I wonder if this is part of Alex's intentional instructional design or if that's purely a coincidence.
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in title, tags, annotations or urlSirsi OneSource: Web 2.0, Library 2.0, and Librarian 2.0: Preparing for the 2.0 World - 0 views
Brightman, H. (2009). The need for teaching doctoral students how to teach. - 0 views
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Establishing an Online Teaching Presence - 0 views
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INTIME - Integrating New Technologies into the Methods of Education - 2 views
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INTIME provides online video vignettes of PreK-12 teachers from various grades and subjects showing how they integrate technology into their classrooms using numerous teaching strategies. INTIME is the result of a PT3 program (Preparing Tomorrow?s Teachers to Use Technology). INTIME resources are useful for (1) teacher educators creating case studies; (2) pre-service teachers learning about effective pedagogical techniques; (3) in-service teachers searching for ideas and independent professional development; (4) professional developers seeking resources to demonstrate good teaching and technology integration, and (5) administrators developing teacher quality initiatives and mentoring programs.
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I am considering whether to add the entire resource or just a few videos with a "for more of this ..." to my module on 21st Century Learning. What really excites me about this resource is the implications for case studies in methods courses in the B-6 program ... can even be shared with Secondary Ed and TESOL. You may want to share this with your grade level, Building Leadership Team, or your PD person. A GREAT free resource for meaningful, asynchronous tech integration training.
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Online-Education Trend Will Leave Many Students Behind | TIME Ideas | TIME.com - 0 views
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“give everyone access to the world-class education that has so far been available only to a select few
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omputer-aided instruction will actually widen the gap between the financially and educationally privileged and everyone else, instead of close it.
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only 35% of households earning less than $25,000 have broadband access to the Internet, compared with 94% of households with income in excess of $100,000.
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only half of black and Latino homes have Internet connections at all, compared with almost 65% of white households.
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, many blacks and Latinos primarily use their cell phones to access the Internet, a much more expensive and less-than-ideal method for taking part in online education.
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If we really want to democratize education, finding creative ways to realistically open up colleges to different communities will do more to help than a model that, despite its stated intentions, is more beneficial for students who are already wealthy, academically prepared and highly motivated.
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If You Teach or Write 5-Paragraph Essays--Stop It! | The White Rhino: A Chicago Latino ... - 0 views
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It's bad writing. It's always been bad writing. With the Common Core Standards designed to shift the way we teach students to think, read, and write, this outdated writing tradition must end. If you're teaching it--stop it. If your son, daughter, niece, or nephew (or a young person you care about) is learning it--prepare to engage with the teacher to end it.
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37% of New York Graduates Meet College-Readiness Standard - 0 views
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Mission statements: importance, challenge, and recommendations for development - includ... - 0 views
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Teaching Students with Learning Disabilities in the Online Classroom - Faculty Focus | ... - 0 views
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Students with learning disabilities tend to learn better in the online environment, but institutions are not doing enough to prepare instructors to meet their needs, says Mary Beth Crum, an online instructor at the University of Wisconsin—Stout
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For some, online learning provides the opportunity to hide their learning disabilities from classmates, which can be a welcome relief from the unwanted attention their learning disabilities received in their face-to-face courses.
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Their response: open and constant communication, compassion, a willingness to bend the rules to accommodate students, and one-on-one instruction.
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Crum has found that when students who need extra time initially receive it, they tend to get subsequent assignments in on time. Planning becomes a way for them to reach their potential once the obstacle of a due date is removed.
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Students with learning disabilities may have difficulties with online courses that are predominantly text based
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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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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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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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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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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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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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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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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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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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Understanding Oral Learners - Moon - 2012 - Teaching Theology & Religion - Wiley Online... - 0 views
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Since oral learners often learn best in dialogue with others, create opportunities for dialogue to occur. This could be in the form of group projects outside of class or small group discussions in the classroom.
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Oral learners also learn best when learning is connected to real events, people, and struggles of life instead of learning principles that are removed from actual people and struggles.
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Generally, oral learners have a more difficult time with online learning. It is not that they cannot do the work; rather, they will have to work harder to stay engaged through this print-based teaching form. Many of the above recommendations still apply but they may be more difficult to provide in an online platform. Suggestions for teaching oral students online include:
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Provide opportunities for assignments that are engaged in real life struggles, events, and people instead of abstract principles
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Oral learners learn best and have their lives most transformed when professors utilize oral teaching and assessment methods.
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Whereas previous generations in U.S. seminaries assumed that print-based means of teaching and assessing were effective to produce student learning and transformation, many contemporary students prefer to learn through oral means
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The results of this research indicate that slightly more seminary students had an oral versus print learning preference. In order to create positive learning experiences and effectively reach students, it is important to understand the difference between oral and print preferences
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, this paper seeks to understand how learning is shaped by oral versus print preferences. In short, how do oral learners learn differently than print learners?
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discovered that slightly over half of the students evaluated via an Orality Assessment Tool (Abney 2001) had a preference for oral learning
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Her grades were based entirely on print-based rubrics. Part of the difference in her grading was due to learning/assessment preferences rather than intelligence. This was a breath of fresh air for her as she was finally starting to understand herself and her learning preferences better.
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Human Intelligence: The Theory of Multiple Intelligences - 0 views
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The Theory of Multiple Intelligences Originally prepared by: Lynn Gilman (Fall 2001) Revised: After years of research, Howard Gardner proposed a new theory and definition of intelligence in his 1983 book entitled Frames of Mind: The Theory of Multiple Intelligences. The basic question he sought to answer was: Is intelligence a single thing or various independent intellectual faculties?
