Principle 5: Good Practice Emphasizes Time on
Task
Lesson for online instruction:
Online courses need deadlines.
One course we evaluated allowed students to work at their own
pace throughout the semester, without intermediate deadlines. The rationale was
that many students needed flexibility because of full-time jobs. However,
regularly-distributed deadlines encourage students to spend time on tasks and
help students with busy schedules avoid procrastination. They also provide a
context for regular contact with the instructor and peers.
Group items matching
in title, tags, annotations or url
2More
Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses - 1 views
-
-
Setting deadlines for activities creates a comfortable online learning environment. Students are better able to keep their work/progress organized.
-
72More
ETAP640 Summer 2011 Blog - 2 views
-
So far I am enjoying the experience
-
-
What are the most effective instructional technology tools available to me to help me meet my instructional objectives?
-
-
challenge!
-
- ...37 more annotations...
-
I have been much more aware of the idea that today’s younger generations (those who are 30 and younger) are much more technologically savvy.
-
I want to challange you, just like i challanged Ian (who is currently smitten with Prensky : ) to challenge the notion of natives vs. immigrants. Read this (http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html), find other articles (and there are many) that unpack the problems with this notion, and come back and tell us all about it.
-
-
I have been spending quite a bit of time and energy learning the Moodle system,
-
I think I spent the entire weekend last week playing around in Moodle, learning how things worked, and trying to set up my basic module outline. Once I got the hang of it, I kinda like it. I find with technology that it just takes time and patience (not my forte) to really grasp it. I don't think computer skills of any kind can be learned from a book alone; it needs to be hands on learning. -
I completely agree! I am a very hands on and visual person, I need to INTERACT with the material in real life or else it's just text on a page.
-
-
It is ENGAGING
-
Very. I found myself not wanting to step away from the computer, even to eat. Eventually, I got hungry enough and forced a break.
-
Yes! The faculty on the SLN website even said that online teaching is an addiction!
-
-
Blackboard
-
The two other online courses that I took were both on Blackboard. I've never actually taken a course in Moodle. I have no idea what my course will look like when I'm done, but I'm very curious.
-
-
I’m really starting to get the hang of the expectations for posts
-
Took me a while as well, but now I feel more comfortable with my posts. I wasn't doing enough research. Once I started doing that, I felt like I was contributing something to the whole class.
-
-
-
I had the same thought. I only hope that the computer lab is open during my class time. -
Your sticky notes are usually "floating" so I never know what you're commenting on. Can you make them stationery?
-
I wonder the same thing...this applies to several blogs ago. I guess we need to add a date or title.
-
-
This course has been the most difficult course that I have ever taken
-
I was teetering between dropping the class
-
-
punishment
-
-
I am still under the impression that the interactions required of us in the discussion space are too numerous.
-
I LOVE LOVE LOVED that Bill Pelz commented on our posts! I felt like a celebrity walked into the room and his comments could be equated to getting an autograph.
-
I have learned a lot this module, especially: NEVER give up (this has been especially resonant with me) Passion for teaching and learning go hand in hand, and are a must-have for online educators The best training tool for an online teacher is to be an online learner BE ORGANIZED MANAGE YOUR TIME Support your students and your faculty (whatever your role is) And last, but not least (yes, this was intentional) don’t procrastinate.
-
-
-
half of the requirement for this class.
-
please read the rubric. it is NOT required that you do 12 posts. this is your own self imposed choice if you do. The minimum is 6 - maximum 12. it is entirely up to you.
-
-
I was given this gift: show your students the importance of reflection.
-
There was absolutely nothing about my course learning activities that was learner-centered, or, one could argue, learning-centered! I was being extremely teacher-centered in my approach!
-
Because of that, I need to embrace these tools, explore new ideas, and for goodness sake- think about the STUDENT.
-
It took me almost two and a half hours just to set up a voicethread that didn’t crunch all of my text and pictures together! Or get the right size and color font. I realize that these are all things that cannot be explained to anyone, or if you did try and tell them, they wouldn’t understand how much work it is until they tried it themselves.
-
I, like the others in this course, understand. It's a lot of work, but the finished product will be worth it, I'm sure.
-
-
I think that embedding a youtube video or loading a podcast are in my future and I can’t wait!
-
-
I made all of my assignments turned in to me, privately,
-
I too had made this mistake with some short writing assignments that I was going to have my students write. It was Alex's suggestion to have them blog it that really made sense. This way they could read each others blog entries and leave comments as well.
