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Depth of Knowledge in the 21st Century - 0 views

www.seenmagazine.us/...Default.aspx DOK Webb
shared by sherrilattimer on 12 Jun 14 - No Cached
  • Depth of knowledge offers some advantages over Bloom’s Taxonomy for planning lessons and choosing instructional techniques. By increasing the DOK levels of activities, teachers can teach students to adapt to challenges, work cooperatively and solve problems on their own.Whereas Level 1 of DOK prompts students to recall or reproduce, Levels 3 and 4 require students to work without the constant supervision of teachers. Usually students work on higher DOK activities in groups, communicating with one another to solve challenging problems and freely offering their own ideas.
  • The teacher’s role at higher DOK levels is therefore to facilitate, not simply dispense the acquisition of knowledge.
  • Working on creating activities in such peer groups enables teachers to learn and articulate while planning for lessons that promote high expectations and cognitively challenging curriculum. In addition, administrators need to provide ongoing support for their teachers in order to empower teachers to succeed in this endeavor.Administrative leadership must mentor and assist teachers in providing the enthusiasm and motivation to continuously teach lessons that promote high student expectations and cognitively challenging lessons.
  • ...3 more annotations...
  • The students in one classroom are prompted to recall facts and procedures while the students in the other classroom are encouraged to apply their learned knowledge to solve complex problems featuring real-world relevance.
  • Through his work with the business community, he has learned that there is no shortage of employees that are technically proficient, but too few employees that can adequately communicate and collaborate, innovate and think critically. So, rather than simply equating 21st century skills with technical prowess, educators need to expand their understanding of such skills to increasingly emphasize preparing students to think on their feet, communicate effectively and value the ideas of others.
  • The depth-of-knowledge levels of Norman Webb’s depthof-knowledge (DOK) levels constitute a system that addresses how to teach these skills. Depth of knowledge is a scale of cognitive demand that reflects the complexity of activities that teachers ask students to perform. DOK-1. Recall — Recall or recognition of a fact, information, concept, or procedure DOK-2. Basic Application of Skill/Concept — Use of information, conceptual knowledge, follow or select appropriate procedures, two or more steps with decision points along the way, routine problems, organize/ display data DOK-3. Strategic Thinking — Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract and complex; often more than one possible answer DOK-4. Extended Thinking — An investigation or application to real world; requires time to research, think, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources Level 1 of DOK is the lowest level and requires students to recall or perform a simple process.As DOK increases toward the highest (fourth) level, the complexity of the activity moves from simple recall problems to increasingly difficult and teacher independent problem-solving classroom activities, as well as real-world applications.As students are prompted to work within the realms of higher DOK levels, they will learn to independently employ higher-level thinking skills.
  • sherrilattimer on 12 Jun 14
     
    Webb's Depth of Knowledge
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About | ADHO - 0 views

adho.org/about digital_humanities digital humanities Humanities DH
shared by lkryder on 11 Jun 14 - No Cached
  • The Alliance of Digital Humanities Organizations (ADHO) is an umbrella organisation whose goals are to promote and support digital research and teaching across arts and humanities disciplines, drawing together humanists engaged in digital and computer-assisted research, teaching, creation, dissemination, and beyond, in all areas reflected by its diverse membership
  • lkryder on 11 Jun 14
     
    digital humanities source
  • lkryder on 11 Jun 14
     
    important resource for humanities moving forward
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Peer-Assisted Learning Strategy | Classroom Strategies | AdLit.org - 0 views

www.adlit.org/22092 PALS online_learning
shared by efleonhardt on 25 Jun 14 - No Cached
  • classroom by identifying which children require help on specific skills and who the most appropriate children are to help other children learn those skills
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Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views

www.nytimes.com/...21memory.html tests quizzes assessment brain based learning constructivism knowledge studying nytimes
shared by lkryder on 10 Jun 14 - No Cached
  • students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
  • the illusion that they know material better than they do.
  • “I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
  • ...7 more annotations...
  • These other methods not only are popular, the researchers reported; they also seem to give students
  • The final group took a “retrieval practice” test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.
  • But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.
  • we are organizing it and creating cues and connections that our brains later recognize.
  • But “when we use our memories by retrieving things, we change our access” to that information, Dr. Bjork said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”
  • The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong.
  • Howard Gardner, an education professor at Harvard who advocates constructivism — the idea that children should discover their own approach to learning, emphasizing reasoning over memorization — said in an e-mail that the results “throw down the gauntlet to those progressive educators, myself included.” “Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
    • lkryder
      lkryder on 10 Jun 14
       
