the student is propelled to think clearly and critically, as now their core ideas have the potential to be shared with anyone, anywhere.
  • ...8 more annotations...
  • t occurred to me that real learning requires the removal of classroom walls in the sense that students need to be made to feel empowered  in their ability to learn independently, as well as in the amount of information they learn. 
  • Personal stories give life to a faceless person, just as they do in literature.  We come to know, like, love, despise, and sympathize with characters the more we know about them.  Online it is very different in the sense that we are communicating interactively, but unless we become ‘real’ to our students, there will be a disconnect between instructor-student that must ultimately interfere with knowledge acquisition, particularly since effective teaching presence has been shown to directly affect the quality of education in online environments based on interactions between students and instructors (Alex – Breeze presentation module 5).
  • Specifically, I need to ask myself:  Do these questions simply ask student to use their  foundational knowledge, and book resources,  in order to answer the questions? Or do they need to think, analyze, research and push themselves cognitively in order to understand, and answer, the posted questions?
  •   Online learning requires a different framework of thinking and behaving.  It requires a sense of self-reliance, responsibility and an openness to collaboration and reflection. 
  • Many of our high school students are not equipped with these survival skills. 
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 09
       
      barbara: it is my experience that students rise to your expectations. I have seen remarkable work by k12 students and lower level college students. And even if it is true that they are not well equipped, they will have a fantastic teacher in you to get them there : ) me
  • online learning not only allows students to learn according to their favored multiple intelligences (visual, auditory, tactile, etc.), it also allows students to learn according to their own rate of information reception.  While the classroom forces us all to be quick thinkers, and immediate responders, many of us are not.  We need time to formulate ideas, responses and concepts.  Students who cannot respond immediately are left out of the learning environment and many may eventually ‘check-out’. 
  • Seeing others accomplish things that I had either not thought of, or was too intimidated to attempt, made me take chances. 
  • This is what learning is all about – moving out of our comfort zone and pushing our possibilities.
Kristen Della

creating an online course development process - 0 views

www.educause.edu/...162135

online course Development course development process)

shared by Kristen Della on 30 May 11 - Cached
  • Kristen Della on 30 May 11
     
    Tacoma Community College has created an online course development process. The process is designed to support faculty by providing a clear timeline for course development, a discussion of what kind of training faculty will need to develop and teach online courses, the kind of support faculty will need, and online course development rubrics for quality assurance and peer review.
ian august

Can YouTube enhance student nurse learning? - 0 views

www.sciencedirect.com/...S0260691710001802

you tube digital media learning

shared by ian august on 02 Jun 11 - No Cached
  • is
  • Constraints
  • Constraint
  • ...20 more annotations...
  • students becoming powerful consumers of education and demanding up-to-date interesting and interactive models of teaching and support.
  • Hall (2010) acknowledges that there are benefits to technological approaches in teaching and learning, but rejects the idea that technology is a “panacea” for the netgen (net generation). Skiba (2007, p.100), however, strongly argues that these emerging technologies “will transform the way nursing education is offered” in the future.
  • Today's students are experienced in digital interaction from an increasingly early age
  • The first benefit to using YouTube in teaching and learning is that it is a recognised tool from the digital environment of the netgen
  • already being used as both an informal and formal learning tool by many
  • it can be accessed anywhere at any time.
  • students can engage with their learning at a time and place to suit them.
  • YouTube as a tool in the classroom can lead to increased engagement in several key ways.
  • keeps students' attention focused. This is especially pertinent in the digital era with the reducing attention span
  • visual methods of delivery is an established method of keeping material ‘memorable’
  • Therefore our students no longer need to trudge to the library and join a waiting list to access a suitable supporting material.
  • Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla.edu/faculty/kellner/2009_essays.html.Kellner and Kim (2009) confirm that UTers (YouTube users) who responded to a video either through text comments or video responses showed higher motivation in the discussion.
  • ouTube offers a medium to provide multiple viewpoints to provoke comparison within the lecture environment .
  • YouTube opens the door to find alternative representations of anything you might want to say
  • Freeman and Chapman, 2007 B. Freeman and S. Chapman, Is “YouTube” telling or selling you something? Tobacco content on the YouTube video-sharing website, Tobacco Control 16 (2007), pp. 207–210. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (27)Freeman and Chapman (2007) point to the risk of YouTube being used as a mode of subversive advertising and report on a wide range of underhand tactics used by tobacco companies to sponsor their products.
  • Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla
  • Therefore the role of the lecturer is to stimulate discussion
  • They describe this as the: ‘process of video postings as self education, UTers thus practice the pedagogy of learning-by-doing as “performative pedagogy” that they effectively engage in their everyday lives as a fundamental process of meaning-making’ (Kellner and Kim, 2009, p. 15).
  • Good techniques to use are presenting alternative sides of arguments and allowing discussions about the appropriateness of choices.
  • YouTube is a resource of user-generated content with no quality regulation
  • ian august on 02 Jun 11
     