-
-
This week, as we are supposed to have the course “done done” I am doubting myself. Every time I log in to my course I change something, add wording, create new links to rubrics where there weren’t any, etc. It just seems like I’m never satisfied.
-
So glad I'm not alone. I keep logging in as well, looking to change something. Over the past 3-4 days I've definitely made changes, but I'm getting to the point now that I'm wondering if I should just leave it alone. I'm the same way about large writing project...always looking to edit. Thinking it might be time for me to step back from the computer.
-
I thought done, done, done is at the end...aren't we going to have peer feedback next module?
-
-
I’ll have my master’s in December and I couldn’t be more proud.
-
CONGRATULATIONS! I'll finish in December as well. It's been a long journey, and as much as I've enjoyed it, I'm ready to have my weekends back :-)
-
-
-
-
I feel like a late bloomer (I’ll be 26 in November
-
#1- I’m scared of the idea of real live students actually taking my course #2- I’m really disappointed that real live students will never take my course
-
I'm glad you said this, because I've been thinking it for several weeks now. I really want a chance to teach it, but I'm afraid of getting a chance to teach it. I'm not a teacher by profession, so I think I have more fear than most that I won't be able to facilitate my course properly. For instance, how do I open modules, are grades recorded automatically or do I manually put them in, how do I get them to show for each individual student, etc. I've put so much time and effort into building this course, I want a chance to teach it, but having never taught at the college level, I don't know that I'll get the opportunity. I will still give it my best shot as soon as I graduate in December. If SUNY isn't interested, I'll try other avenues.
-
"live students" when you do teach live students you will discover kinks you never saw...this semester I had a great activity that 18 of 19 students loved! The discussions were full of every presence. The I discovered that my student from China was so lost and overwhelmed. Now I am rethinking cultural sensitivity in my activities...how do I balance a activity that engages 99% of my students 110%, but looses one student because of a cultural difference...still thinking on this.
-
-
feedback
-
I don't know if I should have done this, but I actually have 2 evaluation/feedback areas. One is the generic resource right in Moodle. I tried to write my own questions, but when I "viewed" the forum, my questions were replaced with the generic questions. So, I created a document with my own questions and I am having students download the document into a word processor, add their answers and then post to a forum.
-
-
o there will likely never be online courses at Mildred Elley.
-
Can you teach it elsewhere? As we have learned in this class, online learning is up and coming. It might be worth looking into.
-
Failures maybe because the facilitators did not "know" and "do" what "you" know...convince him to try your course as an experiment...because this is the future of education...This summer I taught one online course and had a student from China, several from the west coast, and only two within driving distance in a class of 20!
-
-
ETAP 680 (research seminar).
-
I'll be taking the course in September...how was it? I had hoped that it was just a very long research paper...any such luck? It's my last course for my degree.
-
-
quality with the traditional classroom in the public eye?
-
I think you're probably right, but I think it's turning a corner. At a time when institutions are scrambling for money, online learning costs them very little. They pay an instructor and that's about it. We don't need a classroom or any campus resources other than student access to the library for research if they need it.
-
-
prettying up
-
Do you mean the background or theme of the course, because I'd love to know how to change that.
-
-
-
-
-
My dissertation chair gave me wonderful advice...Enough is enough! If we recognize that we are always evolving, growing, expanding, deepening our understanding...then we understand that a "project" is just a snap shot of one time in our progress.
-
-
the more effort you put into it, the more successful you’ll be.
-
One thought I had, as I look forward to getting a PhD, is that theories come from practice which means that theories about online learning come from individuals creating courses, teaching courses, and collecting feedback from courses over and over and then after all of that work is finished, turning right around and working at analyzing the data, and attempting to answer research questions. In order to have credible research, the questions must be relevant, the measures must be valid and thorough, and the analyses of results must be comprehensive.
-
Reflective Writing: I have to admit, at the beginning of the course I thought the blogging activities were just busy work. I viewed the assignments as busy work, and treated my entries as such. As time ticked on, I started getting into the blogs and realizing that it was my personal space in which I could reflect on my work on my course and my learning throughout the week/module. So much of life and learning in school is sort of thrown at you, and if you don’t take the time to intentionally deconstruct the events and make sense of them, then you’ll never grow and improve. I’d rather grow.
-
If I don’t place intentional emphasis on something (like making it worth a portion of their grade) then I am sending a message that it’s not important.