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Social media - Wikipedia, the free encyclopedia - 0 views
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The honeycomb framework defines how social media services focus on some or all of seven functional building blocks (identity, conversations, sharing, presence, relationships, reputation, and groups).
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By applying a set of theories in the field of media research (social presence, media richness) and social processes (self-presentation, self-disclosure) Kaplan and Haenlein created a classification scheme for different social media types in their Business Horizons article published in 2010. According to Kaplan and Haenlein there are six different types of social media: collaborative projects (e.g., Wikipedia), blogs and microblogs (e.g., Twitter), content communities (e.g., YouTube), social networking sites (e.g., Facebook), virtual game worlds (e.g., World of Warcraft), and virtual social worlds (e.g. Second Life). Technologies include: blogs, picture-sharing, vlogs, wall-postings, email, instant messaging, music-sharing, crowdsourcing and voice over IP, to name a few. Many of these social media services can be integrated via social network aggregation platforms. Social media network websites include sites like Facebook, Twitter, Bebo and MySpace.
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he authors explain that each of the seven functional building blocks has important implications for how firms should engage with social media. By analyzing identity, conversations, sharing, presence, relationships, reputation, and groups, firms can monitor and understand how social media activities vary in terms of their function and impact, so as to develop a congruent social media strategy based on the appropriate balance of building blocks for their community.[2]
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one of the foundational concepts in social media has become that you cannot completely control your message through social media but rather you can simply begin to participate in the "conversation" expecting that you can achieve a significant influence in that conversation.[7]
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Several colleges have even introduced classes on best social media practices, preparing students for potential careers as digital strategists.[
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Out of this anarchy, it suddenly became clear that what was governing the infinite monkeys now inputting away on the Internet was the law of digital Darwinism, the survival of the loudest and most opinionated. Under these rules, the only way to intellectually prevail is by infinite filibustering."[34]
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social media in the form of public diplomacy creates a patina of inclusiveness that covers traditional economic interests that are structured to ensure that wealth is pumped up to the top of the economic pyramid, perpetuating the digital divide and post Marxian class conflict.
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He also speculates on the emergence of "anti-social media" used as "instruments of pure control".[36]
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Social networking now accounts for 22% of all time spent online in the US.[15] A total of 234 million people age 13 and older in the U.S. used mobile devices in December 2009.[16] Twitter processed more than one billion tweets in December 2009 and averages almost 40 million tweets per day.[16] Over 25% of U.S. internet page views occurred at one of the top social networking sites in December 2009, up from 13.8% a year before.[16] Australia has some of the highest social media usage in the world. In usage of Facebook, Australia ranks highest, with over 9 million users spending almost 9 hours per month on the site.[17][18] The number of social media users age 65 and older grew 100 percent throughout 2010, so that one in four people in that age group are now part of a social networking site.[19] As of June 2011[update] Facebook has 750 Million users.[20] Facebook tops Google for weekly traffic in the U.S.[21] Social Media has overtaken pornography as the No. 1 activity on the web.[21] iPhone applications hit 1 billion in 9 months, and Facebook added 100 million users in less than 9 months.[21] If Facebook were a country it would be the world's 3rd largest in terms of population, that's above the US. U.S. Department of Education study revealed that online students out performed those receiving face-to-face instruction.[21] YouTube is the 2nd largest search engine in the world.[21] In four minutes and 26 seconds 100+ hours of video will be uploaded to YouTube.[21] 1 out of 8 couples married in the U.S. last year met via social media.[21] 1 in 6 higher education students are enrolled in online curriculum.[21]
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Untitled Document - 0 views
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How will you initially engage your students? It is well accepted that: "frequent student-faculty contact in and out of class is a most important factor in student motivation and involvement" (Chickering and Ehrmann, 1996). It is also the case that: many instructors who are new to the online environment have legitimate concern as to the impact of the loss of face-to-face classroom interaction. Also, many students who are new to online courses are frequently anxious about this new way of learning and greatly appreciate a supportive teacher. Given these observations: we believe that it is highly beneficial, if not absolutely essential, for instructors who are leading online courses to "reach out" and communicate with their online students--early and often. In addition, we suggest you consider the following strategies for engaging your students as you get your course underway.
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IV. Techniques: 1. Create a biography of yourself and prepare a brief video introducing yourself and the course topic to the class. This could be the first thing that the students sees in his or her course shell. This is a great way to present your personality online and set the mood for the semester. 2. Have students place a one page vita in document sharing for all to view within the first week of the semester. 3. Set up a threaded discussion asking students to respond and share about his or her experiences with issues related to the course topic.
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9. Two Lies and A Truth. My activity for my students is for them to list three interesting things about themselves. (I own two iguanas; I once shook hands with Tom Cruise; and I love to waterski.) Two must be lies and one must be true. Other students must vote to determine which interesting thing is a lie. The student with the most incorrect votes wins. --Suhana Chikatla
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10. Childhood Dream. Ask the students to share their childhood dream (what they wanted to be or do when they grew up) and then ask them to reflect on how their current coursework correlates with their current aspirations.--Charles Collins
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shared by Alicia Fernandez on 12 Jun 14
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Preparing for Distance Learning: Designing An Online Student Orientation Course - 0 views
www.ifets.info/...10.pdf
instructional design online learning online student attitudes online instructor attitudes
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This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.
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This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.