    benefits of using youtube to learn, and some constraints
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-
Diane Gusa

ETAP640student FIR reflections - 1 views

franciareed.edublogs.org

shared by Diane Gusa on 07 Jun 11 - No Cached
  • Fook and +Askeland (2007) explore the benefits of critical reflections. They point out that reflection is an intentional practice of exploring underlying assumptions in thought processes, for the purpose of achieving growth.  They explain that this practice is useful for an individual to be able to understand their own thinking, and gain better insight into what drives their behaviors.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      link please!
  • Did You Know Video
  • Ian’s post about faculty ignoring technology forced me to reflect on my own biases.
  • ...8 more annotations...
  • It has taken nearly 2 years for the administration on our campus to support the request of one of our faculty members to provide infrastructure and equipment to use Elluminate. Elluminate (http://www.elluminate.com) is a web based tool that provides opportunities for distance learners to stay in their location and participate in synchronous, real time lectures, seminars, or presentations with other members in a different location.
  • Furnborough and Truman (2009)
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Hi Francis, I too am guilty here, and this course has taught me the importance of redundancy. I beleive it will cut down on the many emails I get by students who "forget" what is expected.
  • June 20th, 2011
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      francia: there are 2 blog posts due for each module. for module 2 they were due between june 6-19th.
  • it is ideal to make the online environment as effective as possible to meet the learning objectives, and the learners needs.
    • Donna Angley
      Donna Angley on 25 Jun 11
       
      Yes, very good point - and as I'm learning week after week, there are many technologies out there to help with meeting the objectives. What I've realized in the past 2 weeks or so is that I didn't have very clear objectives. Once I clarified those, I found it easier to begin to build my course and visualize the modules.
  • This includes the feedback I so diligently write on their assignments.
    • Donna Angley
      Donna Angley on 25 Jun 11
       
      I am so guilty of this; Alex had left me feedback in several areas, and I didn't realize it. I wasn't checking back frequently enough. Live and learn.
  • I honestly don’t see how all of this technology has necessarily improved life for the poor, the hungry, and the uneducated
    • Donna Angley
      Donna Angley on 25 Jun 11
       
      I agree that perhaps these populations aren't benefiting from the technology yet, but the potential is huge. Imagine being able to reach out to poorer communities via online learning. Urban schools have a really difficult time recruiting and retaining quality teachers. It's not unheard of for an uncertified teacher to teach in an urban school, because they are so desperate for teachers to man the classrooms. If some of the learning can happen online, or if they could offer blended classes, it could have real potential to raise graduation rates. Online learning is still fairly new in the grand scheme, but it is spreading like wildfire. More people will come on board, great minds will (have) come together for Best Practices, and the proof will be in the student outcomes.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Hi Francia, Sorry for spelling your name wrong in last sticky note. What you are trying to achieve is a paradigm shift....it takes time, but it can happen Diane
alexandra m. pickett