-
Nothing should be an accident or “just because” in the online teaching environment.
-
Students don’t want their time wasted.
26More
Curriculum and Instructional Design - 0 views
-
I can now see that learning to transform my ideas and beliefs about learning IS GOING TO require a constant and steady flow of reflective inquiry.
-
-
-
I am curious, what do you mean logical? Is it possible that what is logical to one student, will be chaos for another?
-
-
There are still so many tools and technologies to learn!
-
I KNOW! It is so overwhelming at times. I just keep telling myself "it's all going to be worth it!" It is extremely comforting, however, to hear the experts in the field and those who have been doing this for a long time saying that they felt the same way when they first began.
-
I just found out tonight about this ability to use Diigo in our blogs to leave post-its....very cool!
-
- ...13 more annotations...
-
Jun 21st,
-
I do not know all that there is to know about online learning
-
I need to move outside of comfort zone to make this course work!
-
I am able to read the discussion posts and announcements while I’m on the road, at work, exercising or shopping. I am able to stay connected to the course, and this has been a great help to my learning.
-
I'm a little jealous :-) I don't have internet on my phone, so I have to wait to be home to do any work at all. It must be nice to always have the option of connecting!
-
-
I still have so much learning to do
-
We all do...hopefully the learning never ends. I think of myself as one long work in progress.
-
-
visual
-
post quality responses
-
This has proved to be one of the more difficult portions of this course. It takes me hours to create a quality post, but I do learn a lot in the process.
-
-
-
Hi Kristen I too am grateful for the experiences, even though that cause me great frustration, because those have made me dig deeper...
-
-
teacher
-
it is teaching presence not teacher presence. there is a big difference. : )
-
-
This course allows me to learn the theoretical underpinnings of learning and teaching online, but also allows me to apply what I have learned and “make the connection” to my professional life and to the greater world!
-
From this point on, I have made the decision to be strategic about the design and impact of my course on my faculty’s personal and professional lives.
-
for business
-
-
stay consistent with the structure
-
It's taken a while for me to realize this as well. I've since gone back and added consistency throughout my modules.
-
54More
Ian August etap 640 SuMmEr 2011 - 1 views
-
Student centered learning
-
question your assumptions! why do you assume that "student-centered" means "teacher-less"?
-
-
why do I need to pay for this if I am on my own.
-
well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
-
I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
-
-
leaders.
-
- ...26 more annotations...
-
could not locate a link for diigo but I contacted Mimi for more info
-
-
But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
-
I am glad that Prensky "engaged" you, but in the long run the other article would help you to better understand and serve the fauclty you work with. Theories help us frame and understand probelms systematically. I need you to think about this and to think about what "engages" you and why. So here is something to engage you. Prensky is WRONG!!! I was hoping you would find find this on your own: http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html - Steve is a friend of mine and a well-known and respected blogger. Digg into this controversy! And then come back and tell me what you think!
-
-
-
I so agree. I use the polling option in my online course and was told I was the first to ever try. I believe that part of the problem is that online learning is coming from the top down, with little support.
-
how do you use the polling option diane, for what type of assignments? Prof. Pickett has been telling me to let the student decide on many things, like Bill Pelz course, where the students approve each others final essays. when you say top down do you mean the teacher ruling the classing room? Because that seems to be the norm, how f2f classes run as well.
-
-
They use the basics like read this article and write this paper or take this quiz.
-
-
I am a visual person and find that I don't still have a mental map of this class. I wander around quite a bit. I have developed a few shortcuts, but it is definitely a work in progress.
-
The map of the class has definitley gotten better since the start, I dont know if you used angel, but we use it at our college, I dont think I can send pics through here but I will send them to you another way.
-
-
t took me a minute to figure out the moodle system.
-
-
Do you like moodle better than Angel? I am disappointed in Angel's blog, so I will need to send my students to edublogs.
-
-
These ideas are the modern theories in action, of the students new role in the classroom, whether online or f2f. Professor's have said in the past "this is our class", but these ideas I have mentioned are really creating an "our class" type of atmosphere where the teacher and students are more equal participants in the learning process than the traditional model of the teacher being the boss, and the student being the subordinate.
-
I agree. This is certainly a benefit of online learning. You don't have to worry, as an instructor, about who's paying attention or talking in the back or being the "disciplinarian" you can all just focus on coming together and learning as a community.
