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How to Design Effective Online Group Work Activities Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...e-online-group-work-activities collaboration groupwork design
shared by efleonhardt on 23 Jun 12 - No Cached
  • Online collaboration tools While Skype and other real-time collaboration tools make it easier for dispersed students to “get together,” Mandernach cautions against overusing synchronous tools. Instead, she says, you should encourage your students to take advantage of the many asynchronous collaborative tools inside your course management system or some of the new Web 2.0 tools. Some of her favorite Web 2.0 tools include: Tokbox, VoiceThread, Creately, Google Docs, and Teambox. These tools are relatively easy to use and help build a sense of community in the online classroom. They’re also another way to get students to buy into group work activities and using them makes the students more marketable upon graduation. “If you can use the collaborative environment to really bring them into your classroom and get connected to you and connected to their peers you’re going to see a lot of benefits besides increased test scores,” Mandernach says. “Many employers and graduate schools really view online learning as learning in isolation, and I think it’s important for students to show that they are capable of collaborative work — that they can work independently and with others.”
  • In the recent online seminar Online Group Work: Making It Meaningful and Manageable, Mandernach provided tips for adapting proven face-to-face group work strategies to the online environment. The key is to design tasks that are truly collaborative, meaning the students will benefit more from doing the activity as a group than doing it alone. Effective online group activities often fall into one of three categories: There’s no right answer, such as debates, or research on controversial issues. There are multiple perspectives, such as analyzing current events, cultural comparisons, or case studies. There are too many resources for one person to evaluate, so a jigsaw puzzle approach is needed with each student responsible for one part.
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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 3 views

www.educause.edu/...tion-long-tail-and-learning-20
shared by abeukema on 31 May 13 - No Cached
  • global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
  • Web 2.0, has blurred the line between producers and consumers of content
  • the Web 2.0 is creating a new kind of participatory medium that is ideal for supporting multiple modes of learning
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 31 May 13
       
      In addition to supporting multimodal learning, the participatory nature fosters student engagement.
  • ...7 more annotations...
  • social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions.
  • , “We participate, therefore we are.”
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 31 May 13
       
      Some people say that if you are not participating in social media, then you "don't exist". I think it is interesting to see that idea brought up in an educational context.
  • We are entering a world in which we all will have to acquire new knowledge and skills on an almost continuous basis.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Lifelong learners.
  • culture of sharing,
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Community of Inquiry connection.
  • Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      There are clear benefits of cooperative learning and knowledge construction.
  • seeking the knowledge when it is needed in order to carry out a particular situated task
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      I have been intrigued about the idea of just in time education. It would seem more authentic for students to learn skills or information as it is needed to complete some bigger task - perhaps in a problem based learning situation? This is definitely something I want to consider more.
  • thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important
  • Arnaldo Robles on 04 Jun 14
     
    "thereby enabling a new kind of critical readingâ€"almost a new form of literacyâ€"that invites the reader to join in the consideration of what information is reliable and/or importan"
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CTE - Using Effective Questions - 0 views

www.cte.cornell.edu/...using-effective-questions.html questions learning critical thinking
shared by abeukema on 27 Jun 14 - No Cached
  • Put the question through the following filters: Does this question draw out and work with pre-existing understandings that students bring with them? Does this question raise the visibility of the key concepts the students are learning? Will this question stimulate peer discussion? Is it clear what the question is about?
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Misconceptions_WhitePaper.pdf - 0 views

info.eb.com/...Misconceptions_WhitePaper.pdf science misconceptions
shared by Teresa Dobler on 29 Jun 14 - No Cached
  • importance of understanding misconceptions as a first step toward addressing them in instructional settings
  • particularly if this new information does not fit their established pattern of thinking.
  • confront their beliefs
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Understanding Rubrics by Heidi Goodrich Andrade - 1 views

learnweb.harvard.edu/...rubricar.htm rubrics feedback education critical_thinking Evaluation
shared by Lauren D on 19 Jun 12 - Cached
  • Rubrics appeal to teachers and students for many reasons. First, they are powerful tools for both teaching and assessment. Rubrics can improve student performance, as well as monitor it, by making teachers’ expectations clear and by showing students how to meet these expectations. The result is often marked improvements in the quality of student work and in learning. Thus, the most common argument for using rubrics is they help define “quality.” One student actually didn’t like rubrics for this very reason: “If you get something wrong,” she said, “your teacher can prove you knew what you were supposed to do!”
  • Lauren D on 19 Jun 12
     
