Previous research has shown that online instruction has aided in the preparation and retention of special education teachers (Dymond & Bentz, 2006; Knapczyk, Frey, & Wall-Marencik, 2005).
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Educators: Are Web - based Resources an Effective Means for Increasing Knowledge in Hig... - 0 views
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Online instruction is research proven to help benefit special education students
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positively affect attitudes, knowledge
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lack of training during their preservice years in proper interventions for students with disabilities, including modification, accommodations and assistive technology
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outcomes, and perceptions of educating students with disabilities in general education (Carroll, 2003; Cook, 2002; Kirk, 1998; Powers, 1992).
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For example teacher educators identify time constraints as one of the biggest barriers in providing an effective overall class on how to educate students with disabilities in the general education classroom
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ill-equipped
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Assistive Technology Outcomes and BenefitsFocused Issue: The Role of Higher Education in Preparing Education Professionals to Use AT
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Many facts about students with disabilities and how educators can benefit from online courses and learning to better support the needs of these students. Benefit of taking this course online - community, sharing..
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About personal development - 1 views
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Create an action plan
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Monitor your progress
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Evaluate your personal performance
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This website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
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The Learning Styles, Expectations, and Needs of Online Students - 0 views
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Seventy-nine percent of the students expected the assignments they submit to be graded "immediately," and if that is not possible, "at least [in] two business days," but not later than the "following week
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The students needed to feel that they are "important and valued participants in the class, even though [they are] separated from instructor and other participants by distance and/or time. W
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technical help, flexible and understanding instructors, advance course information, and sample assignments
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Fredericksen et al. feel that "if the turn-around time on student requests for assistance is plainly communicated and consistently applied, student disappointment, anxiety, and confusion can be reduced and satisfaction and learning can be increased" (2000, 25).
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Successful online students are expected to have access to necessary hardware and software, and to be minimally proficient in using the technology. They also must communicate through writing, have selfmotivation, and self-discipline. They need to commit sufficient time per week to course work, and they must speak up if problems arise (Howland and Moore 2002; Huber and Lowry 2003
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The zone of proximal development in Vygotsky's analysis of learning and instruction - 0 views
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For ease of reference, the three aspects will be named generality assumption (i.e., applicable to learning all kinds of subject matter), assistance assumption (learning is dependent on interventions by a more competent other), and potential assumption (property of learner, which enables best and easiest learning).
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Constructing Experiential Learning for Online Courses: The Birth of E-Service (EDUCAUSE... - 0 views
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. In this environment, teachers become mentors and guides rather than the "all knowing" authority often associated with the traditional face-to-face format. In addition, new issues and challenges have begun to materialize from this new paradigm, prompting investigations related to the quality of online instruction:
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engage distance students in their local communities through experiential learning opportunities.
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provide community service as part of their academic coursework, learn about and reflect upon the community context in which the service is provided, and develop an understanding of the connection between service and their academic work.3
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t becomes difficult to develop experiences for distance students that continue to provide work-based experiences and engage them as members in their local communities.
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Reflection is a major component of service-learning
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When conducting online courses, e-service offers excellent outreach to community organizations and fills a void in meeting community needs. As the educational paradigm shifts to more distance learning, students will be looking for ways to gain work experience and build long-lasting partnerships with their communities that will benefit their future careers. The experiences provide rich, authentic, hands-on training for students.
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E-learning challenges students to think in new ways, explore new ways of problem solving, and raise critical questions about their learning and service. E-service enhances student academic experience through experiential learning that reflects the complex issues of students' future workplaces. Students get the opportunity to wrestle with complex issues right in their own communities and to become a part of the solution. These solutions are shared with peers statewide, assisting other small towns and businesses that may have similar needs.
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Because online students tend not to be the traditional age of on-campus students and usually work a 40-hour week in addition to going to school, access to a community partner can be a challenge.
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shared by Lisa Martin on 08 Jul 12
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The role of student learning styles, gender, attitudes and perceptions on information a... - 0 views
www.sciencedirect.com.libproxy.albany.edu/...S0360131599000202
learning styles communication information technology attitudes perceptions
shared by Lisa Martin on 08 Jul 12
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Interesting study about how learning styles, gender, and attitudes and perceptions of communication and information technology effect learning.