      I am impressed by the constructivist community realizing what a powerful study this is. I think this is an indication of what we will start to see as brain based learning studies increasingly show us what is happening biologically when we learn.
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database
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How Do I Invest? | Beginning Investing - 4 views

www.fool.com/...how-do-i-invest.aspx Module 4 assignment
shared by Hedy Lowenheim on 31 Jul 13 - Cached
  • What is investing?Any time you invest, you're devoting your own time, resources, or effort to achieve a greater goal. You can invest your weekends in a good cause, invest your intelligence in your job, or invest your time in a relationship. Just as you undertake each of these expecting good results, you invest your money in a stock, bond, or mutual fund because you think its value will appreciate over time.
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Very useful site for my course in personal finance. The site explains personal finance in very simple terms. Most anyone should be able to relate to how the information on investing is presented. Great information on topics such as investing, goal setting, active and passive management, etc., that correspond to many of my course's learning objectives.
  • Planning and setting goalsInvesting is like a long car trip: A lot of planning goes into it. Before you start, you've got to ask yourself: Where are you going? (What are your financial goals?) How long is the trip? (What is your investing "time horizon"?) What should you pack? (What type of investments will you make?) How much gas will you need? (How much money will you need to reach your goals? How much can you devote to a regular investing plan?) Will you need to stop along the way? (Do you have short-term financial needs?) How long do you plan on staying? (Will you need to live off the investment in later years?
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      The car trip analogy that the authors use in this article for planning & setting personal financial goals, is something everyone can relate to. This gave me some excellent ideas that will definitely be of use to me in my course since financial goal planning is another one of my learning objectives. I felt that the car trip analogy used on the site will assist with understanding the planning that goes into creating medium and short term goals was brilliant, and something everyone should be able to relate to. Creating medium and short term goals are also learning objectives in my course, (module 3). It should be an excellent way to engage students, since most everyone travels and has to put energy into planning out their trips, for example what to bring on the trip, how long it will take, how many stops there will be along the way, etc.
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Another one of my learning objectives is understanding cash management and cash flow and having the students understand how important it is to save, and put that money to work. Site has some very useful examples on how to save and put away money automatically in a disciplined fashion.
  • Active and passive strategiesThe two main methods of investing in stocks are called active and passive management, and the difference between them has nothing to do with how much time you spend on the couch (or the exercise bike). Active investors (or their brokers or fund managers) pick their own stocks, bonds, and other investments. Passive investors let their holdings follow an index created by some third party.
  • ...1 more annotation...
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Another one of my learning objectives is understanding the difference between active and passive management. This site will definitely be helpful in refining some of the learning objectives in my course. It might also be a good site to post a link to for more information on specific person investing topics.
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      how will you use this resource in your course, Hedy?
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Alex I plan on using this Motley Fools web site which focuses on investment basics since the personal investing terms and strategies are presented very clearly, simply and with humor and relate directly to learning objectives in my modules; such as active and passive strategies in relation to investing (module 6), cash management/cash flow (module 2), and short and medium goal planning (module 3). The site will be an excellent resource for the students. This will also introduce them to the Motley Fool web site which should be helpful to them throughout the course and afterward. I felt that the car trip analogy used on the site to help understand the planning that goes into creating medium and short term goals was brilliant and something everyone should be able to relate to. Creating medium and short term goals are also learning objectives in my course, (module 3). It should be an excellent way to engage students, since most everyone travels and has to put energy into planning out their trips, for example things like what to take on the trip, how long it will take, how many stops there will be along the way, etc. I added some comments under the highlighted areas in Diigo with sticky notes (you should also be able to view them on the site) that reference a few of my learning objectives. By the way, I did find some useful sites on Merlot & OER, but many of linked to PDF files. A link on Merlot led me to the Motley Fools web site. I hope this helps! Hedy
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      this looks great Hedy! thanks! not sure what you meant by the comment about pdfs. you should be able bookmark pdfs... : )
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Aug 13
       
