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It starts with the simplest possible tools…pen and paper.

The idea is simple… Buy a sturdy college-ruled notebook dedicated to the relevant class. (I use the 100 page, 1 subject, college-ruled Stasher by Roaring Spring, but many people also swear by the Black n’ Red.) Buy a good pen. (Nothing beats a black uniball micro 0.5mm.) Take your notebook and pen and go to the most relaxing, meditative, non-distracting place possible. The deep stacks of the library is okay. Hiking 30 minutes into the woods or onto the dunes overlooking a windswept springtime beach is even better. Spend 1 – 3 hours working out your thinking on the task at hand in the notebook. Spend the last 20 minutes carefully summarizing your results on a clean page that you mark with the date and a title.

Writing down your thoughts forces you to clarify what you’re thinking and confront ambiguities or inconsistencies

So establishing teaching presence is what all the designers, Alex, and even I, am doing when we make decisions about the content of the course, the types of activities we want to include, the tools we would like to use, how we want to assess, how we provide channels for providing and managing feedback, how we want to induct students into the course, how we want to wrap up the course….Basically – everything!

From planning, to execution, to assessment, to revision. So this is why developing a course is an “iterative process”.

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The M-BOD scenarios sketched out above differ from those described in the EL section in that the former take seriously the role of desire in student learning. In the M-BOD scenarios, students resource their creative and dramatic selves to become their own guides in working out the meaning(s) of History, ethics, bullying, etc. This learning is “deep” because it involves the body in several ways: Sometimes bodies actually get up and move through space (i.e., the walking dance or doing field research) Students are prompted to respond to situations more than follow directions; these situations require them to “read” other people and multiple texts and contexts Students’ formal presentations (their strategic, other-directed productions) elicit actual responses from people, which (whether good or bad, or a mix) then require some expression and reflection Back to Discussion of "Situating M-BOD"       Preface One: Situating Embodied Learning Two: Case Study: Oliver Identity and Learning: “Follow What I Am Doing: Do The Rules That I’m Doing: It’s Very CoM-pli-cated” Improvisational/Feedback "1,2,3...16, 17,18, NineTEEN" Innovation: “I Can Look At Your Cards” Producelike Behavior: "Why Do The Make Queen Better Than Jack?" Conclusion: "The Bricolage, The Music, The Movement" Three: Implications for the Literacy Autobiography Assignment              

Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Learners are the makers of meaning and knowledge. Constructivist teaching fosters critical thinking and creates motivated and independent learners.

belief that knowledge isn't a thing that can be simply given by the teacher at the front of the room to students in their desks

ction from the transmission curriculum to a transactional curriculum. In a traditional curriculum, a teacher transmits information to students who passively listen and acquire facts. In a transactional curriculum, students are actively involved in their learning to reach new understandings.

Effective online discussion prompts provide a frame of reference through an associated shared experience or learning activity, but there are numerous creative ways in which this context can be brought to bear.

As school districts across the country have faced budget gaps, they’ve been forced to cut back. Schools are eliminating programs and cutting teaching jobs and salaries – it’s clear that the U.S. public education system is facing problems. But Wozniak thinks that school systems have not “adapted to children’s needs,” and that computers could help to fill these gaps. Additionally, they could help schools save money. “If you had 30 teachers in a class with 30 students, they’d all get individual attention and be moving at their own paces,” Wozniak said. “So I think someday a computer could possibly be a teacher.”

“School in itself is pretty much a restrictive force on creativity,” he said. “When you come to class, you do the exact same pages in the book, the same hours as everyone else in the class. You don’t go off in your own little directions. This is not the way of the future.”

New technologies are beginning to mimic the capabilities of humans more than ever before. While technology and education experts agree that teachers won’t be replaced by robots anytime soon, computers have helped schools to make strides in student progress and achievement over the past few years. Tools like interactive online education platforms and online courses have demonstrated success, while also helping school districts save money. But to pinpoint successful educational technology, interactivity is key.

And for the network folks, it's geek fun time to see if the wireless network has enough bandwidth for all those multiple choice "A, B, C, or D" answers zipping through the air

Fun times.

one year from now?

misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents.

Adding to this dilemma, bored students are dropping out of online classes while pleading for richer and more engaging online learning experiences.1 Given the demand for online learning, the plethora of online technologies to incorporate into teaching, the budgetary problems, and the opportunities for innovation, we argue that online learning environments are facing a "perfect e-storm," linking pedagogy, technology, and learner needs.

cation. In this study, Keeton interviewed faculty in postsecondary institutions, who rated the effectiveness of online instructional strategies. These instructors gave higher ratings to online instructional strategies that "create an environment that supports and encourages inquiry," "broaden the learner's experience of the subject matter," and "elicit active and critical reflection by learners on their growing experience base."12

And the very thing that attracted so many states to adopt Common Core – the widespread standardization of learning goals, as well as the opportunity to do more creative teaching – can also turn it into a windfall for e-learning companies.

“It frees teachers up to do the things they went into teaching for. It lets them focus on human interaction.”

Characteristics of Adults as Learners

When the class ends, students should be able to do more than just pass the final test. They should have gained knowledge in the subject, and they should see how that subject fits into the bigger picture that includes personal professional goals and relationships. Creative instruction is needed to help students see these links.