Skip to main content

Home/ ETAP640/ Group items matching "comment" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
6More

Voki Is A Fun, Free Animated Avatar Application That's Easy To Use In The Classroom | E... - 0 views

www.emergingedtech.com/...s-easy-to-use-in-the-classroom voki teaching technology
shared by alexandra m. pickett on 02 Jun 12 - No Cached
  • The one primary shortcoming of Voki that occurs to me is the 1 minute limit to what can be recorded for a given avatar. Multiple avatars can be created, but I saw no obvious way to simply copy an avatar so you could then record more speech to create a new “scene” for it. Additionally, there did not seem to be any apparent help utility (beyond an FAQ section). If I just missed this, and someone knows how to find help or request help in Voki, kindly comment and point it out.
    • alexandra m. pickett
      alexandra m. pickett on 02 Jun 12
       
      Diane: this is a good overview of the tool. I agree, that the one minute is a limitation, but i also like the challenge of having to work with that limitation : )
    • diane hamilton
      diane hamilton on 02 Jun 12
       
      More purposes Voki avatars can serve!
  • diane hamilton on 02 Jun 12
     
    limitations on Voki avatars
  • diane hamilton on 02 Jun 12
     
    limitations of Voki avatars
  • alexandra m. pickett on 02 Jun 12
     
    limitations on Voki avatars
7More

One Step at a Time- Lauren D. - My journey through ETAP 640 - 1 views

lmd4242.edublogs.org
shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • dig deeper.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Lauren: you are almost there!!! what did you learn? how did you learn it? how do you know you learned it? what was it about the questions that made you dig deeper. what points were bought up about student-centered learning, meaningful discussions and writing intensity and enriched course materials? what did you learn about your classmates? make your thinking and learning visibile to me here. REFLECT!! add links to support your assertions and make your content more engaging. Think about the reader. think about your voice. engage me! did you see my reply to your comment on someones blog about ADDIE ? try to find it. (ask rob what i think about ADDIE : )
    • diane hamilton
      diane hamilton on 08 Jul 12
       
      Sounds you have been very thoughtful in your approach to setting up your course.
  • Using YouTube, we learn that people all over the world can connect and share ideas, but it has become way more of a teaching tool. People are using this to reflect on themselves and the world around them. One student mentioned how they saw this as an inner thought process: how others would perceive them and how the conversation became inner-mediated. With the activities that we have in the course, the discussions, and blogs we learn to become self-sufficient learners. Not only through the reflective process, but in the activities geared towards the process of learning and why it is important to learn and help each other learn.
  • ...3 more annotations...
  • I believe if I didn’t have this opportunity to reflect, it would have been a thought but I would not have acted on it. At first I thought blogging and journaling was just busy work and I wasn’t too excited to do them, but I have found great benefit from thinking about how I learn, why I learn and how I can use this to improve my contributions as an educator and student and that deflated feeling is going away with every week that passes and it is renewing my faith in education and where it is headed.
  • The course was developed in a way that the harder you work and the more you participate the better the experience and the more you will get out of it. I can guarantee that all of us were nervous and scared the first time we entered this course. The first day we knew that it was going to be a challenging, but we have made it to the end with a lot of rewarding experiences and a lot of lessons learned along the way.
  • Being a students and feeling like my work is getting noticed and valued is a tremendous boost in wanting to participate in the course and in my course design.
26More

I am a high school librarian continuing my education to keep my library updated with tr... - 2 views

dsmelia.edublogs.org
shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • introduction post counted (which apparently it didn’t) that now I am behind.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Most initial posts are personal opinion/social and so don't generally get high ratings according to the rubric. I like to give you the first couple of posts as low pressure intros so that you can get the hang of the rubric and my feedback.
  • I did that wrong too
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      my hope is that you will push through your feelings and look to see what insight you can gather that will help you succeed as a student and as an educator.
    • Danielle Melia
      Danielle Melia on 12 Jun 12
       
