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alexandra m. pickett

Project Noah - 0 views

www.projectnoah.org

slned onlinelearning #twitterfavorites

shared by alexandra m. pickett on 02 Jun 12 - No Cached
  • Lauren D on 02 Jun 12
     
    Project Noah is a tool that nature lovers can use to explore and document local wildlife and a common technology platform that research groups can use to harness the power of citizen scientists everywhere.
  • alexandra m. pickett on 14 Jul 12
     
    http://www.projectnoah.org/ is the 1st thing i have ever seen that makes me want 2get a smart phone. brilliant!! #slned #onlinelearning
Amy M

Bloom's Taxonomy and Online Education: Overview of Education Theory - 0 views

education-portal.com/...rview_of_Education_Theory.html

shared by Amy M on 10 Jun 12 - No Cached
  • Bloom's Taxonomy was developed on the premise that there are six levels of cognitive learning. All of these levels together represent a hierarchy. In order to reach the next level, you must master the previous level.
  • Bloom's Taxonomy can be used in virtually all parts of the online learning process, from writing course content to coming up with topics for online discussions. The University of Virginia's OnlineLearn resource recommends that teachers of online courses spend a block of time each day monitoring class forums to evaluate the effectiveness of current online discussions (http://onlinelearn.edschool.virginia.edu). They can then add discussion questions that will nudge students to think on a higher level of Bloom's Taxonomy.
  • Amy M on 10 Jun 12
     
    Bloom's and Online Education.  A good resource developed for online learning.
alexandra m. pickett

Instruction by Design - 5 views

mcm1199.edublogs.org

communityofinquirey etap640 via:packrati.us CoI onlinelearning

shared by alexandra m. pickett on 12 Jun 13 - No Cached
alexabliss liked it
  • I was a bit surprised
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 13
       
      why surprised? It is no longer a question of whether is is as good as f2f instruction. There is a now a significant body of evidence that online instruction done well surpasses f2f instruction: http://slneducation.edublogs.org/2010/07/27/more-than-no-significant-difference/
  • I have been pushed to find out and learn about topics relevant to me!
  • I believe that using questions that allow my students to explore areas that are relevant to their unique situations will help them to be successful.
  • ...14 more annotations...
  • After reading that statement, I felt as though many things clicked for me. The course design and teaching practices are closely linked. The social, cognitive, and teaching presence are related and depend on each other. What does this mean for my course? For me it translates to making sure my course design contains a careful balance to establish the community of inquiry, and that my teaching practices are supported by my course design.
  • First that instructors must give control over the learning to the students, and second that instructors must be skilled at guiding discussions in order to help students learn what is necessary through interactions with others. I especially liked an analogy that Luke used in one of his discussion posts, “Yoda (the teacher) guided Luke (the student) in the ways of the Force, he pointed him where he needed to go but had Luke do the work.” I think this is very relatable for those of us who are star wars fans. Yoda is this incredibly wise mentor, who says very little. The statements he makes are brief but have a lot of meaning. I do see how this relates to effective teaching online. I had to help facilitate a discussion in a past online class, and always felt hesitant to jump in. My sense was that you only want to add something when the thinking stops. You only want to ask enough questions, or statements to get the thinking going again.
  • When I think about my own learning in this course, I realize that even though I may not have direct contact with my classmates or the instructor, I am following those interaction patterns in this course.  I am working with the concepts and ideas introduced in each module, researching, relating, and making connections.  Then I bring my work back to the community to share.  My classmates or the instructor will absorb my contributions and perhaps push it further with suggesting alternate views, or things I have not considered.
  • Now we are discussing how we are using text based environments to create intimacy in learning environments.  Perhaps, it is not all that different
    • alexandra m. pickett
      alexandra m. pickett on 27 Jul 13
       
      BRILLIANT!!!
  • I now believe that a teacher is someone who can create an environment where students are able to gain knowledge through interaction and experience.  This may be through reviewing materials or engaging in activities, but that seems less important to me now.  The crucial part is now designing the interactions. 
    • alexandra m. pickett
      alexandra m. pickett on 09 Aug 13
       