-
-
Randy Pausch
-
-
wikis's
-
I'm going to include a student project that also has them create and work within a Wiki. It looks to be the perfect environment for collaboration on a single document (a short story).
-
-
This also shows the teacher asking the student to be an active participant in their own learning,
-
Yes, that's what the online environment is all about...student centered social learning.
-
-
Every one of the teachers in Exempler courses for observation talked about they way analzye their course, sometimes when its over sometimes during, to see what worked and what did not work
-
We are already learning this through our use of "self assessment." I would imagine it takes a few runs through the course to work out all the kinks, and if it's a subject like science or technology where the information changes constantly, it's ever-evolving.
-
-
That was the role of student.
-
In the wake of new technology, the role of the student is changing very quickly to one of self-directed learning.
-
-
-
Ah this is a philosophical stand. Many times we teach by the way we learn; however, this may not be the best for our students.
-
-
The Angel LMS that I am familiar with even gives he teacher the option to shut off news posts in a discussion forum so the student has only one option and that is to reply to a previous post.
-
That's an interesting idea, especially when there are too many discussions going on.
-
-
build a wiki together
-
I was going to have my students do the same, however, I just noticed that the course shell has an option for a Wiki...did anybody else see that? Anybody know how it works? I have since decided to give my students a choice other than to "write" a short story in small groups within a Wikispace. I'm going to allow them to recreate or interpret a short story in a multi-media fashion. Howard Gardner influenced. :-)
-
-
don’t show them how you do it, let them find out how it is done on their own
-
leave it up to the student to choose,
-
-
I guess I can guide, so when the students get off course I can say hey you should check this guy out, or this writer out.
-
I had an instructor last semester (Jason Vickers, if you get a chance to take a class with him, he's great! Also, he's a PhD student) who would do this exactly. He would scarcely add to our discussions as he said that oftentimes that can shut them down, but when he did it usually was to suggest that we check certain authors/theories/articles out that might help put us back on the right track.
-
I remember Alex suggesting something to me during the first week or two when I was a little lost. She pointed me in the right direction and that was good because I was able to focus my energies.
-
-
Case Study
-
Very good idea, because you're right...it seems like a very large amount of information that you're trying to cover. Case studies might work better.
-
-
Hopefully they will read the author I provide them with and than on their own they will read more articles by that author because they like him.
-
Perhaps you can assign one particular article, and then actually provide them with the links to 1-3 other article they might find of interest.
-
-
Another issue I am having is questioning if I have too much for the student to do. I really wanted them to do a group project but it seems like too much work.
-
Have you gone through the learning activities for each module and guesstimated how long it would take them to do? That might give you a better idea of whether it's too much. Just a suggestion.
-
-
letting the student do the heavy lifitng. Professor Pickett told me that it is a hard concept to implement as a teacher and I am seeing that.
-
letting go of control of someone else's learning is a constant struggle. just keep telling yourself that it is NOT about you and what you know. It is about your students and catalyzing the passion for the topic of your course in them... they are the only ones that can do that... remember... if you do all the work, who does the learning? you have to let go and trust them to learn. That does NOT mean you are not there or that you have chaos.... you have to design it and facilitate it so that it works that way. It is a LOT of work : )
-
-
I am so glad I took this class. I learned so much, I feel so much more confident in my job as an instructional designer, and I feel more confident to take my skills to a new job envirnment. ANYONE HIRING OUT THERE?
-
I learned about some really important concepts for teaching online, like; -supply the students with a lot of information, module overviews, due dates, contact info, detailed explanation of how to complete assignments, rubric describing what type of work constitutes a Grade of A, B, C etc, -show your teacher presence in the course, by answering questions fairly quickly, posting in the discussion to guide, engage, provoke the student to do more research, asking for student input and using it, -Let the students do as much as possible instead of giving them everything ona silver platter. -Let students play the role of teacher in some of their assignments
-
After the first two weeks of this course, the first module, I learned so much, and grew so much more confident in my ability to work with faculty developing online courses.
1More
Student success in higher education - 0 views
-
Offering early and continual feedback and formative and summative assessment of student progress. In particular, faculty should employ assessment tools that assess students' understanding of course content and learning styles early in the term, and create incentives for students to engage with faculty early and often during the course.