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What Your Ph.D. Didn't Cover | Inside Higher Ed - 0 views
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Now, recognizing that what these instructors need is markedly different training from their counterparts in high schools and at four-year universities, some graduate programs are offering credentials specifically for those students who plan to or already teach at community colleges as a supplement to their subject matter graduate training.
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Those seeking the certificate do not have to be enrolled in a Temple graduate program, and there is a specific track for current community college instructors who, though they are already experts in their discipline, want a professional development opportunity to learn new teaching techniques.
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The certificate for current community college instructors consists of a three-credit seminar on “teaching in higher education” — with broad-based lessons on various teaching philosophies and course designs — and three one-credit modules on specific topics. Current topics are “assessment,” “diversity and inclusive teaching” and “teaching with technology.
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“Having a Ph.D. doesn’t necessarily prepare one for teaching, so some are having 'a-ha' moments by the minute in the program,” Barnett said.
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Offering teaching certificates to community college instructors or those who wish to become them is not an entirely new idea. In contrast to Temple’s more general teaching certificate, a few other graduate programs around the country have certificate programs for specific disciplines at community colleges
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“There’s a lot of research on programs that prepare new teaching assistants and those of the like, but there is very little research on preparing community college teachers,”
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shared by alexandra m. pickett on 20 Jul 12
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The ABCs of observing - Astronomy Magazine - 1 views
www.astronomy.com/...e%20ABCs%20of%20observing.aspx
Module 4 Assignment star science astronomy space
shared by alexandra m. pickett on 20 Jul 12
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alexandra m. pickett liked it
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Know your equipment
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This is great advise for doing anything new. Work out the kinks before delving into it and becoming disappointing because it didn't work when you get to your destination.
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Question yourself
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Write down questions, so later you don't have to scratch your head and ask yourself what things I wanted to look at.
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quality of "seeing,"
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The quality of the atmosphere could your friend or for when it comes to star browsing.
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Additional online observing tools from Astronomy magazine
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Amateur astronomy is about observing:
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I am going to use this website to assist students in their portfolio project, which they will make a star chart of the sky for 6 weeks of observations, either outside observations or virtual.
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safety
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Tips on how students can get the most out of observations of the stars.
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Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International R... - 0 views
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We propose, as have others (i.e., Shea, Pickett, & Pelz, 2003), that the community of inquiry model (Garrison, Anderson, & Archer, 2000) reflects the principles of good practice in undergraduate education and can accurately quantify them.
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issues of pedagogy, dialogue, and interaction
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guide the coding of transcripts.
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Social presence is the perceived presence of others in mediated communication (Rourke, Garrison, & Archer, 1999), which Garrison et al. (2000) contend supports both cognitive and teaching presence through its ability to instigate, to sustain, and to support interaction. It had its genesis in the work of John Dewey and is consistent with all theoretical approaches to learning in higher education.
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See http://www.irrodl.org/index.php/irrodl/article/view/262/838 for similar viewpoint.
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Teaching presence is defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing [students’] personally meaningful and educationally worthwhile outcomes” (Anderson et al., 2001, p.5). Vygotsky’s (1978) scaffolding analogies illustrate an assistive role for teachers in providing instructional support to students from their position of greater content knowledge. Although many authors recommend a “guide on the side” approach to moderating student discussions, a key feature of this social cognition model is the adult, the expert, or the more skilled peer who scaffolds a novice’s learning
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Shea, Pickett, & Pelz , 2004
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Each category of a tutor’s presence is vital to learning and to the establishment of the learning community; tutors' behavior must be such that they are seen to be “posting regularly, responding in a timely manner and modeling good online communication and interaction” (Palloff & Pratt, 2003, p.118). Without an instructor’s explicit guidance and “teaching presence,” students were found to engage primarily in “serial monologues” (Pawan et al., 2003). Baker (2004) discovered that “instructor immediacy, i.e., teaching presence (Rourke et al., 1999), was a more reliable predictor of effective cognitive learning than whether students felt close to each other. Studies have demonstrated that instructor participation in threaded discussion is critical to the development of social presence (Shea, Li, Swan, & Pickett, 2005; Swan & Shih, 2005) and sometimes not fully appreciated by online faculty (Liu, Bonk, Magjuka, Lee, & Su, 2005). Shea, Li, and Pickett (2006) proposed that teaching presence – viewed as the core role of the online instructor – is a promising mechanism for developing learning community in online environments.