      Eureaka!! it is NOT about content : ) brilliant!
  • my workshop is really about the journey rather than the destination
  • I realized that although you may think you are engaging students in your course, it may be trickier than you expect
  • I really appreciated that the course was able to allow me to reach these conclusions in my own way, rather than just telling me “the line between direct instruction and facilitation of discourse can be blurred”. 
  • I have been able to make the big connections, and form ideas in a way that previously has been difficult for me. 
  • I feel as though the reflection assignments have provided the context for my brain to think in a different way.  This not only gives me confidence for the future, but it also helps me to discover the connections I have made unconsciously!  It seems kind of strange to say that, but it is true!  I am hoping to continue to use blogging as a tool to document my insights and learning after the course ends.
  • I definitely was struggling with motivation when I felt the connection to my classmates and the instructor fading.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 13
       
      interesting...
  • Through ETAP640, I have really learned how important reflection is for deep learning. It is through my blog posts that I have been able to tie all the ideas together in my head and makes sense out of the information. The course manual suggests that you ask your students why they are taking the course within the ice breaker.
  • Now I understand that asking the students to articulate what they want to get out of the course is an important start to getting them to reflect on their learning and progress throughout the course.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 13
       
      brilliant!!
  • Maree (4)
Catherine Strattner

CoI Model | Community of Inquiry - 0 views

communitiesofinquiry.com/model

community inquiry teaching presence coi Community of Inquiry onlinelearning learning

shared by Catherine Strattner on 03 Jun 12 - Cached
  • Irene Watts-Politza on 03 Jun 12
     
    Visual model and explanation of community of inquiry model with page links to related papers on three aspects of CoI. A resource gem.
  • Catherine Strattner on 18 Jul 12
     
    Excellent resource to begin with in exploring the CoI framework.
alexandra m. pickett

Promising Practices in Online Learning - iNACOL - 0 views

www.inacol.org/...index.php

onlinelearning inacol k12 k12-research

shared by alexandra m. pickett on 07 Jul 12 - Cached
  • The most well established K-12 online learning programs are more than ten years old
alexandra m. pickett

A National Primer on K-12 Online Learning, Version 2 - 0 views

www.inacol.org/...detail.php

onlinelearning k12 inacol

shared by alexandra m. pickett on 07 Jul 12 - No Cached
  • alexandra m. pickett on 07 Jul 12
     
    "A Nation"
diane hamilton

Online Learning Resources on the Web - 1 views

www.pitt.edu/...onlinelearning.html

courses design

shared by diane hamilton on 21 Jul 12 - Cached
  • diane hamilton on 21 Jul 12
     
    a site of links to various aspects of instructional design for online teaching
Catherine Strattner

ScienceDirect.com - The Internet and Higher Education - Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework - 0 views

www.sciencedirect.com.libproxy.albany.edu/...S1096751609000591

community inquiry Community of Inquiry onlinelearning relationships presence

shared by Catherine Strattner on 18 Jul 12 - No Cached
  • The premise of this framework is that higher-order learning is best supported in a community of learners engaged in critical reflection and discourse.
  • Catherine Strattner on 18 Jul 12
     
    Interesting article exploring the relationships between each of the presences in the CoI framework.
Alena Rodick

Mastering Online Discussion Board Facilitation - 0 views

www.edutopia.org/...cussion-board-facilitation.pdf

discussion_boards

shared by Alena Rodick on 22 Jun 14 - No Cached
  • Alena Rodick on 22 Jun 14
     
    "Mastering Online Discussion Board Facilitation"
alexandra m. pickett

PDF.js viewer - 0 views

www.learninghouse.com/...0College%20Students%202012.pdf

onlinelearning online-student-demographics

shared by alexandra m. pickett on 12 Jun 14 - No Cached
  • Alicia Fernandez on 12 Jun 14
     
    Data compiled via a national survey of 1500 students enrolled or planning to enroll in online education
aperr1

COLSD - 0 views

centerononlinelearning.org

accessibility onlinelearning swd

shared by aperr1 on 17 Jun 14 - No Cached
  • aperr1 on 17 Jun 14
     
    Provides articles and research pertaining to accessibility of online learning for students with disabilities
Hedy Lowenheim

Section 1: Course Structure and Content - 1 views

www.sanjuancollege.edu/...2850.asp

design Education onlinelearning teaching groupwork

shared by Hedy Lowenheim on 20 Jun 13 - Cached
  • Martinez (2001) has documented some key design considerations for personalized learning on the web. Martinez makes the following suggestions: “For transforming learners, design environments that are sophisticated, discovery-oriented, mentoring environments where learners who want to be assertive, challenged by complex problem solving situations, and able to self-manage learning and self-monitor progress can attain higher standard, long-term goals. For performing learners, design environments that are project- or task-oriented, energizing, competitive, interactive (hands on) environments, which use coaching, practice, and feedback to encourage self-motivation, holistic thinking, problem solving, self-monitoring progress, and task sequencing, while minimizing the need for extra effort and difficult standards. For conforming learners, design environments that are simple, scaffolded, structured, non-risk environments that use explicit, careful guidance. They should help individuals learn comfortably in an easy, step-wise fashion. These environments should also encourage learners to take assertive, challenging steps towards more independent, self-motivated achievement.”
  • Hedy Lowenheim on 20 Jun 13
     
    "Section 1: Course Structure and Content"
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