ETAP640 Summer 2011 Blog - 2 views

kbarss.edublogs.org

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • So far I am enjoying the experience
  • What are the most effective instructional technology tools available to me to help me meet my instructional objectives?
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      brilliant!
  • challenge!
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      self assess!
    • Kimberly Barss
      Kimberly Barss on 03 Jul 11
       
      check!
  • ...37 more annotations...
  • I have been much more aware of the idea that today’s younger generations (those who are 30 and younger) are much more technologically savvy. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      I want to challange you, just like i challanged Ian (who is currently smitten with Prensky : ) to challenge the notion of natives vs. immigrants. Read this (http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html), find other articles (and there are many) that unpack the problems with this notion, and come back and tell us all about it.
  • I have been spending quite a bit of time and energy learning the Moodle system,
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I think I spent the entire weekend last week playing around in Moodle, learning how things worked, and trying to set up my basic module outline. Once I got the hang of it, I kinda like it. I find with technology that it just takes time and patience (not my forte) to really grasp it. I don't think computer skills of any kind can be learned from a book alone; it needs to be hands on learning.
    • Kimberly Barss
      Kimberly Barss on 03 Jul 11
       
      I completely agree! I am a very hands on and visual person, I need to INTERACT with the material in real life or else it's just text on a page.
  • It is ENGAGING
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Very. I found myself not wanting to step away from the computer, even to eat. Eventually, I got hungry enough and forced a break.
    • Kimberly Barss
      Kimberly Barss on 03 Jul 11
       