2More
shared by Diane Gusa on 16 Jun 11
- No Cached
The Art of Writing Clear Instructions (or How to Tell People What to Do) - Content Mast... - 0 views
www.contentmasteryguide.com/...to-tell-people-what-to-do.html
technical writing instructions teaching Online module 2
shared by Diane Gusa on 16 Jun 11
- No Cached
-
A common format for blog posts and articles is to present a topic and then include some actionable steps at the end to help your reader apply their learning. Here are a few ways you might do this: Reflection: Ask your readers to ponder or consider the new idea or perspective you shared with them, and how they might integrate it into their lives. Journaling: Ask your readers to write about the topic. You can provide specific questions for them to answer, or invite them to ask and answer their own questions. Rehearsal: Ask your readers to practice a new behavior, habit, thought pattern or language. Suggest how many times per day or week they should do it, and in which specific situation(s). Action: Ask your readers to take a specific action or actions. Suggest how many times per day or week they should do it, and in which specific situation(s). Documenting: Ask your readers to keep track of their progress; give them a checklist to mark off their actions or ask them to record it in a journal. You may also ask them to keep track of their results, feelings or thoughts during this process. Reporting: Ask your readers to share their results with you, your community or an accountability partner.
-
-
4More
Multimodal Learning Blog - 0 views
-
As Siegel (2006) points out, “children have always engaged in what are now called multimodal literacy practices” (pg.65) Children naturally talk about, dramatize and draw ideas that they are reading and writing about. Furthermore, using multiple modes or sign systems can provide new and deeper meaning (Siegel, 2006, pg. 71)
-
Research to date shows that when curricular changes include multimodality, those youth who experience substantial success are the very ones who’ve been labeled “struggling reader” or “learning disabled” (Siegel, 2006, pg. 73)
-
Many progressive pedagogies such as constructivism, experiential learning and inquiry learning emphasize the importance of building upon students’ experiences, knowledge, skills and interests (Rowsell, Kosnik & Beck, 2009.)
- ...1 more annotation...
-
In his recent video, An Anthropological Introduction to Youtube, Michael Wesch (2008) persuasively outlines the ways in which the world has changed through new media, and how education can and should harness the potential of this new world.
Person-Centered Education: A Meta-Analysis of Care in Progress - 0 views
29More
The Application of Learning Style Theory in Higher Education Teaching - 0 views
-
A learning style is: "A complexus of related characteristics in which the whole is greater than its parts. Learning style is a gestalt combining internal and external operations derived from the individual's neurobiology, personality and development, and reflected in learner behaviour" (Keefe & Ferrell 1990, p. 16).
-
general tendency towards a particular learning approach displayed by an individual.
-
Riding & Cheema (1991), from an extensive review of the literature, conclude there are only two principal styles "families", the holist-analytic, and the verbaliser-imager. These two broad groupings relate to the type of cognitive activities normally ascribed to the two hemispheres of the brain. Curry (1983) suggests there are three different perspectives on styles: those relating to a preference for a particular instructional approach, those relating to the individual's intellectual approach to assimilating information independently of the environment, and those relating to the individual's intellectual approach to assimilating information with the environment.
- ...26 more annotations...
-
Dunn, Deckinger, Withers & Katzenstein (1990), who found that teaching students based on their diagnosed learning style did significantly increase their achievement level (see also Napolitano 1986).
-
Research indicates learning style is not a stable construct, so one may alter instructional style to meet a learning style that will itself change, requiring a further change in instructional strategy.
-
Researchers have failed to address the question of how it is possible to achieve a tailoring of instructional approaches on anything other than an individual level.
-
What may be possible is to promote an educational environment developed for flexibility at the individual student level.
-
What is required is a stimulus-stimulus approach, where the student and the lecturer are actively involved in both learning and the mechanics of the learning process, the aim being to facilitate learner empowerment by developing in students a critical awareness of material studied and the delivery and structure of the material. Learners can then tailor flexible education strategies to their requirements to optimise the quality of the learning experience.
-
his ability of an individual to actively select from a personal style or skills portfolio, is part of what can be termed self-directed learning
-
In an educational setting, a self-directed learner no longer operates as a passive receiver of information, but takes responsibility for the achievement, and ultimately setting, of learning outcomes. In essence, the traditional lecturer-student divide becomes increasingly blurred, as the learner begins to pro-actively structure the programme to match their own learning attributes.
-
facilitator, and finally to that of a resource to be tapped
-
lecturer's role
-
Under such an approach, higher education ceases to be simply something that is done to people, and becomes a platform from which individuals can go on to, in effect, educate themselves
-
"causer of learning".