      I'm trying but just when I feel like I have a grip I realize I did something else wrong!
  • I enjoyed being able to observe the exemplary courses also.
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      what did you learn from your observations?
  • ...11 more annotations...
  • The cool thing is that I was able to show him some things that Alex showed me that he didn’t know, I looked like a rock star:)
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      that is awesome!
  • I know it hasn’t been utilized much or for a long period
  • research
  • Research is a difficult topic to entice high school student with.
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 12
       
      question that assumption
  • I think the digital age is reducing the amount of human interaction and students are losing out on the social aspects of school.
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 12
       
      question that assumption
  • online learning in k-12 students
  • part.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      self assess!
  • am having a hard time picturing my unenthusiastic, too cool for that, high school students being responsible enough to take an online course.
  • community.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      There are guiding questions for these reflections that i don't see in your posts for this module and you need to self assess.
  • August 4, 2012
  • Right now I am very frustrated. I have tried very very hard to listen to all of Alex’s comments throughout the semester and make changes based on her criticisms. My course when reviewed needed a lot of work but she expressed being frustrated that I didn’t take her advice when I am always careful to do that. I am not sure if I misunderstood or maybe it was the way things were worded. She had mentioned changing the names of my module’s during one of the previous assignments but in my course review she said she was frustrated because I didn’t listen about changing names of discussions and forums, when in fact, I changed the names of the modules like we had discussed. We never discussed discussion or forum names. I think these issues are issues that need to be addressed when learning about teaching online. Without having a face to face discussion misconceptions are not always cleared up right away and could cause problems later.
3More

PBL: Teaching Online - 0 views

pbl-online.org/...design.htm
shared by alexandra m. pickett on 14 Jun 12 - Cached
  • This section of the Teaching Online Guide focuses on course planning and design. While many of the ideas and strategies are generic the main focus will be on the PBL online course. Included within the course design section is information about the phases of planning an online course, software for online teaching, using multimedia, teaching strategies, and assessment for online instruction. In general, the design of an online course entails four main realms. These are the people involved (who), the content (what), the teaching strategies and software tools (how), and the location of the course (where). The course design pages on this guide address aspects of these realms and the associated design elements. Scroll your mouse over the diagram to the right to see how everything fits together.  
9More

Synchronous vs. Asynchronous Classes : Guide to Online Education - eLearners.com - 0 views

www.elearners.com/...onous-vs-asynchronous-delivery asynchronous synchronous
shared by b malczyk on 14 Jun 12 - No Cached
  • require students and instructors to be online at the same time.
  • specific hour. All students must be online at that specific hour in order to participate.
  • Asynchronous classes are just the opposite. Instructors provide materials, lectures, tests, and assignments that can be accessed at any time
  • ...6 more annotations...
  • benefits and drawbacks to both desig
  • like synchronous courses because they need to feel involved, in real-time, with the class experience. It’s rewarding to ask a question or offer a comment, and to receive instant feedbac
  • Most online courses operate asynchronously. But if you like the synchronous format, you can look for a program that offers more traditional class meeting times
  • courses incorporate elements from both formats.
  • radio/podcasts
  • Virtual worlds
4More

Benefits of Online Learning | Education Guidance | WorldWideLearn.com - 0 views

www.worldwidelearn.com/...enefits-of-online-learning.htm
shared by William Meredith on 14 Jun 12 - Cached
  • 2. Online learning enables student-centered teaching approaches
  • Course material is accessible 24 hours a day 7 days a week. Students have the ability to read and re read lectures, discussions, explanations and comments. Often spoken material in the classroom passes students by due to a number of distractions, missed classes, tiredness or boredom.
  • Over 75% of colleges and universities in the U.S. offer online degree programs, with online degrees as respected as "on the ground" degrees. (Lewis)
  • William Meredith on 14 Jun 12
     