      I am under the impression that you cannot highlight text & create sticky notes in PDFs (just tested again), that was why I was having a hard time finding an acceptable site for the assignment in Merlot, most were PDF files. I guess I could have bookmarked them in Diigo and entered my comments write on the Diigo site instead of on the actual URL. I was thrilled once the Merlot site linked to the Motley Fool site!
    • alexandra m. pickett
      alexandra m. pickett on 01 Aug 13
       
      ahhh. yes, that is true, put you can bookmark the resource, and annotate it on the diigo site - exactly as you describe! just wanted to be sure you knew that : )
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Aug 13
       
      I thought you might have wanted us to do highlighting and sticky notes for the assignment and right from the actual URL site. I must say that in the past 24 hours I have became much more familiar with Diigo, sink or swim, but I still need to work with it. Love the tool! Will we have access to Diigo after the course? Thanks and get some rest!!
    • alexandra m. pickett
      alexandra m. pickett on 01 Aug 13
       
      yes. i want to be sure you can use this tool, so i am glad you persisted!! and i am really glad you love the tool. me too! yes you will have access to this group and this tool beyond the end of the term. that is one of the reasons i use the tool!
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Aug 13
       
      Excellent!! Be great if students continue to use it. Looks like these messages b/t us are not for public viewing. Is that a setting you turned on? I know there is public/pvt setting for sticky notes when you first create one (that's what was giving a bunch of students issues), but I do not see that setting on these notes. Hope this makes sense. Thanks& hope swimming is going well! Hedy
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Gagne's and Laurillard's Models of Instruction Applied to Distance Education: A theoret... - 1 views

www.irrodl.org/...184 online learning Gagne instruction
shared by Maree Michaud-Sacks on 19 Jun 13 - No Cached
  • Students first read introductory material, which acquaints them with the faculty and teaching assistants, course objectives, lesson plan and schedule, and information about evaluation and grading
  • Lessons begin with stated learning objectives, which are followed with audio tutorials with slide presentations and (usually) reading assignments
  • a case study approach
  • ...3 more annotations...
  • weekly discussion forum
  • post-tests
  • include formal examinations and some also include final projects or papers
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ADA Home Page - ada.gov - Information and Technical Assistance on the Americans with Di... - 0 views

www.ada.gov
shared by Kelly Hermann on 04 Jun 10 - Cached
  • Kelly Hermann on 04 Jun 10
     
    This is the Department of Justice's webpage about the Americans with Disabilities Act. The ADA applies to more than just education so there is a lot of information there. It may be interesting to explore some of the ADA publications to learn more about how the law applies in different environments.
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Comparing Piaget and Vygotsky - 0 views

www.education.uiowa.edu/...piaget_vygotsky.htm
shared by Joan Erickson on 26 Jun 10 - Cached
  • A child in the preoperational stage could not be taught to understand the liquid volume experiment; she does not possess the mental structure of a child in concrete operations.
  • acquisition of meta-cognition (thinking about thinking
  • assimilation
  • ...14 more annotations...
  • assimilation
  • assimilation
  • Sociocultural Theory of Development
  • human activities take place in cultural settings and cannot be understood apart from these settings
  • Through these social interactions, we move toward more individualized thinking.
  • Private speech is considered to be self-directed regulation and communication with the self, and becomes internalized after about nine years
  • zone of proximal development.
  • Vygotsky believed that given proper help and assistance, children could perform a problem that Piaget would consider to be out of the child's mental capabilities.
  • Vygotsky's theory stressed the importance of culture and language on one's cognitive development
  • Piaget proposed that children progress through the stages of cognitive development through maturation, discovery methods, and some social transmissions through assimilation and accommodation
  • think abstractly
  • Assimilation is information we already know. Accommodation involves adapting one's existing knowledge to what is perceived
  • provide short instruction and concrete examples
  • opportunities to organize groups of objects on "increasingly complex levels"
  • Joan Erickson on 26 Jun 10
     
    Piaget Vs Vygotsky This is an easy read. The article is written by a teacher. It makes you poner what kind of teacher you are, or want to be
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Implementing Technology in Education: Recent Findings from Research and Evaluation Studies - 0 views