    Rubrics appeal to teachers and students for many reasons. First, they are powerful tools for both teaching and assessment. Rubrics can improve student performance, as well as monitor it, by making teachers' expectations clear and by showing students how to meet these expectations. The result is often marked improvements in the quality of student work and in learning. Thus, the most common argument for using rubrics is they help define "quality." One student actually didn't like rubrics for this very reason: "If you get something wrong," she said, "your teacher can prove you knew what you were supposed to do!"
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The Artist's Toolkit - 0 views

www.merlot.org/...viewMaterial.htm Module 4 Assignment art terms vocabulary animations
shared by alexandra m. pickett on 09 Aug 14 - No Cached
  • The site is interactive, annimated, and allows users to create works based on the tools that they've learned about.
    • lkryder
      lkryder on 14 Aug 14
       
      I will use this to help students understand the vocabulary of formal aspects of art works. This is designed for kids but it is fun to use and the animations are actually overlaying real works of art. Exactly the deconstruction of what we will be doing in class all semester. I think it helps make the connection better than a simple text explanation from me.
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 14
       
      for some reason when i view this sticky, it does not recognize you as the one that left the sticky. Down at the bottom of the sticky it should say "group Highlight by LKR, share to group ETAP640." i don't understand why that happens. However, I know that this is you.
  • lkryder on 09 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
  • lkryder on 17 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
  • alexandra m. pickett on 17 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
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Educational Leadership:Giving Students Meaningful Work:Seven Essentials for Project-Bas... - 0 views

www.ascd.org/...or_Project-Based_Learning.aspx Projectbasedlearning pbl
shared by Teresa Dobler on 17 Aug 14 - Cached
  • personally meaningful
  • educational purpose.
  • "entry event" that engages interest and initiates questioning
  • ...9 more annotations...
  • sets up a scenario
  • sense of purpose and challeng
  • provocative, open-ended, complex, and linked to the core of what you want students to learn.
  • more voice and choice
  • s collaboration, communication, critical thinking, and the use of technology
  • fine-tuned their questions
  • investigated new questions
  • students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answ
  • rs, and often ultimately leads to generating new questions, testing ideas, and drawing their own conclusion
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Try College 101 « Saylor Academy - 1 views

www.saylor.org/...trycollege101 module 4 assignment ETAP640 college admissions success
shared by alexandra m. pickett on 20 Jul 14 - No Cached
  • However, having a sense of purpose that motivates you and a lifestyle that supports your ability to focus on your academic goals are the basic building blocks of success in college and beyond.
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      I love their attitude! It really speaks to their dedication to helping students succeed in a college atmosphere.
  • a new college student or a person considering a college education
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This is essentially a course that I could see being a sequel to my course! It talks about what you need to be successful in college; so once you get there, what do you need to know?
  • Reading: College Success
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This article is spectacular and it won't let me highlight within it because it is a pdf. But it gives many self-assessment surveys so students can learn where they stand in their college readiness.
    • Elena Buttgereit
      Elena Buttgereit on 29 Jul 14
       
      This article is spectacular and it won't let me highlight within it because it is a pdf. But it gives many self-assessment surveys so students can learn where they stand in their college readiness.
  • ...6 more annotations...
  • Learning Outcomes
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      I really like how they break down the learning outcomes by activity. I should do this more clearly in my class.
  • Unit 7: Academic Writing and Research in College
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This is something that students don't often understand coming into college and causes a lot of stress during the first semester. Students need to be aware of what is expected of them in college and anticipate the heavy reading and writing curriculum that college provides. This could help prevent a lot of failed assignments and help students keep up their confidence for learning.
  • first impression people have of you
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      Netiquette! Already incorporated in the unit!
  • Unit 12: The Social World of College
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This is another concern many students have while researching colleges. Introducing activities/readings like this could help to alleviate some of those worries.
  • ry College 101
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      There really isn't anything in this course that I don't like. I think it is all incredibly useful, and some of it can be incorporated pre-emptively so that college applicants are prepared and knowledgeable about the college experience.
    • alexandra m. pickett
      alexandra m. pickett on 11 Aug 14
       
      This is great, Elena, but i need you to add how you intend to use this resrouce in your course.
  • Try College 101
    • Elena Buttgereit
      Elena Buttgereit on 17 Aug 14
       