    15 reasons why people like online learning
3More

Overview: Using Student Peer Review | OER Commons - 1 views

www.oercommons.org/...view Module 4 assignment peer review oer
shared by Maree Michaud-Sacks on 18 Jul 13 - No Cached
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 18 Jul 13
       
      I think the section on helping students make effective comments will fit nicely into my peer review and evaluation module
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      great! i agree!
  • Diana Cary on 22 Jul 13
     
    I think this is an awesome find Maree. However it would be nice if this resource was built with next buttons to proceed to the next reading rather than back buttons. Do you agree? Thank you for clearly stating how you would use this in your online course.
3More

Fearless Writing (a book by Tom Romano) - 2 views

www.heinemann.com/...romanosamplechapter.pdf teaching learning
shared by rhondamatrix on 11 Jun 14 - No Cached
  • rhondamatrix on 11 Jun 14
     
    This link will take you to the opening chapter of Tom Romano's latest book about multi-genre papers. Romano has been working on this concept for close to two decades. It branches off Gardner's work on multiple intelligences, which Samantha wrote about on the Module 1 discussion board. I believe that we need to rethink what an academic paper "should" look like. Are we teaching an outdated model?
  • dkiesel on 11 Jun 14
     
    Rhonda, I started reading Fearless Writing with this link you provided and if I had nothing else to do today I would curl up and just read it. This is a topic that I have been thinking about whie taking these ETAP classes that there needs to be a paradigm shift in letting people just write. As a writer, of sorts at least I have published a book, I write best with editing a thousand times as the writing becomes better targeted. However, one can notice in our online discussions how some students do not write much, or do not write from the soul of self, the creativity with the science and theories to figure out how to remember and apply what we learn. During the years I was writing my book, I discovered that when I played the piano or figured out some 1700 Spanish classical guitar piece..I could write easily. It was like food for the writing. Now days I have that music in my head whenever write like right now there's a tune being built with the pace of tapping the keys. This process is what we need to let flourish when student have their dance of art, music, and other types of deigns in the Mind that form pathways to help us learn.
  • rhondamatrix on 11 Jun 14
     
    Thanks for the comment. I haven't done much with multigenre papers since getting the teacher certification, but I do think it's an area that needs more exploring. Romano focuses mostly on the high school population but I see no reason why these ideas can't be pulled up into an expository writing course. Yes, college students need to know how to do the basic research, citation, and so on, but they also need to know how to CREATE, how to enjoy words for words' sake rather than putting words on the page to fulfill a grading formula. Again, call me a Luddite if you will but I fear that as these web tools grow more sophisticated, we are losing our grip on the simple pleasure of the written word...
1More

Why Today is My Last Day Teaching, by Ronnie Burt - 1 views

theedublogger.com/...comment-page-1 online Education
shared by dkiesel on 11 Jun 14 - No Cached
  • dkiesel on 11 Jun 14
     
    Why today is my last day teaching online…is a blog that we should all read about how and why an instructional designer and teacher is quitting. The people answering his blog are also interesting to read - I will not summarize this because I think it is best to read it as he says it and how they respond.
6More

Show me! Enhanced Feedback Through Screencasting Technology - 0 views

files.eric.ed.gov/...EJ1001893.pdf Technology Feedback Teacher Student
shared by Jessica M on 19 Jun 14 - No Cached
  • What is Screencasting?
  • These videos can be accompanied by a narration recorded whilethe video is created or added at a later date once the recording has been com-pleted
  • combine both visual and auditory input, thusadvancing earlier explorations of the use of audio-recorded feedback andpodcasting as an alternative to handwritten marginal notes (
  • ...3 more annotations...
  • this technology could be used to produce feedback bycreating video-recordings of both his spoken comments and his on-screenactions as he responded to students’ texts. Stann
  • this work is rooted in the belief that multimodal feedback allowsfor a wider range of individual learning styles and preferences
  • and is more likely to provide a learning experience that students will findmemorable
1More