www.wested.org/...recapproach.html technology
shared by Sue Rappazzo on 16 Aug 10 - Cached
  • A study of the initial implementation of California's state funded technology programs found that technology was not becoming institutionalized because it was often treated as a separate component within the state's education infrastructure. It was initially funded as an "add- on" rather than being integrated into the curriculum and incorporated into the mainstream of instructional programs.
  • In summary, systematic planning as an approach to technology implementation provides: a rationale for the technology and related resources the stakeholders get involved in the decision making process a way to promote thinking about the most cost-effective uses of technology assurance that technology applications are aligned with the curriculum help in determining the specific training and assistance needs assurance that existing resources are used in the plan a needed vehicle for procuring funding a method for determining how to evaluate the impact and progress of the technology a vehicle for communicating steps for others to follow adapting the plan a process for coordination with other programs and projects that the teaching addresses the needs of all learners guidelines and a context for the insertion of new technologies software developers with a definition of the technological needs of users
  • Curricula must drive technology; technology should not dictate curricula.
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The 4-Hour Workweek and Timothy Ferriss - 0 views

fourhourworkweek.com assistants change delegation management structure time virtual
shared by Robert Braathe on 17 Jun 08 - Cached
  • Robert Braathe on 17 Jun 08
     
    A great resource for managing time, managing your money, and building new opportunities without adding more to your plate.
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MERLOT - Multimedia Educational Resource for Learning and Online Teaching - 0 views

www.merlot.org/index.htm learningobjects repository
shared by Anne Deutsch on 22 Apr 08 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 07 Jul 09
       
      hi! join this resource and browse the collections of materials. In MERLOT you may find simulations and other cool resources in your discipline that might assist you to achieve one of your learning activities. happy exploring! me
    • Shoubang Jian
      Shoubang Jian on 07 Jul 10
       
      I heard so much about MERLOT, now finally have a chance to explore it. Great!
    • Melissa Pietricola
      Melissa Pietricola on 14 Jul 10
       
      There is a wealth of information here! Its almost too big unless you are looking for something specific!
    • Kimberly Barss
      Kimberly Barss on 15 Jul 11
       
      This is an amazing resource!
  • alexandra m. pickett on 22 Apr 08
     
    Putting Educational Innovations Into Practice Find peer reviewed online teaching and learning materials. Share advice and expertise about education with expert colleagues. Be recognized for your contributions to quality education.
  • ...6 more comments...
  • Joan Erickson on 12 Jun 10
     
    Alex has this website in our course, but I find it very interesting for exploration purposes. I came upon this website when searching "multimedia"
  • Kristen Della on 18 Jul 11
     
    LOVE Merlot - always have - always will! Lol
  • diane hamilton on 30 May 12
     
    Educator resources and professional interest groups.
  • diane hamilton on 30 May 12
     
    This site has groups you can explore and/or join in areas of interest. There are materials in ready to use formats too.
  • diane hamilton on 30 May 12
     
    educator resources and forums on many topics of interest
  • diane hamilton on 30 May 12
     
    educator resources and forums on many topics of interest
  • Catherine Strattner on 22 Jul 12
     
    Seems to be more geared toward higher ed, but still a great source of ideas and inspiration.
  • Anne Deutsch on 07 Jul 13
     
    Free and open online community of resources designed primarily for faculty, staff and students of higher education from around the world to share their learning materials and pedagogy. MERLOT is a leading edge, user-centered, collection of peer reviewed higher education, online learning materials, catalogued by registered members and a set of faculty development support services.
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Jim's viewable streams of thought - 2 views

kobejim.edublogs.org
shared by alexandra m. pickett on 12 Jul 09 - Cached
  • What I’m really coming to grips with is how much the students might not be actually understanding when I communicate orally.  How much of this information is not remembered?
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      exactly! : )
  • It’s not about being the “sage” but about being in a room full of people and interacting on issues I love. 
    • alexandra m. pickett
      alexandra m. pickett on 21 Jul 09
       
      I LOVE how you put this Jim!! For me my room is here with you and the others in our class, and i feel the exact same way. My fondest wish for all of you is that you get to experience your love of teaching- - that same feeling of love and satisfaction you get f2f -- in an online teaching and learning environment too.
    • alexandra m. pickett
      alexandra m. pickett on 21 Jul 09
       
      jim: breathe.... i am so sorry. i know how very frustrating this can be.... just a week ago i lost one of my blog posts ... i was crushed and frantic after spending a whole day writing the post... if you follow me on twitter you may have seen my frantic panic expressed in my appeals for help to the the twitterverse for assistance/suggestions on how to recover the post ... i just spent so much time on it....and i have no idea how i deleted it. I am not sure if this will help, but unbelievable after doing all kinds of things to try to recover my post, i actually found it by hitting the back button on my browser. I am on a mac and using firefox, so i don't know if it would work in other browsers or on a PC. there may also be other factors. I never shut down my computer and i use millions of tabs. I think my copy was still in the cache of the computer on the tab that i had used to create the post... anyway. i hope you are ok now. and i look forward to this post. me
  • ...1 more annotation...
  •  How do I prove this? Just take a look at the course I’ve built and there is evidence of learning. 
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Google-Assisted Language Learning - 0 views

llt.msu.edu/...default.html Google language-learning tools PLEs e-portfolios web2.0
shared by Joy Quah Yien-ling on 28 May 11 - Cached
  • Joy Quah Yien-ling on 28 May 11
     