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students ranked instructor modeling as the most important element in building online community, while instructors ranked it fourth.
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Shea (2006), who completed an extensive study of teaching presence and online learning, concluded that two categories (“design” and “directed facilitation”) sufficed to define the construct.
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Kalman, Ravid, Raban, and Rafaeli (2006) argued that interactivity is an essential characteristic of effective online communication and plays an important role in keeping message threads and their authors together. Interactive communication (online as well as in traditional settings) is engaging, and loss of interactivity results in a breakdown of the communicative process.
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Research indicates the existence of a relationship between learners’ perceptions of social presence and their motivation for participation in online discussions (Weaver & Albion, 2005).
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Northrup (2002) found that online learners felt it was important for instructors to promote collaboration and conversation. When interactive activities are carefully planned, they lead not only to greater learning but also to enhanced motivation (Berge 1999; Northrup, 2002).
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Researchers have suggested that timing of messages can serve as a proxy for a sense of social presence (Blanchard, 2004), as an indication of attentiveness (Walther & Bunz, 2005) or respect (Bargh & McKenna, 2004), and as a clue to the sociability of a community (Maloney-Krichmar & Preece, 2005). As such, the frequency of messages may serve as a signal for how engaged participants are with the community.
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Eom found that the most significant factors for increasing student satisfaction with online classes are paying attention to students and responding to their concerns.
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The highly esteemed instructor was especially active from semester midpoint to semester end; she more than doubled her active participation in both teaching presence (especially discourse and instruction) and social presence (all three categories).
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the lack of specific, progressively structured inquiry tasks and/or the lack of facilitation skills (teaching presence/facilitating discourse) may have contributed to the relatively limited occurrences of cognitive presence.
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something else accounted for the extreme satisfaction and dissatisfaction experienced by students in the two forums. The something else may be the two exceptional events that occurred during the third month: The instructor held in low esteem became nearly dysfunctional, while the highly esteemed instructor exhibited very high teacher presence and social presence (see Table 3 and 4).
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Shea, Pickett, and Pelt (2003) found that students’ perceived teacher presence also correlates with perceived learning as well as with students’ satisfaction with the forum. This correlation points to the tentative conclusion that teaching presence affords learning by setting a convenient climate.
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we suggest that students’ perceived learning in course forums has a significant impact on their participation
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the table is suggestive of the eventual possibility of having an “objective” tool for evaluating the quality of a given forum.
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(Anderson et al., 2001).
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Teaching effectiveness may be defined as how an instructor can best direct, facilitate, and support students toward certain academic ends, such as achievement and satisfaction. Teaching effectiveness has been investigated extensively in traditional classrooms for more than seven decades (for a meta-analysis of empirical studies from 1995-2004, see Seidel & Shavelson, 2007). Over the past five years, research has become directed toward teaching effectiveness in online or virtual classes. As a preface to our study, we discuss findings and conclusions concerning teaching effectiveness in traditional classrooms.
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Journal Help ISSN: 1492-3831 Journal Content Search All Authors Title Abstract Index terms Full Text Browse By Issue By Author By Title User Username Password Remember me Article Tools Abstract Print this article Indexing metadata How to cite item Review policy Email this article (Login required) Email the author (Login required) Post a Comment (Login required) Font Size Make font size smaller Make font size default Make font size larger SUBSCRIBE TO MAILING LIST 5,591 subscribers Select Language▼ function googleTranslateElementInit() { new google.translate.TranslateElement({ pageLanguage: 'en', autoDisplay: false, layout: google.translate.TranslateElement.InlineLayout.SIMPLE }, 'google_translate_element'); } Home About Register Archives Announcements Resources Submissions http://www.irrodl.org/
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One of the most widely cited sources for teacher effectiveness in traditional classrooms is Chickering and Gamson (1987), who suggested seven principles for good practice in undergraduate education.
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encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, respects diverse talents and ways of learning.