-
This approach will tend to create learned helplessness in people
-
Higher education should be concerned with not only enhancing learning in a specific situation, but should also constitute a catalyst for further self-initiated development of the individual, above and beyond the contents and aims of a particular course. T
-
The lecturer must avoid removing traditional barriers to self-direction, such as a rigid programme structure, only to erect new barriers through the use of prescriptive self-direction strategies imposed on the student.
-
allow the individual the freedom to define and devise learning strategies, and to make mistakes. T
-
The role of the lecturer must be essentially non-interventionist, unless the student seeks guidance
-
as people may still not choose to direct their own learning due to: a lack of belief in their own ability, a failure by them to recognise that self-direction is needed or preferable, the setting of an inappropriate learning goal(s) that fails to act as a motivator, and previous learning and education experiences.
-
That educational system primarily tends to concentrate on didactic approaches that often view learning as being of secondary importance to memory, where information acquisition and subsequent information regurgitation predominate.
-
This will require that the lecturer breaks down barriers to learning and self-direction that may be present. This covers: those barriers created by the student during the course (wrong choice of learning approach, poor motivation, lack of confidence), those barriers that the course itself may indirectly create (lack of flexibility, lack of direction and guidance, poor structure), and those barriers that the student brings to the course (reason for attending the course, poor learning skills, previous bad learning experiences).
-
In the initial stages of a programme, the lecturer will need to ensure the existence of an appropriate control structure, as students undergo the transition from being other-directed in their learning by external influences, to being self-directed.
-
caffold structure
-
clearly communicated and understood aims and objectives for the students at regular intervals.
-
allows students to progressively take control of their learning,
-
but that also offers sufficient guidance and direction in the early stages to prevent individuals from becoming lost.
-
The application of learning style theory in higher education teaching
-
-
This would take a very brave instructor to do this. However, I know of colleges (Goddard for one) that does exactly this in their graduate program.
-
10More
shared by Diane Gusa on 06 Jul 11
- No Cached
E-Coaching Tip 25: Discussion Wraps - A Useful "Cognitive Pattern" or "Collection of Di... - 0 views
www.designingforlearning.info/...tip25.html
E-Coaching tip discussion wraps module 4 assignment cognitive presence online courses
shared by Diane Gusa on 06 Jul 11
- No Cached
-
Here are some roles/tasks that are pertinent for online weekly discussion groups. Information and opinion giver. Offers facts, opinions, ideas, suggestions, and relevant information to help group discussion. Information and opinion seeker. Asks for facts, opinions, ideas, suggestions, and relevant information to help group discussion. Summarizer. Pulls together related ideas or suggestions and restates and summarizes main point discussed. Coordinator. Shows relationships among various ideas by pulling them together and harmonizes activities of various subgroups and members. Diagnoser. Figures out sources of difficulties the group has in working effectively and the blocks to progress in accomplishing the group's goals. Reality tester. Examines the practicality and workability of ideas, evaluates alternative solutions, and applies them to real situations to see how they will work.
-
"Each of us has a typical way of acting in a group. Some people like to lead, some act to keep the group focused on the task and some serve to keep the group from taking itself too seriously." (Svinski, 2006
-
Mayer et al. (1996), showed not only that students remember more of the important material when it is presented as a summary but that they also better understand the material.
- ...7 more annotations...
-
Svinicki, M. (2006). "The Discussion Class: Interaction Functions." from <www.utexas.edu/academic/diia/gsi/coursedesign/interaction.php> Accessed on 10-20-06.
-
Schallert explains why she uses the technique of creating a separate word document for weekly summaries. <www.utexas.edu/academic/blackboard/examples/videos/schallert_02.html>
-
Create a closing discussion thread labeled "Summary," "Wrap-up" "Key Ideas"
-
Create a separate word document that encapsulates the key postings of the week integrating these statements with the key conceptst
-
Create a group summary be asking each student to identify the key concept for t
-
-
-
-
11More
From behaviorism to humanism: Incorporating self-direction in learning concept - 0 views
-
It appears that many adult educators today, especially those recognizing the value of self-direction in learning, operate primarily from humanist beliefs and c
-
It also has been our observation that some instructional designers (and many other educators) seem to have difficulty accepting or incorporating humanist beliefs and instead appear guided primarily by behaviorist or neobehaviorist beliefs and paradigms based primarily on logical positivism, although cognitive psychology is increasingly informing the instructional design field.