      I will use this page in the last module of my course, as a way to help students transition to being a student. I will probably use it as an extra credit assignment.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 14
       
      yay!! got it!!!
  • Elena Buttgereit on 20 Jul 14
     
    Module 4 assignment
  • alexandra m. pickett on 11 Aug 14
     
    Module 4 assignment
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Parade of Games in PowerPoint - 5 views

www.merlot.org/...viewMaterial.htm Module 4 Assignment
shared by kasey8876 on 20 Jul 14 - No Cached
    • kasey8876
      kasey8876 on 17 Aug 14
       
      The use of PPT can help students interact witht he material in a fun way. It can help students meet learning objectives. For example students will be able to identify drug names through.
    • kasey8876
      kasey8876 on 17 Aug 14
       
      I like the use of the Jeoprady game the best and think it could be used by individuals or teams.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 14
       
      ok. i see your sticky here now.
  • Jeopardy
  • kasey8876 on 20 Jul 14
     
    The Parade of Games web site was created to provide educators and trainers with easy-to-assemble educational games in a technology-enhanced environment to support key learning points. The site demonstrates the creative use of popular game shows and other familiar games to reinforce learning. Educators and trainers can select and download those PowerPoint games that support their learning objectives and are compatible with the technology capabilities of their learning environment. I can use this in my course to help the students engage the content and make learning fun and interactive.
  • Elena Buttgereit on 20 Jul 14
     
    Love this! I will absolutely be using some of these in my classroom!
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http://www.sunyresearch.net/hplo/wp-content/uploads/2012/02/LP-Additional-Research-draf... - 4 views

www.sunyresearch.net/...nal-Research-draft-final-2.pdf
shared by sschwartz03 on 09 Jun 13 - No Cached
  • The authors posit that learning occurs through the interaction of students and their instructor and is manifest as three integrated elements that contribute to a successful online learning community
  • social presence (SP), teaching presence (TP), and cognitive presence (CP)
  • he model also includes cognitive presence, a multivariate measure of critical and creative thinking that results from the cyclical process of practical inquiry within such a community of learners.
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User Interface Design For eLearning - 0 views

theelearningcoach.com/...interface-design-for-elearning user interface online visual design
shared by lkryder on 03 Jul 14 - No Cached
  • In the example below, the user interface is an elevator panel. Learners choose a floor on the panel, ride up to the selected floor and partake in learning activities on each floor. As they climb higher in the building, the activities become more advanced. The elevator panel on the left doesn’t correspond to a typical mental model of how an elevator works. When the user realizes that going up to a higher level lesson is represented as going down the elevator, it’s confusing. When we stick to conventions, as shown in the example on the right, we’re modeling the way most people think.
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ETAP640amp2014: Are you prepared to change the way you teach? - 1 views

ualbany.mrooms.net/...discuss.php
shared by alexandra m. pickett on 26 Jun 14 - No Cached
  • I’m beginning to think that maybe I’m doing some of my students a disservice in my face to face classroom
    • alexandra m. pickett
      alexandra m. pickett on 26 Jun 14
       
      EUREAKA!!!
2More

The Wooden Periodic Table Table - 1 views

www.theodoregray.com/PeriodicTable
shared by Kimberly Barss on 15 Jul 11 - Cached
  • This website documents, in great depth, a large collection of chemical elements and examples of their applications, common and uncommon. Click any element tile above and you will find probably more than you ever wanted to know about that element. All these samples (well, at least the ones that fit) are stored in a wooden periodic table, by which I mean a physical table you can actually sit at, in my office at Wolfram Research. I decided to build this table by accident in early 2002, as a result of a misunderstanding while reading Uncle Tungsten by Oliver Sacks. I won't bore you with the details here (see the Complete Pictorial History of the Wooden Periodic Table Table), but once it was finished I felt obligated to start finding elements to go in it (because under the name of each element in my table there is a sample area). Then I started building a website to document all my samples, and that's when things really got out of hand. A few months later my little table won the 2002 Ig Nobel Prize in Chemistry, clearly the highest honor for which it is eligible. Sensing an audience, I began to take the website more seriously, which led to my being asked to write a monthly column for Popular Science magazine, which I've now been doing continuously since the July 2003 issue. Later I formed a most satisfying partnership with Max Whitby building high-end museum displays, selling element samples and sets, and filming video demonstrations of the chemical properties of the elements. This website now contains the largest, most complete library of stock photographs of the elements and their applications available anywhere, as well as a large and growing collection of 3D images documenting hundreds of samples rotated through 360 degrees. Try clicking on some elements in the table above: I think you'll be surprised what's lurking behind those little tiles. And if you like the pictures, you'll love the poster! After years of photography and months of assembling images, I published a photographic periodic table poster based on my collection:
    • Kimberly Barss
      Kimberly Barss on 15 Jul 11
       