      Yes! The faculty on the SLN website even said that online teaching is an addiction!
  • Blackboard
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      The two other online courses that I took were both on Blackboard. I've never actually taken a course in Moodle. I have no idea what my course will look like when I'm done, but I'm very curious.
  • I’m really starting to get the hang of the expectations for posts
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Took me a while as well, but now I feel more comfortable with my posts. I wasn't doing enough research. Once I started doing that, I felt like I was contributing something to the whole class.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      I had the same thought. I only hope that the computer lab is open during my class time.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Your sticky notes are usually "floating" so I never know what you're commenting on. Can you make them stationery?
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      I wonder the same thing...this applies to several blogs ago. I guess we need to add a date or title.
  • This course has been the most difficult course that I have ever taken
  • I was teetering between dropping the class
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      i am really glad you did NOT drop the course!!! : ) me
  • punishment
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      : ) seriously teacher-centric...
  • I am still under the impression that the interactions required of us in the discussion space are too numerous. 
  • I LOVE LOVE LOVED that Bill Pelz commented on our posts!  I felt like a celebrity walked into the room and his comments could be equated to getting an autograph. 
  • I have learned a lot this module, especially: NEVER give up (this has been especially resonant with me) Passion for teaching and learning go hand in hand, and are a must-have for online educators The best training tool for an online teacher is to be an online learner BE ORGANIZED MANAGE YOUR TIME Support your students and your faculty (whatever your role is) And last, but not least (yes, this was intentional) don’t procrastinate.
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      LOVE the new theme Kim! looks great!
  • half of the requirement for this class.
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      please read the rubric. it is NOT required that you do 12 posts. this is your own self imposed choice if you do. The minimum is 6 - maximum 12. it is entirely up to you.
  • I was given this gift: show your students the importance of reflection. 
  • There was absolutely nothing about my course learning activities that was learner-centered, or, one could argue, learning-centered!  I was being extremely teacher-centered in my approach! 
  •   Because of that, I need to embrace these tools, explore new ideas, and for goodness sake- think about the STUDENT.
  • It took me almost two and a half hours just to set up a voicethread that didn’t crunch all of my text and pictures together!  Or get the right size and color font.  I realize that these are all things that cannot be explained to anyone, or if you did try and tell them, they wouldn’t understand how much work it is until they tried it themselves.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I, like the others in this course, understand. It's a lot of work, but the finished product will be worth it, I'm sure.
  • I think that embedding a youtube video or loading a podcast are in my future and I can’t wait! 
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      Two thumbs up!
  •   I made all of my assignments turned in to me, privately,
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I too had made this mistake with some short writing assignments that I was going to have my students write. It was Alex's suggestion to have them blog it that really made sense. This way they could read each others blog entries and leave comments as well.
  • This week, as we are supposed to have the course “done done” I am doubting myself.  Every time I log in to my course I change something, add wording, create new links to rubrics where there weren’t any, etc.  It just seems like I’m never satisfied.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      So glad I'm not alone. I keep logging in as well, looking to change something. Over the past 3-4 days I've definitely made changes, but I'm getting to the point now that I'm wondering if I should just leave it alone. I'm the same way about large writing project...always looking to edit. Thinking it might be time for me to step back from the computer.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      I thought done, done, done is at the end...aren't we going to have peer feedback next module?
  • I’ll have my master’s in December and I couldn’t be more proud. 
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      CONGRATULATIONS! I'll finish in December as well. It's been a long journey, and as much as I've enjoyed it, I'm ready to have my weekends back :-)
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      :)
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      congratulations kim!!!!
  • I feel like a late bloomer (I’ll be 26 in November
  • #1- I’m scared of the idea of  real live students actually taking my course #2- I’m really disappointed that real live students will never take my course
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I'm glad you said this, because I've been thinking it for several weeks now. I really want a chance to teach it, but I'm afraid of getting a chance to teach it. I'm not a teacher by profession, so I think I have more fear than most that I won't be able to facilitate my course properly. For instance, how do I open modules, are grades recorded automatically or do I manually put them in, how do I get them to show for each individual student, etc. I've put so much time and effort into building this course, I want a chance to teach it, but having never taught at the college level, I don't know that I'll get the opportunity. I will still give it my best shot as soon as I graduate in December. If SUNY isn't interested, I'll try other avenues.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      "live students" when you do teach live students you will discover kinks you never saw...this semester I had a great activity that 18 of 19 students loved! The discussions were full of every presence. The I discovered that my student from China was so lost and overwhelmed. Now I am rethinking cultural sensitivity in my activities...how do I balance a activity that engages 99% of my students 110%, but looses one student because of a cultural difference...still thinking on this.
  • feedback
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I don't know if I should have done this, but I actually have 2 evaluation/feedback areas. One is the generic resource right in Moodle. I tried to write my own questions, but when I "viewed" the forum, my questions were replaced with the generic questions. So, I created a document with my own questions and I am having students download the document into a word processor, add their answers and then post to a forum.
  • o there will likely never be online courses at Mildred Elley.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Can you teach it elsewhere? As we have learned in this class, online learning is up and coming. It might be worth looking into.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      Failures maybe because the facilitators did not "know" and "do" what "you" know...convince him to try your course as an experiment...because this is the future of education...This summer I taught one online course and had a student from China, several from the west coast, and only two within driving distance in a class of 20!
  • ETAP 680 (research seminar). 
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I'll be taking the course in September...how was it? I had hoped that it was just a very long research paper...any such luck? It's my last course for my degree.
  • quality with the traditional classroom in the public eye? 
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I think you're probably right, but I think it's turning a corner. At a time when institutions are scrambling for money, online learning costs them very little. They pay an instructor and that's about it. We don't need a classroom or any campus resources other than student access to the library for research if they need it.
  • prettying up
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Do you mean the background or theme of the course, because I'd love to know how to change that.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      I am almost three times that....almost :)
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      My dissertation chair gave me wonderful advice...Enough is enough! If we recognize that we are always evolving, growing, expanding, deepening our understanding...then we understand that a "project" is just a snap shot of one time in our progress.
  • the more effort you put into it, the more successful you’ll be.
  • One thought I had, as I look forward to getting a PhD, is that theories come from practice which means that theories about online learning come from individuals creating courses, teaching courses, and collecting feedback from courses over and over and then after all of that work is finished, turning right around and working at analyzing the data, and attempting to answer research questions.  In order to have credible research, the questions must be relevant, the measures must be valid and thorough, and the analyses of results must be comprehensive. 
  • Reflective Writing: I have to admit, at the beginning of the course I thought the blogging activities were just busy work.  I viewed the assignments as busy work, and treated my entries as such.  As time ticked on, I started getting into the blogs and realizing that it was my personal space in which I could reflect on my work on my course and my learning throughout the week/module.  So much of life and learning in school is sort of thrown at you, and if you don’t take the time to intentionally deconstruct the events and make sense of them, then you’ll never grow and improve.  I’d rather grow.
  • If I don’t place intentional emphasis on something (like making it worth a portion of their grade) then I am sending a message that it’s not important. 
  • Nothing should be an accident or “just because” in the online teaching environment. 
  • Students don’t want their time wasted.
Lauren D