-
We consider it important to understand why some of the philosophical differences between the two disciplines exist.
- ...8 more annotations...
-
instructional design as a separate discipline, has developed from several forms of inquiry: (a) research pertaining to media usage and communications theory; (b) general systems theory and development; and (c) psychological and learning theory. Reigeluth (1983) suggests that the three theorists most responsible for the current development of instructional design knowledge include B. F. Skinner (1954), David Ausubel (1968), and Jerome Bruner (1966). Skinner is identified because of his work with behaviorism and Bruner and Ausubel are recognized because of their contributions to cognitive psychology. Reigeluth (1987) has also compiled information on several other authors, theories, and models he believes important to the development of instructional design as a profession. Gagne (1985), Piaget (1966), and Thorndike (and colleagues) (1928) are other scholars frequently cited as foundational for much of today's thinking about instructional design.
-
As Hollis (1991) notes, "traditionally, instructional technologists have largely ignored the humanists' ideas among all the available theories from which to draw upon and incorporate into their schemes. Theoretically, instructional technology has been based on research in human learning and communications theories. In reality, more borrowing of ideas is needed, especially from the ranks of the humanists" (p. 51
-
Humanism generally is associated with beliefs about freedom and autonomy and notions that "human beings are capable of making significant personal choices within the constraints imposed by heredity, personal history, and environment"
-
Humanist principles stress the importance of the individual and specific human needs. Among the major assumptions underlying humanism are the following: (a) human nature is inherently good; (b) individuals are free and autonomous, thus they are capable of making major personal choices; (c) human potential for growth and development is virtually unlimited; (d) self-concept plays an important role in growth and development; (e) individuals have an urge toward self-actualization; (f) reality is defined by each person; and (g) individuals have responsibility to both themselves and to others (Elias & Merriam, 1980).
-
"If an individual is concerned primarily with personal growth and development, how can that person truly be concerned with what is good for all of society?"
-
The learning environment should allow each learner to proceed at a pace best suited to the individual.
-
It is important to help learners continuously assess their progress and make feedback a part of the learning process. 5. The learner's previous experience is an invaluable resource for future learning and thus enhancing the value of advanced organizers or making clear the role for mastery of necessary prerequisites.
-
We do recognize there may be times when self-directed opportunities are minimal, such as when involved in collaborative learning or when learning entirely new content, but believe that the assumption of personal responsibility is possible in ways not tied to the type of learning or content.
6More
Online K-8 Program | K12 - 0 views
-
individualized learning
-
While individualized does not always equate with student centered, I would hope to focus more on a student centered approach while designing an online learning program.
-
-
each student is typically assigned to one teacher who manages an Individualized Learning Plan, monitors progress, and focuses on each student's individual problem areas.
-
The changing role of teacher in this online environment. It seems as if the parent is the main person directing education.
-
-
parent booster clubs, museum trips, student clubs, school activities, picnics and more.
-
Social community building is still an important part of the educational system.
-
7More
GENERAL PRINCIPLES OF MOTIVATION - 1 views
-
Incentives motivate learning
-
Internal motivation is longer lasting
-
Learning is most effective when an individual is ready to learn
- ...3 more annotations...
-
Motivation is enhanced by the way in which the instructional material is organized
-
produces a mild level of anxiety
-
It is important to help each student set goals and to provide informative feedback regarding progress toward the goals
5More
About personal development - 1 views
-
Create an action plan
-
Monitor your progress
-
Evaluate your personal performance
- ...1 more annotation...
-
-
-
This website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
1More
Checklist Observation Tool.pdf - 0 views
-
Checklists show the sequence of developmental progress.
3More
Effective assessment in a digital age - 0 views
-
-
"Assessment lies at the heart of the learning experience: how learners are assessed shapes their understanding of the curriculum and determines their ability to progress."
-
-
-
"The timing and management of assessments has also benefitted from the application of technology. "
-
-
-
"'It would be better if… there were different ways of assessing, rather than just all coursework and exams at the end… You do get quite enthusiastic about the first one or two, but when it gets to the fourth one, it does become so mundane and so dull.'"
-
6More
The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Le... - 0 views
-
Learners should be required to participate (and their grade should depend on participation). Discussion groups should remain small. Discussions should be focused on a task. Tasks should always result in a product. Tasks should engage learners in the content. Learners should receive feedback on their discussions. Evaluation should be based on the quality of postings (and not the length or number). Instructors should post expectations for discussions.