      Everything about this site is brilliant! I am so grateful that I found this resource...and wish that I could someday purchase a table of his!
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Teaching to think: applying the Socratic method outside the law school setting - 0 views

www.cluteinstitute.com/...index Socratic questions
shared by Alicia Fernandez on 02 Jul 14 - No Cached
  • Alicia Fernandez on 02 Jul 14
     
    Evaluation of criticisms of Socratic method PDF downloadable via IE
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Bringing Life to Online Instruction with Humor - 1 views

radicalpedagogy.icaap.org/...shatz.html
shared by Nicole Arduini-Van Hoose on 29 Jun 10 - Cached
  • Based on our experience using humor as an instructional strategy in traditional and online courses, we explain how instructors can incorporate humor into online courses
  • Of the personal dimensions of teaching, humor is the most human of them all. T
  • Humor is not a pedagogical panacea, and the mere inclusion of humor will not assure that learning will occur. I
  • ...26 more annotations...
  • The challenge for instructors teaching online courses is to learn to use humor to create interesting and inviting virtual learning environments while minimizing any potential pitfalls of humor as an instructional device
  • e, the educational purpose of the humor is the most important consideration. As a pedagogical device, humor can promote various objectives, such as to increase student interest and attention, facilitate the student-teacher relationship, provide students with a “mental break,” or promote the understanding and retention of a concept. In contrast to humorists, who gauge success by laughter, educators measure the effectiveness of humor by how it promotes learning. Although humor can be used to increase students’ overall enjoyment of the online experience, most of the humor incorporated into an online course should serve an instructional purpos
  • simpler forms of humor that would “bomb” in a comedy venue, such as word-play (e.g., puns, oxymorons) and clever or witty observations, can be used successfully in online course
  • nstructors recognize that potentially offensive humor, such as sexist or racist jokes, is not appropriate (Perlman & McCann, 1998). The safest target is the instructor, because self-deprecating humor avoids offending or alienating others, and allows students to view the teacher as more “human.
  • several ways that instructors can enhance visual humor for the online environment
  • journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research).
  • Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course
  • e, we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course?
  • For this type of humor to be effective, the visual punch line needs to be hidden behind a hyperlink.
  • We strongly believe that integrating personal photographs or “home movies” into online instruction adds a more personalized and intimate feel to the often sterile nature of online courses
  • use an extra-credit activity called the “Contributing Editor” that requires students to locate potential sources of humor on any course topic.
  • For instructors who are comfortable using humor in course examinations, there are several approaches for adding humor to multiple-choice tests. First, an additional distracter (e.g., choice “e”), such as a joke at the expense of the instructor, can be added to select items. Second, names that appear in items can be reformatted by inserting the instructor's name or creating fictitious names. Third, a “final” item can be added with the setup “The test is over and you...” with funny distracters targeted to the students, instructor, or course. (See Berk, 2000 for additional strategies for infusing humor into multiple-choice examinations.)
  • the most suitable joke formulas for the online course are word-play and exaggeration. A word-play joke involves the modification of a word, clichés, definition, common phrase, or concept. Examples of word-play pedagogical humor include silly names, funny unit subtitles, oxymorons, and factitious definitions. Word-play is a relatively simple form of humor, and instructors should expect smirks (or moans) rather than big laughs. Also, word-play jokes will only be successful when instructors follow the principle of “knowing your audience” (i.e., students must recognize the word, concept, or phrase that is being reformatted or embellished).
  • The final step of humor writing is to edit the joke by following the four principles of “aggressive editing” (Sankey, 1998)
  • The placement and duration of humor used in online lecture modules are critical to the flow of instruction.
  • Humor can allow students a brief “mental break” from an online lecture, and instructors can use transitions to illustrate a concept with topic-related tangents or self-deprecating stories.
  • ules as an opportunity to use humorous personal examples and commentary to expand on previously discussed lecture topics. By clearly identifying the tangent, students recognize that the rant is separate from the lecture
  • For a more detailed explanation of the techniques and principles of humor writing, instructors can refer to various comedy writing books (e.g., Carter, 2001; Helitzer & Shatz, 2005).
  • course, we strongly encourage instru
  • course, we strongly encourage instru
  • luding funny quotes, jokes, and cartoons, and in this section, we identify resources for locating pedagogical humor. When deciding which material to use for the online course, we strongly encourage instructors to c
  • we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
  • we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
  • we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
  • ll the students unders
  • A wide range of hum
  • Sue Rappazzo on 29 Jun 10
     