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Reading Online - Articles: Exploring an Approach to Online Instruction - 0 views
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One study explicitly examined the quality of the discourse environment in an online literacy course at the graduate level in a teacher education program (Many, Howrey, Race, Pottinger-bird, & Stern, 2001). The authors noted that with deliberate scaffolding by the instructor and teacher-leaders, students developed a strong support community, provided mentoring and advice, and collaborated with colleagues. In addition, research has focused specifically on the nature of scaffolding that occurred in an online reading assessment course (Many, Bates, & Coleman, 2002). In that study, bulletin board postings included support from both the instructor and the class members and focused on the use of technology; clarification of assignments; strategies for learning online; understanding, assessing, and teaching literacy concepts; and understanding general concepts in education. Online scaffolding processes included modeling, supplying information, clarifying, assisting, questioning, prompting, focusing attention, encouraging self-monitoring, and labeling/affirming.
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Instructional scaffolding of course content in online conversations. Instructional scaffolding took place in the highly individualized and elaborative e-mail feedback given by the instructor for all course assignments. An analysis of all such correspondence between the instructor and the members of the focus group revealed the following four categories related to scaffolding: Affirming Probing Providing explicit instruction Clarifying
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This article provides examples of online instructional scaffolding.
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Assisting Students with Foreign Language Learning Difficulties in School | LD Topics | ... - 1 views
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How to help students learn a foreign language, if they have language difficulties.
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Cornell Center for Teaching Excellence - 0 views
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To assist you in writing learning objectives, Bloom's Taxonomy of Educational Objectives provides some useful verbs to write objectives for different levels of learning.
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Reflections Blog - Just another Edublogs.org site - 1 views
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Hey Bill: i completely get the "technologically connected" fatigue. i am very plugged in... but, i remind myself that i am in control. I have boundaries. Also fyi - i don't have a cell phone. I know i know... hard to believe, right?! I just don't want to be that connected. me : )
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I envy you for not having a cell phone! I took mine to France but told people not to call me. One of the best parts of being away!
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it helps remove the filter.
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Alex mentioned her desire not to allow students to unsubscribe from the posts.
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Bill: i am actually really torn about this. I myself don't use the email subscription AT ALL. I find it confusing and disconnecting from the context and flow of the discussion. I have mine set to subjects only as a daily digest and i mostly just delete them... before even opeining them. I use the cousre interface to interact and view the interactions. I wish i could give students the option. But i can't. I have tried it both ways and talked about it with students from past courses. I even tried it once where i initially forced but then gave students the option to opt out... And i have come to the very reluctant decision that i have to force. I force the subscription, becuase frankly students don't login to the cousre. They disappear for days, and then claim they didn't know or couldn't find...and then claim they are overwhelmed. You also just can't "catch up" once a discussion has ended. The flow has moved on. There are also students that for some reason just prefer to get the posts via email. I've had several students tell me that they liked to view posts from their cell phones... So, i force subscription to all/only the essential forums in the course. The reality is that I can't force students to login to the course and click on the discussion and other areas of the cousre to see all that is happening. And i need a way to make sure that they are aware of the level of activity in the course and what is happening. me
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I feel as though students must be subscribed to forums, but be forewarned that they need to develop a system for themselves to allow for tracking of the dialogue and how they want to participate in that dialogue.
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i don't remember this being a problem in past semesters and i wonder if a default was changed at the system level. I thought everyone got a daily digest of subject lines and that highlighted new forum post tracking was automatically enabled by default... based you your feedback here, i have added "forewarning" : ) to 2 of the course information documents (contact and evaluation). : ) me
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my presence could be demonstrated in other ways than just logging in daily or talking to students.
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I came to realize that
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in this course I feel as though everything I learn is huge.
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it feels as though I am letting the students go without my assistance.
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This is were the “earth-shattering” part comes in. I am learning that I am not letting the students go. I am going to be there.
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I can fully see the difference between f2f and online teaching and WHY those differences exist.
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In the beginning of this course my intention was to translate my f2f assignments and activities to an online format. This made me feel comfortable as I knew that these activities worked for me and for most of my students. Yet, as I began to learn about presence and community it became apparent that these f2f activities did not embody presence or community building. They represented ease for me, and that cannot be the focus in online learning.