    Language Learning & Technology Vol.12, No.1, February 2008, pp. 3-11
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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-
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If I'm talking, you should be taking notes. - 0 views

nvanhoose.edublogs.org
shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • , mad
  • However, I also have learned that we cannot assume that everyone of a certain age is a digital native. Working at a community college, I have students with a large variety of academic and technological experiences. Some students have very limited access to technology.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Hi Nicole, I worry about the same thing. I guess the more we make them work, the less likely we are to do too much leading.
  • ...16 more annotations...
  • June 20th,
  • it is concrete, born before me with a structure and a real plan
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Thank you Alex! I would never have been able to create this course without Alex laying out the modules as she did. Like you, I am starting to feel the course coming together in a very organic way.
  • I am fully committed to the idea of self-discovery and peer-teaching within my online course, but I also feel that I have a lot to add and I can’t keep all of this information to myself
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      You don't have to choose one; you can facilitate from afar, yet still be a presence in your course. In fact, your students will need feedback from you in order to know that they are on track. Self-discovery, peer teaching, and instructor presence are not mutually exclusive, thank goodness.
  • h-ha moments are coming regularly now. The challenge is now enjoyable.
  • The a
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Yay! All the time and effort becomes worthwhile.
  • not necessarily because it meets a learning objective
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      There have been times when I have had to stop and ask myself, "why am I looking to this particular technology?" If I can't attach it to a learning objective, I let it go.
  • . The first time I implement something I cannot always anticipate all of the issues, but after a run through I can plan for those problems and be proactive in preventing them.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I think this process is not only natural in teaching, but expected - especially in the online environment. We ask for student feeback so that we can improve the course. In this way, it is constantly evolving.
  • . Students will need to find a community setting for 15 hours of either observation of a child, or volunteering in working directly with children
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Great idea, and as a former supervisor of both a before-school and after-school program, you can observe a lot at one of these programs. Kids play, study, socialize, etc. Lots to learn through observation and probably with permission, your students might be able to interact with the kids as well.
  • July 4th,
  • I am going to give up more control and expect more self-directed learning from my students, not only online, but in my f2f courses too! I am going to put more emphasis on discussion boards than I had previously anticipated.
  • I am thinking about what I feel is working for me as a student and what is not, so I can include or not include those things in my course.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I think this is difficult for us because no matter how much we include in order to get students interacting, in the end it is out of our hands. Well, not completely -- we can always facilitate the discussion from behind the scenes if we need to, but you see what I mean.
  • Now my perspective had drastically changed—I am instead asking myself how do I get the students to the information? How will I devise learning activities that will assist them in their search for knowledge and understanding? It is not my responsibility to spoon feed them, but to teach them how to spoon feed themselves.
  • conceptualizing some of the activities for my course
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I struggled with this as well. Still not sure if I have enough substantial learning activities for my course. It wasn't until I actually started creating the learning activities that I realized I was rather naive about the entire process. Like you, I had this vague idea. I finally had to sit down and figure out what I wanted my students to be doing and then creating activities that met those objectives.
  • despite the extensive conversations that we have had.
  • Giving up control and trusting students to learn. I don’t need to give them the information, just provide the opportunity for them to discover it for themselves, and trust that they will do it. Everyone says this works, I can’t wait to see it happen!
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      brilliant!! : ) just made my day !!
  • Not only has my expectation for online teaching changed, but I also am trying to apply some of these ideas to my f2f courses.  I want students to take more responsibility for their learning. I want them to learn from each other, and to discover knowledge instead of waiting for it to be fed to them. I want to build more community into my courses, so students feel that they can share and learn from others and take risks in class. I also want students to learn what they are interested in learning, or what they need to learn depending on where they are in their understanding of the content.
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