Communication in Online Courses: Strategies for Providing Feedback - 0 views

www.ion.uillinois.edu/...feedback.asp

feedback education teaching online

shared by Lauren D on 12 Jun 11 - Cached
  • Here are strategies for providing feedback in the Virtual Classroom
  • Clearly communicate exactly how participants will be graded.
  • Set evening hours if most of your students work during the day.
  • ...10 more annotations...
  • Be prepared to use a variety of delivery systems for feedback in case the technological system fails
  • Take note of students who don’t participate during the first session, and contact them individually after class. They may have technological difficulties
  • Provide substantive critique, comment, and/or evaluation for work submitted by individual students or groups, referring to additional sources for supplementary information where appropriate.
  • Provide private, weekly updates to EACH participant on their grade status.
  • Thank students publicly for comments submitted to the Virtual Classroom showing insight or depth. This will serve to model the types of responses and critical thinking skills you expect from other participants as well as give positive reinforcement to the student who contributed the message.
  • Make interpretive as well as descriptive comments.
  • the instructor should recognize quality work and intervene as the work is being developed to steer students in the right direction
  • Do not comment on every student posting. Much like in face-to-face class discussions let the conversation develop and give students a chance to participate before jumping in with in depth comments/feedback or analysis.
  • Use your students' feedback regarding course content, relevancy, pace, delivery problems, and instructional concerns to improve your course for the next time you teach it.
  • formative assessment
  • Donna Angley on 12 Jun 11
     
    The importance of continuous and prompt teacher feedback in the virtual classroom.
  • Maria Guadron on 07 Jun 12
     
    Online students need more support and feedback because they may feel alienated online. Read some strategies to provide feedback here!
Diane Gusa

Students Becoming Curators of Information? | Langwitches Blog - 0 views

langwitches.org/...coming-curators-of-information

collaboration e-learning socialmedia WEB2.0 education students 21stcenturylearning curators

shared by Diane Gusa on 16 Jun 11 - No Cached
  • Digital Curation is defined in Wikipedia as: the selection, preservation, maintenance, collection and archiving of digital assets. Digital curation is generally referred to the process of establishing and developing long term repositories of digital assets for current and future reference by researchers, scientists, historians, and scholars
  • Curators are people or organizations that do the hard work of sifting through the content within a particular topic area or “meme” and pulling out the things that seem to make most sense. This effort involves significantly more than finding and regurgitating link
  • How can this concept of “curation” of information be brought into the “classroom” (
  • ...4 more annotations...
  • be great curators for their own network
  • find and connect to great curators
  • Quality” curation takes higher level thinking skills.
  • Curation requires the ability to organize, categorize, tag and know how to make the content available to others and to be able to format and disseminate it via various platforms.
Diane Gusa

Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Courses - 0 views

www.westga.edu/...hutchins63.html

education elearning immediacy strategies facilitation db5

shared by Diane Gusa on 12 Aug 11 - Cached
  • One approach is research in the area of instructional immediacy.
  • Chickering and Gamson’s (1987) seminal work, Seven Principles of Good Practice in Undergraduate Education and its subsequent applications of instructional strategies used in web-based classe
  • The IHEP (2000) report, a sequel to the widely cited 1999 report that identified “gaps in the literature” of web-based learning, cited 24 benchmarks considered essential for ensuring quality and excellence in web-based courses
  • ...10 more annotations...
  • Ehrmann (1995) encouraged researchers to focus on (a) which teaching and learning strategies are best (regardless of technology used) for the specific content and audience, and (b) which technologies are best for supporting those strategies (p. 4).
  • he technology media, as Clark (1983) explained, are just “vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes change in our nutrition” (p. 445).
  • While nonverbal immediacy is important, verbal immediacy may be more relevant to web-based instructional settings as the instructor is not physically apparent to provide nonverbal cues.
  • As students move through the different quadrants when learning a lesson, the teacher’s role changes from content expert (quadrants 1, 2) to facilitator and coach (quadrants 3, 4). The 4MAT cycle of learning centers on teaching to the learner where they are by considering their learning styles, left-right brain processing, and multiple intelligences (cf. Gardner 1999). The 4MAT model has been adapted to distance education by offering web-based educator training that mirrors the core principles of the 4MAT model.
  • immediacy training program
  • Faculty participating in such training increased their use of verbal immediacy behaviors by 42 percent and, consequently, experienced a 59 percent increase in student participation in class compared to those in the control group.
  • Immediacy also relates to course design, or how a teacher deliberately arranges a set of external events to support the (learner’s) internal learning process (Gagne? 1992).
  • The authors suggested programming the computer to issue personal greetings when a user logs on
  • students’ perception of increased interaction with the instructor occurred when they interacted with the course (regardless if they had direct contact with the instructor) on a consistent basis.
  • Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986)
Diane Gusa