Mike Garver Case Study-Flipped Classroom - 3 views

assets.techsmith.com/...MikeGarver-Case_Study.pdf flipped_classroom casestudy
shared by efleonhardt on 31 May 14 - No Cached
  • alexandra m. pickett on 31 May 14
     
    Emily: you could leave your comments here, for example.
6More

Paper for the Web | Padlet (Wallwisher) - 3 views

padlet.com collaboration web2.0 icebreaker
shared by Mary Huffman on 20 Jul 13 - No Cached
    • Anne Deutsch
      Anne Deutsch on 20 Jul 13
       
      I'm going to embed this in my ice breaker module and have students post a picture of themselves to create a "class photo"
    • Celeste Sisson
      Celeste Sisson on 22 Jul 13
       
      This is a great tool! Love your idea!
    • Daniel Hacker
      Daniel Hacker on 22 Jul 13
       
      GREAT TOOL!!!!!!!
  • Anne Deutsch on 20 Jul 13
     
    Create a wall and embed it in your class - students can post comments, links and documents
  • Mary Huffman on 21 Jul 13
     
    Good tool for icebreakers or short discussions!
  • Diana Cary on 22 Jul 13
     
    Now we have been talking about this tool a lot this module right Mary! Good choice Anne.
5More

Tools for the TEKS: Integrating Technology in the Classroom - 0 views

www.wtvi.com/...interactive-podcasting.html
shared by Sue Rappazzo on 04 Jun 10 - Cached
  • Until recently, asynchronous online discussions have been largely limited to text-based interactions. The continued development of “web 2.0” technologies, or “read/write web” tools, is changing the online interactive landscape, however. Free web services like YackPack (www.yackpack.net) and Vaestro (www.vaestro.com) permit users to engage in audio-based discussions with others using only a computer microphone and a web browser. The audio recordings are immediately stored to a server on the Internet, rather than being saved on local hard drives and then subsequently uploaded to a server. The process is amazingly easy and straightforward, providing multiple benefits for users as well as instructional possiblities for educators.
  • The respective slogans of both YackPack and Vaestro succinctly communicate their similar goals of empowering users to engage in web-based discussions via audio recordings.
  • These interactive podcasting tools are admittedly examples of potentially “disruptive technologies” which may strike fear into the hearts of some school administrators and classroom teachers. The basic reason for this boils down to issues of control. Could students make poor choices and choose to record offensive or inappropriate comments using these tools? Of course. But as educators, shouldn’t we strive to provide environments where students can make REAL decisions of import and value, so they can learn how to behave appropriately in different contexts? The virtual world is here to stay, and educators at all levels need to get more serious about helping student learn to safely and effectively navigate that environment. An analogy to swimming may be appropriate here. If students are living on the coast, and are exposed daily to the dangers as well as opportunities of the ocean, shouldn’t any responsible caretaker strive to help those students learn to swim? Our answer must be “yes.” Interactive podcasting is one read/write web technology that can be used to help achieve this goal in the virtual enviornment.
  • ...1 more annotation...
  • udioBlogger (www.audioblogger.com) is a free service which permits users to create audio podcasts using their cell phone, which are directly saved to the Internet and “subscribable” via an automatically generated RSS feed. Just as AudioBlogger permits anyone with a cell phone and access to the Internet to create a free online account to become an international podcaster, services like YackPack and Vaestro are likely to continue maturing and offer increasingly powerful ways for people to interactively podcast. These tools are powerful and rich in their educational potential.
  • Sue Rappazzo on 04 Jun 10
     
    interactive podcast tools
3More

Trying out a blend of learner-centered and content-centered models | Learning Online Le... - 0 views

shoubang.edublogs.org/...ed-and-content-centered-models
shared by Joan Erickson on 05 Jul 10 - Cached
  • ETAP 687 Alex’s reflecting pool
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      you have not yet added the links to your classmates blogs to the link roll of you blog.
    • Joan Erickson
      Joan Erickson on 06 Jul 10
       
      Shoubang (4) I want to leave a comment. Several things in your blog strike a chord with me. So fix it!
8More