    "The challenge for instructors teaching online courses is to learn to use humor to create interesting and inviting virtual learning environments while minimizing any potential pitfalls of humor as an instructional device. In a commentary noting the need for humor in online courses, James (2004) observed that "Because humor is one of the major traits of the best, most effective teachers, it is a characteristic that all teachers should want to hone, practice, and nurture, regardless of medium" "
  • Diane Gusa on 09 Jul 11
     
    Thinking back to our conversation on humor. (I was only a lurker in that conversation, but maybe now I have time to revisit this idea). Hope this adds to your thoughts.
  • Nicole Arduini-Van Hoose on 12 Jul 11
     
    explain how instructors can incorporate humor in an online course, the enhancement humor can bring, guidelines for locating, selecting, developing, and integrating humor into an online courses, and examples of humor in various online components.
12More

Supporting the Spectrum - Building a Bridge between Families and Schools - 1 views

hkurto.edublogs.org blend13 etap640 via:packrati.us blend13Q4
shared by alexandra m. pickett on 11 Jun 13 - No Cached
  • Reflections of Module 1  
    • alexandra m. pickett
      alexandra m. pickett on 11 Jun 13
       
      BRILLIANT!! : )
  • The one thing that I did not realize before entering online courses is how it would impact my writing.
  • In addition we as instructors should continue our learning process.
  • ...7 more annotations...
  • It is important to create an online community to shift the course from a teacher centered course to a student centered course. We want to facilitate our courses and guide content, but let the students dig deep to provide a rich and diverse experience that has meaning to the participants.
  • So what have I learned? I have learned who I am as a learner, and what I appreciate in a professor. I have learned that I need to let my voice and personality be known to my students because that is how we will connect and become emotionally connected to our course. I reflect on Professor Pickett’s introduction by her daughter. I immediately connected and realized that there was a human being behind the words, and she was relatable. This course is challenging and pushes my abilities, but the interaction with students and the professor helps me know that I am not a lone, and gives me space to evaluate my goals and reflect on what my presence is in our class and in developing the course.
    • Hedy Lowenheim
      Hedy Lowenheim on 30 Jul 13
       
      Hey Heather Thanks for reminding me of this tool. It looks very cool! Lucky you to go on vacation, must have been tricky. I have been in the same predicament, being enrolled in a course and being on vaca. Definitely a challenge, you just have to be very, very disciplined. But all of us have that in common. Hedy
  • When I read the post prompt of “Where are you?” I know that Professor meant in the course, but I immediately had a flash of Carl Sagan’s Pale Blue Dot. “The significance of our lives and our fragile planet is then determined only by our own wisdom and courage (Sagan,2011) .”
    • alexandra m. pickett
      alexandra m. pickett on 09 Aug 13
       
      so, you may think this course is about online teaching, but it is really about changing the world. : ) I need you to help me. Together we can do more than alone. "where are you?" is a multilayered question.
  • What I have realized in this course, is that teaching presence and social presence and cognitive presence come together to create meaningful learning environments for students and teachers. We want to facilitate this in our classrooms but also in our schools, buildings and districts. We want to create shared spaces where teachers are working together connecting, asking questions, working together to find solutions. When we look at the Seven Principles of Effective teaching, all of these principles are centered around communication and interaction. It is about forming relationships and understanding each other. It is about connecting, creating and understanding.
  • This course held a mirror up to the learner in me. Inside I want to connect with others. The social element in learning is vital. I want to connect, I want to be validated and I want to feel safe in my learning spaces. I want to learn from someone who is passionate about their subject and teaching. I want to be inspired and I want to feel like I am making a contribution. All of these elements have been present in our discussion forum. We have exchanged ideas, thoughts and we have been able to thoughtfully disagree.
  • April 2019 February 2017 July 2015 June 2015 January 2015 August 2014 February 2014 December 2013 November 2013 September 2013 August 2013 July 2013 June 2013 May 2013
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