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Yet, I know I will always want to be tweaking my activities!
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My two issues with online education before the start of this class dealt with the actual education being offered as well as the connections being formed.
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But the theory in this course has allowed me to see that in practice, online education can allow for a sound education and a classroom community that can match that of most f2f classrooms.
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Online learning allows an instructor the opportunity to put everything into place before the course starts so that students come in being able to see all that they need to be successful. This may not always be the case with f2f courses. Additionally, to make sure that such theories as presence and community are present in online courses online instructors often have to do more to ensure success in their classes. For these reasons I am starting to believe that online education, when combined with effective theories can eventually surpass f2f learning.
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I am not decisive as I would like to be.
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While it probably should not be surprising that I feel prepared to teach online at the end of a course in online teaching, for me, I feel as though it is quite a surprising development and one I hope to pursue.
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The article written by Mark Edmundson, a professor at UVA, questions the validity of online learning.
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I have discovered that my thoughts are completely different on online education as a result of this class. While this is probably not a huge development it has been interesting to watch my opinions change so much. So, for the moment that is where I am.
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I discovered that just inserting technology does not suddenly make things better.
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I leave this course knowing that presence is more than just responding to students.
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Being truly present requires that the students feel your presence as they are completing assignments and learning – knowing what is expected of them and what they expect of the instructor.
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if a student knows what to do and how to do it (presence) he/she might feel more comfortable branching out in discussions and discussing points with a majority of students instead of just discussing with the same people at the same time. But community depends heavily on presence and the two really work in tandem.
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Yet, the blame lies solely with me for just assuming that my students know how to do something.
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Instead, instructors, both f2f and online, need to assume that their students do not know how to do something. Taking the time to explain something may seem tedious but it will provide for greater clarification, greater learning, and more meaningful assessments. Taking the time to just let students know what to do and how to do it has the potential of increasing the enjoyment of learning for all involved!
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I truly struggled with this course and I walk away feeling fantastic about it.
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Coming into this course I figured we would read a few articles about online education and create a course shell for an online course. Additionally, I came into this course assuming online education failed to meet the standards of f2f education. Now, my thoughts are completely changed.
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Leaving this course I feel as though I could write an effective rebuttal of that argument and I believe that illustrates a great amount of growth for a person who entered this class questioning the merits of online education.
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Yet, I feel as this is one of the first courses that will let me leave with having a profound change in thinking.
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Online education is the way of the future and more important, it needs to be done correctly.
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o in my new “educated” role, I would like to try and be an advocate for online education. I will try to discuss the field more often and when I hear someone mention online education I will ask them what they know about it and what they think about it. Striking up conversations allow for the spread of ideas and maybe eventually online education will gain the same prominence that many f2f courses currently possess. (4)
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My Reflections (Gary) - 0 views
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This becomes a problem in education if you have a policy, as my school, of no electronic devices on during school hours. I think this subject can be a huge debate among educators, but encourage for an online course.
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i would love to have you bring some of that debate into your blog or into the class discussions.
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it just can’t be reading and discussions, so there needs to be virtual activities and videos to help them visualize the concept that we are learning about.
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YES!!!! but who says it can only be limited to virtual activities, videos, an online stuff? Think outside the "box" :
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I kept falling off the second floor of the building and running into walls,
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here is a little video i made of my first year in SL. http://etap640.edublogs.org/secondlife-if-my-avatar-could-talk/ : ) me
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I believe my list of assumptions can get very long, knowing how unpredictable this age group can be. Now that I am not assuming anything, I can move on to the next step at planning this awesome astronomy course.
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design.
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module 1
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In this class, i had to wrap my head that I have to design a course that the student is responsible for their learning with me as a facilitator.
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I have so many ideas that I have learned from this course that I want to implement them all into my class. But, I really need to stand back and reflect. The most I got from this class is all the information that everybody shared on diigo.com and in their discussions. I am very proud of everybody’s contribution to my education and their own. I loved how everybody had a share in the teaching presence and how Alex facilitated the learning. This was an an excellent example of an effective student-centered learning environment.