The Role of Socratic Questioning... - 0 views

www.criticalthinking.org/...e-socratic-questioning-ttl.cfm Socratic Method critical thinking questioning
shared by Donna Angley on 24 Jun 10 - Cached
  • Respond to all answers with a further question (that calls upon the respondent to develop his/her thinking in a fuller and deeper way)
  • Treat all thoughts as in need of development
  • Recognize that any thought can only exist fully in a network of connected thoughts. Stimulate students — through your questions — to pursue those connections
  • ...3 more annotations...
  • Recognize that all thought reflects an agenda. Assume that you do not fully understand the thought until you understand the agenda behind it. (What are you trying to accomplish in saying this? What is your central aim in this line of thought?)
  • Recognize that all thoughts presuppose an information base. Assume that you do not fully understand the thought until you understand the background information that supports or informs it. (What information are you basing that comment on? What experience convinced you of this? How do we know this information is accurate?)
  • Recognize that all thought takes place within a point of view or frame of reference. Assume that you do not fully understand a thought until you understand the point of view or frame of reference which places it on an intellectual map. (From what point of view are you looking at this? Is there another point of view we should consider?)
  • Melissa Pietricola on 24 Jun 10
     
    SOcratic Method Ideas Recognize that all thought reflects an agenda. Assume that you do not fully understand the thought until you understand the agenda behind it. (What are you trying to accomplish in saying this? What is your central aim in this line of thought?)
  • Donna Angley on 22 Jun 11
     
    One of the reasons that instructors tend to overemphasize "coverage" over "engaged thinking" is that they do not fully appreciate the role of questions in teaching content. Consequently, they assume that answers can be taught separate from questions.
3More

Teaching College Courses Online vs Face-to-Face -- THE Journal - 0 views

thejournal.com/...rses-Online-vs-FacetoFace.aspx
shared by Joan Erickson on 29 Jun 10 - Cached
  • Students are sometimes aggressive and questioning of authority in ways not seen face-to-face
    • Joan Erickson
      Joan Erickson on 29 Jun 10
       
      I wonder if Alex has ever been challenged in the online setting? Politely challenged or hostily?
    • alexandra m. pickett
      alexandra m. pickett on 01 Jul 10
       
      both. it is difficult for some more than others when their beliefs are challenged. and change is not easy for anyone. And when one's identity is tied to one's beliefs it gets even more complex. i see all interactrions as an opportunity to learn for everyone involved. I have had angry hostile challenges from students in the past as well as polite challenges. I have also experienced misunderstandings in courses between students and with me. These are teachable moments in my view that provide opportunities for learning. My goal in situations when they arise is to understand, question, explain, and support. i have had students that could not believe that they could completely design a course before it was taught, or that they could teach a course without a lecture. I have had students get very angry about feedback i have given them in discussion. I have had students not believe it was possible for them to do what i asked them to do in the course. I have had students completely misconstrue a comment from me and a student completely misconstrue a review from a classmate. All of these situations challenged me. In one situation i ended up having a private video discussion with the student to clarify. In another, i ended up helping the student question and understand his need for control better, in yet another i was firm and consistent in my response focusing on the instruction rather than taking in personnally, and so on ... i am flexible, understanding, empathetic, and kind, as long as i feel the student is willing to work with me and at least try to meet me half way. I have no problem being direct and have clear boundaries about what is acceptable. I will not tolerate disrespect. And if someone (myself included) cannot even consider the possibility that they have something to learn, then my tolerance and empathy diminishes. significantly. : )
6More

Module 4 Part 2 | Mike's reflection blog on on-line learning within 2.0. - 0 views

mikefort1.edublogs.org/...module-4-part-2
shared by Joan Erickson on 20 Jul 10 - Cached
  • some of them never learned my name
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      My sophomore organic chemistry was in a 200-people auditorium, yeah, names? what names? :)
  • 222
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      I visited your course, I'm blown away how much work you've done
  • challenged me to consider music and my teaching of it as it related to other disciplines transposed to the on-line learning environment.
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      please see comment
9More