Interaction and Immediacy in Online Learning | Woods | The International Review of Research in Open and Distance Learning - 0 views

www.irrodl.org/...268

interaction immediacy online learning research db5

shared by Diane Gusa on 12 Aug 11 - No Cached
  • Interaction alone, however, is insufficient to create a positive social dynamic in the online classroom.
  • Research demonstrates that the integration of verbal and non-verbal immediacy communication behaviors lets instructors move from mere interaction to authentic intimacy and interpersonal closeness.
  • an instructor’s understanding of interaction and immediacy dynamics will affect the nature and quality of communication in the online learning environment.
  • ...4 more annotations...
  • Mehrabian (1967) defined immediacy as the extent to which selected communicative behaviors enhance physical or psychological closeness in interpersonal communication.
  • Anderson (1979) summarizes the impact of immediacy: The more immediate a person is, the more likely he/ she is to communicate at close distances, smile, engage in eye contact, use direct body orientations, use overall body movement and gestures, touch others, relax, and be vocally expressive. In other words, we might say that an immediate person is perceived as overtly friendly and warm (p. 545).
  • “Knowledge building occurs as students explore issues, examine one another’s arguments, agree, disagree, and question positions. Collaboration [learner-learner interaction] contributes to higher order learning through cognitive restructuring or conflict resolution, in which new ways of understanding the material emerge as a result of contact with new or different perspectives” (p. 55)
  • Kearsley (2000) declared: “The most important role of the instructor in online classes is to ensure a high degree of interactivity and participation” (p. 78)
Diane Gusa

Interactivity: A Forgotten Art? - 1 views

www2.gsu.edu/...interact

art interactivity teaching online module 4 blog

shared by Diane Gusa on 16 Jul 11 - Cached
  • Interactivity: A Forgotten Art?
  • Interactivity in learning is "a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills" (Barker, 1994:1)
  • Interaction is intrinsic to successful, effective instructional practice as well as individual discover
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  • Interacti
  • The implementation of interactivity can be perceived as an art because it requires a comprehensive range of skills, including an understanding of the learner,
  • the importance of rigorous instructional design and the application of appropriate graphical interfaces
  • Support Interactivity
  • Similarly, Ambron & Hooper (1988) described interactivity as a state in which users are able to browse, annotate, link and elaborate within a rich, non-linear database
  • In contrast, Jonassen (1988) identified five levels of interactivity which focused more on the user's involvement with the application and the subsequent effect on learning.
  • The five levels included the modality of the learner's response, the nature of the task, the level of processing, the type of program and the level of intelligence in design. In relation to these levels, it was also suggested that the level of interactivity would affect whether surface or deep learning would occur
  • The taxonomy however does provide a useful starting point for developing our understanding of interactivity. The three levels, which significantly extend the definition of Rhodes & Azbell (1985), range from basic stimulus:response interactions (reactive) to learner construction and generative activity (proactive) to mutual "artificial or virtual reality designs, where the learner becomes a fully franchised citizen in the instructional environment" (Schwier & Misanchuk, 1993:12)
  • understand that quality in an instructional resource is a function of the design effort, not the technology.
  • from simple help messages to complex tutorial systems.
  • The construct class of interactivity (proactive elaboration) is an extension to update interactivity, and requires the creation of an instructional environment in which the learner is required to manipulate component objects to achieve specific goals
  • With hyperlinked interactivity (proactive navigation), the learner has access to a wealth of information, and may "travel" at will through that knowledge base.
  • The first dimension, engagement, refers to interactivity which is either navigational (where the user moves from one location in the application to another) or instructional (where the user is involved with the content in a way designed to facilitate learning). The second dimension, control, refers to the extent to which the system (program control) or user (learner control) is making the instructional or navigational decisions. The third dimension, interactive concept, provides an indication of the type of interaction which might be expected under the varying conditions defined by the model.
  • proposing three dimensions by which interactive instruction may be viewed.
Donna Angley