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. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. 2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. 3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuses. 4. Use content-specific tools, software, and simulations to support learning and research. 5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. 6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom. 7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside of the classroom. 8. Select and use appropriate tools and technology resources to accomplish a variety of task and solve problems. 9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. I do believe that these standards should assist the students in either online or face-to-face class to succeed with learning. I am actually going to observe and take notes of my 8th graders to see how many standards that they can achieve. I had a great summer learning and being challenged to do my best at learning.
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ECRP. Vol 5 No 2. The Role of Child Development and Social Interaction in the Selection... - 0 views
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A closer look might provide insight into how this experience will assist in Rachel's development: Positive emotions are created from the established lap reading routine that generates an intimate closeness and feeling of security. Interactive social dialogues between Rachel and her mother build on prior knowledge and provide immediate feedback as they discuss each animal as the story progresses. The language they use to label, compare, explain, and classify creates a supportive context for structuring the processes of thinking and concept formation. Each of the domains of development—linguistic, cognitive, social, and emotional—is affected during Rachel's experience, and all play an important role in her development
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As Rachel began to internalize the actions and language of her mother, she began to use these tools to guide and monitor her own processing behavior until she is now able to take over much of the responsibility for reading the book (Dorn, French, & Jones, 1998)
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A framework for understanding the interrelated nature of the cognitive, social, emotional, linguistic, and literacy development of children; social interaction; and literature selection in grades K-4 is provided in the appendix. The purpose of the framework is to provide a general guide for teachers, parents, and other caregivers in the appropriate selection of books that takes into consideration the importance of child development.
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this article contains a useful reference table for developing interest in literacy and applies to development of literacy dispositions and life-long learning
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shared by Joan McCabe on 16 Jun 12
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Social Networking - Create Online Identity - 0 views
socialnetworking.swsi.wikispaces.net/CreateOnlineIdentity
social networking netiquette online identity
shared by Joan McCabe on 16 Jun 12
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Online Profile Tips for Students Managing Online Identity is a key digital literacy, and an important thing to discuss with students when using online tools for learning and teaching. Additional to the tips above, it's worth considering the following when discussing online profiles with your students - particularly if you are working with young people who are under 18 years old: Using Real Names: In general, younger students should be taught to protect their privacy online by avoiding publication of their full name and other personal details. Using first names and/or aliases can be a good way of managing this. Ensure that you discuss privacy and the implications of publishing personal details online with your students.Choose appropriate profile pictures: Younger students should be encouraged not to publish identifying images online. Rather, they can be engaged in a range of activities to create representational avatars and profile images.Students should only share only information that is safe for the Internet. Establish a classroom policy that teaches students to avoid publishing a specific addresses or names that a reader might use to locate them.Ensure students understand how to respect the privacy of others by obtaining permission before publishing images of and information about their friends or family.Discuss the issues around internet safety and ensure students do not provide personal details to others online. There are lots of Internet Safety resources available - check out our Social Networking Safety for further information . Consider holding a class discussion or online activity to assist students in understanding the issues around publishing personal details online and online profiles. Creating Codes of Conduct or Rules of Engagement with your students can be an effective way of establishing appropriate classroom policies which provide them with a clear framework.
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3. Etiquette - Using Your Online Manners!
Online Etiquette is important whenever you are sharing comments, information or feedback online, and of course this applies to social networking sites as well. Practicing good manners and respect when communicating and collaborating with others online will also enhance your online identity, demonstrating digital literacy skills and strong online communication skills.
Consider the following etiquette tips when using social networking sites:
- Introduce yourself when offering friendship: If you are using social networking sites for professional or personal networking, making 'friends' with other users can be an effective way of extending your connections. However, don't offer friendship without also offering an introduction and some information about you and why you are following. For example, if connecting to another educator who you know via their work online, but not personally you could try an introduction like 'Hi, I'm a regular reader of your blog, and have enjoyed your work. I teach in a similar field and would appreciate being able to connect with you in the future'. Include links to your personal identity online - eg. your blog, wiki or preferred online profile page so that person receiving the friendship request can identify you.
- Respond to 'friendship' or 'connect' requests: Ensure you respond to request from others for friendship. If you choose not to make friends, offer an alternative or reason. Eg. "Thanks for your friendship request but I only use facebook to connect to my family members. Feel free to connect with me via my blog, or you can follow me on [insert your preferred social networking tool here]."