Teacher as Facilitator - 1 views

www.education4skills.com/...teacher_as_facilitator.html
shared by Joy Quah Yien-ling on 15 Jul 10 - Cached
  • Develop student learning opportunities. This takes into account the course documents, the teacher's personal theories of teaching and learning, the student’s interest, their preferred learning styles and their understanding and skills. It is in this area that the teacher as facilitator is able to provide opportunities for student learning that will take hold of the students' interests and thus motivate them to engage in the learning opportunity. Harrison (1998a & b) has presented the S.P.A.C.E. model for creating optimal learning conditions. The conditions for optimal learning include the following: Self-affimation – the learner’s view themselves as effective learners and the teachers provide them with feedback to that effect; Personal meaning – the learners are able to find personal meaning in the learning. That is, the learning is relevant to them; Active learning - the learners are active in the learning, whether that activity is physically doing something (as for concrete learners) or intellectually doing something (as for abstract reflective learners). Collaborative – the learners are able to collaborate with others in the learning process and not to view learning as an isolating experience; Empowering – the learners are able to shape the learning process, to have control over what is learnt and the direction of the learning.
  • The role of the teacher is diverse and has several orientations. One important aspect is that of facilitator of student learning. The facilitator attempts to provide circumstances that will enable students to engage with the learning opportunities and construct for themselves their understandings and skills. This role will interact with those of teacher as learner, colleague and community partner.
  • A student’s beliefs about the nature of teaching and learning will interact with a teacher’s beliefs. The teacher therefore needs to understand what students expect and are willing to do as well as what they themselves expect of the students.
    • Shoubang Jian
      Shoubang Jian on 16 Jul 10
       
      I like this statement. I've never thought of the importance of a dialogue between student's and teacher's idea of teaching and learning.
    • alexandra m. pickett
      alexandra m. pickett on 16 Jul 10
       
      so, shoubang... how can an instructor understand what students expect? How will you understand what your students expect? What do you expect of your students and more importantly how will they know what you expect? What mechanisms have i used in this course to achieve both of these ends?
  • ...1 more annotation...
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 16 Jul 10
       
      Anticipating and providing students with space to make mistakes is important. Skills and knowledge take some time to assimilate. Packing a course too tightly may deprive students of the chance to experiment and explore and to reposition, when necessary.
  • Sue Rappazzo on 15 Jul 10
     
    Learning and collaboration
  • Mike Fortune on 16 Jul 10
     
    One mechanism you use, I think, to achieve this is to have all discussion and activity forums be completely open to all in the class. Thus the optimal learning conditions are created by creating open pathways for each person to see ways to deepen their thinking and get more from the course material.
  • Francisca Capponi on 16 Jul 10
     
    It is explicit in the expectations and get the most documents of the course what you expect from your students, and how they can succeed, that is important. But how the teacher know what the students expect I think it is more difficult, maybe asking them explicitly, and provide spaces for them to talk between them, to make comments and suggestions.
2More

teaching critical thinking online | Learning Online Learning - 2 views

shoubang.edublogs.org/...ching-critical-thinking-online
shared by alexandra m. pickett on 05 Aug 10 - Cached
  • teaching critical thinking online
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 10
       
      this is brilliant! thanks for sharing it!
3More

Download & Streaming : Audio Archive : Internet Archive - 0 views

www.archive.org/audio audio archives opensource archive gratefuldead
shared by alexandra m. pickett on 27 Jul 10 - Cached
  • Grateful Dead concerts
  • alexandra m. pickett on 27 Jul 10
     
    i am sure you already have this mike, but don't see it bookmarked.
  • Mike Fortune on 27 Jul 10
     
    You should see it below this comment- I hope.
« First ‹ Previous 61 - 80 of 107 Next › Last »
Showing 20▼ items per page