MIT OpenCourseWare | Writing and Humanistic Studies | 21W.755 Writing and Reading Short Stories, Fall 2006 | Syllabus - 0 views

ocw.mit.edu/...syllabus

shared by Donna Angley on 16 Jul 11 - No Cached
Kristen Della liked it
  • different writers have addressed issues of plot, character, place and theme
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      I'm feeling more confident that my modules are right on topic.
  • devoted to workshops of original student stories.
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      This is really a great idea and one that I will keep in mind as my course evolves. I really enjoy writing myself and watching students write creatively, so this might be something I'd want to incorporate into my course eventually.
  • Reading the stories and articles as assigned and participating in discussion of these works is the center of our exploration.
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      The discussions in the online environment are the heart of the course learning activities.
  • ...3 more annotations...
  • We shall workshop stories by both professional writers
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      Excellent idea!
  • your journal
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      My students will be blogging as their journaling tool.
  • The requirements to receive an A are harder to quantify, but they include more sophistication and grace in the writing, lively storytelling, and prose that approaches publishable quality.
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      Seems a little vague...perhaps a rubic would help students to understand how to get the "A"
ian august

Learning community - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Learning_community

wikipedia learning community

shared by ian august on 24 Jun 11 - Cached
  • esults of learning communities
  • but learning communities can offer more: curricular coherence; integrative, high-quality learning; collaborative knowledge-construction; and skills and knowledge relevant to living in a complex, messy, diverse world.
  • ian august on 24 Jun 11
     
    wikipedia definition of learning community
Kristen Della

Teaching humanism on the wards: What patients value in outstanding attending physicians - 0 views

www.ingentaconnect.com/...art00012

Humanism education medicine medical communciation relationships

shared by Kristen Della on 27 Jun 11 - No Cached
  • Kristen Della on 27 Jun 11
     
    Patients want to be treated humanely and as individuals by their care-providers. Many curricula, usually written by university faculty, have been developed to teach physicians such skills. Rarely are patients' actual preferences taken into account when designing curricula. This study was undertaken to identify what hospitalized patients most valued about their encounters with attending faculty physicians. In this study, medical residents (post-graduate medical trainees) identified faculty physicians as outstanding teachers of humanistic care. Patients receiving care from these outstanding physicians were interviewed, as were the students and residents on the care team and the study physicians. Using qualitative techniques, patients' comments were analyzed and common themes were identified. These findings were compared with qualities identified by medical residents and students and by the attending physicians themselves. Patients identified the following specific behaviors as those they most valued in their physicians: direct communication, understanding, direct involvement in care, adequate explanation, and overt expressions of respect, as highly valued. Outstanding teachers of humane care exhibited several discrete behaviors that patients described as valuable. Since these behaviors can be discretely identified, they can be taught as part of medical curricula. The content of medical education in communication and doctor-patient relationships should incorporate goals informed by the perspectives of patients.
Diane Gusa

ETAP640amp2011: Peer evaluation- does it tell the whole story?: Peer evaluation- does it tell the whole story? - 0 views

ualbany.mrooms.net/...post.php

shared by Diane Gusa on 01 Jul 11 - No Cached
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      A good example of how we learn through experience. The peer evaluation was not vague. You could see (visual feedback) the outcome of your choices.
  • accepting the way things turn out
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      I am not sure if dividing the pie taught you to accept things as they turned out. I am sure this lesson was taught as the process continues
  • ...7 more annotations...
  • elevate the quality of your own discussion posts.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      not if I do not understand what the "number" meant.
  • Maybe they are right. maybe not.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      How do I know who is right (though this has not been the issue for me, the issue has been understanding) if I don't know what criteria they felt I missed.
  • This feedback is intended to help you improve your posts.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      But you both may have given a 3 on different criteria. So I ask again, how will I know what to improve?
  • use the feedback to gauge your success.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      I mean no disrespect, but I gauge my success on what I have come to understand and can apply to my online teaching.
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