- Don't abuse group or games invites: It's fine to invite your friends to join in on a group or online game via social networks. However - one is enough! Don't send repetitive requests or invites as they are annoying to other users and can be considered spam.
- Respect the privacy of others: Respect the privacy of others. If your friend is using an alias online, don't share their real identity or post content which could 'out' them. Remember that all users of social networking sites make different decisions about how they manage their privacy online.
- Use good tags: Apply tags to text, images and video appropriately. Tagging other people in unflattering pictures can create lots of tension with friends or family members, so remember to consider the implications when tagging content which is associated with or depicts others. If someone requests to be untagged in an image or page, ensure you act swiftly and respect their wishes.
- Leave good comments: One of the best ways to connect with others via social networking sites is to make comments. Ensure your comments are clear, respectful and well written. Don't use inappropriate, sexist, racist or foul language. Provide constructive criticism when appropriate and respect the opinions of others. Robust debate is wonderful - abusive tirades are not! When leaving comments on blogs or fan pages, ensure to check for 'rules of engagement' or site policies about commenting.
- Private conversations should stay private: Don't republish a private conversation or exchange (via email, instant messaging or other private communication channels) without permission.
- Share appropriately: Don't share any information online (including text, images, audio and video) that you wouldn't be happy to share with distant relatives, friends, work colleagues and your immediate family. A good rule of thumb - if it's ok to say it to your Grandma and your Boss, it's ok to share it online!
- Connect and Engage: Don't use social networks as a one-way announcement tool. Remember to engage with your 'friends' and follow-up on comments and feedback.
- Balance Personal Vs. Private: If you are using social networking sites for professional purposes, make sure you balance your personal comments, images and messages with useful professional information. Consider your audience and share information that is useful to your networks.
Watch this humorous take on social networking etiquette. Although it focuses on Facebook, many of the points it raises are relevant to all social networking sites.
Consider how you will address social networking etiquette in your learning communities. What strategies will you put in place to ensure students understand the 'rules of engagement' on social networking sites.
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Helpful tips on creating an online identity for students and in the work field. Also tips on netiquette.
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Voicethread 4 Education - College - 0 views
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I am using voicethreads in a college course as part of an icebreaking activity to have the members of the course introduce themselves. the audio and video features of voicethread will add to the sense of class community in the course.
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as a tool to assist me in extending communications and professional development conversations with a community of 40+ instructional designers that I lead.
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VoiceThread for Education. This is the section of the wiki on VoiceThread uses in college.
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Distance Learning: Promises, Problems, and Possibilities - 0 views
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Bates (1995) suggests that newer technologies are not inherently better than old ones and many of the lessons learned from the application of older technologies will still apply to any newer technology. Again, the instructor should be trained to take advantage of both their experience and being able to adapt that experience to the new environment of distance learning. The instructors must be trained “not only to use technology, but also to shift the way in which they organize and deliver material” (Palloff & Pratt, 2000, pg. 3).
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In a 1995 study, Olenski et al., found that technicians could indirectly influence the learning environment by “orientating participants to the technology, reducing the anxiety of the participants” (including the instructor), “and by advising the instructor on instructional techniques”(pg. 3). This type of role, if viewed negatively by the instructor, can have a huge impact on the quality of the presentation, yet many times the instructor and the technicians do not meet until the initial class meeting
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The technology will undoubtedly keep improving and the price will drop, as technology is prone to do once it comes into general use. Already we see improvement in the delivery systems of compressed video and computer assisted instruction. Despite student problems with distance learning, studies indicate they are relatively satisfied with what they are receiving.
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Bates (1995) suggests that newer technologies are not inherently better than old ones and many of the lessons learned from the application of older technologies will still apply to any newer technology. Again, the instructor should be trained to take advantage of both their experience and being able to adapt that experience to the new environment of distance learning. The instructors must be trained "not only to use technology, but also to shift the way in which they organize and deliver material" (Palloff & Pratt, 2000, pg. 3).
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Citizen Science - National Wildlife Federation - 0 views
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itizen science is where the public volunteers time to assist scientists in their research
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