-
Lesson for online instruction: Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.
-
We found that instructors gave prompt information feedback at the beginning of the semester, but as the semester progressed and instructors became busier, the frequency of responses decreased, and the response time increased.
- ...3 more annotations...
-
Similarly, we found that instructors rarely provided acknowledgement feedback
-
The rationale was that many students needed flexibility because of full-time jobs. However, regularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination.
-
Lesson for online instruction: Challenging tasks, sample cases, and praise for quality work communicate high expectations.
2More
http://spfk12.org/cms/lib07/NJ01001501/Centricity/Domain/9/Self-Assessment%20Through%20... - 0 views
-
-
In the hands of students, a good rubric can orient learners to the concept of quality as defined by experts in a field, inform self- and peer assessment, and guide revision and improvement. Rubrics can be informative as well as evaluative.
-
-
-
During self-assessment, students reflect on the quality of their work, judge the degree to which it reflects explicitly stated goals or criteria, and revise. Self-assessment is formative-students assess works in progress to find ways to improve their performance.
-
32More
Online Course Design - 0 views
-
-
Joy! thank you for making your learning visible to me! I am awed and inspired by the depth of your insights!
-
-
So establishing teaching presence is what all the designers, Alex, and even I, am doing when we make decisions about the content of the course, the types of activities we want to include, the tools we would like to use, how we want to assess, how we provide channels for providing and managing feedback, how we want to induct students into the course, how we want to wrap up the course….Basically – everything!
-
From planning, to execution, to assessment, to revision. So this is why developing a course is an “iterative process”.
- ...23 more annotations...
-
-
-
And nothing happens by chance. Everything happens by deliberate design. And I am seeing how this is happening.
-
People are important, so… (make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Thinking is important, so ….(make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Learning is important, so….. Content knowledge is important, so… Skills are important, so…
-
From this, I have learnt that it is perfectly fine to change your mind, as long as you have solid justification. This was also a useful reminder abot the importance of accurately matching the number of objectives with activities. A designer needs to avoid creating an objective that has no activity, and an activity with no objective, as can sometimes happen through oversight.
-
“You need to rethink lots of things, to be open to possibilities, opportunities to options, then you’re more likely to be successful,” says Alex. This kind of openness does not happen as a matter of course. It has to begin with an awareness. This attitude of being open to possibilities, opportunities and options has to be actively worked upon. I failed to understand this at first. So I found it perplexing that Alex would pursue what I thought was a trivial line of discussion. What do you think is not possible to teach and learn online? I volunteered several bright contributions. I was still unaware of the purpose of this apparently innocuous discussion. Of course now I know better. That discussion was supposed to challenge a closed mind. Because with a closed mind, we render ourselves unable to be open to possibilities, opportunities to options. A closed mind works against innovation, progress, improvement, expansion. This is a new frontier, and therefore the stance which can reap untold benefits and leanings should be “Let’s explore!” So the question we should be asking isn’t “What cannot be done?” but rather “How do I make this possible?”
-
thank you for this observation, joy! thank you for taking the bait and giving us all the opportunity to question our assumptions and to arrive at creativity, innovation and possibilities!! : )
-
-
I need to be open to possibilities, opportunities, to options. I must put aside my prejudices and temporarily suspend “logical thinking” in favor of creative thinking.
-
But we should never give up on the unwilling ones.
-
The best way to spark change is to let them attend an effective online course.
-
I am beginning to see how “developing a course is a transformative experience”.
-
I don’t think I can return to the classroom and teach anything the same way before.
-
Designing an online course has been, for me, a truly transformative experience. It has allowed me not only to reexamine, reformulate and reassess, but to also move forward to innovate and in some ways, to reinvent myself as a teacher.
-
I was therefore quite relieved Alex confirmed what I had feared. I was packing in too much. Even before even before Alex provided her completely justified feedback that my course was too packed (“for you Joy, less is more!”)
-
An online environment is different from a f2f setting. Being able to state it in a theoretical way is not the same as understanding it and translating it into practice. Of course I knew the theory. But when the time came for application in the design of the online course, my knowledge did not transfer well into practical application. This is one of the main problems when there is a failure of the student to successfully transfer learning, which is basically one of great challenges of teaching. So basically, what I did initially did was to replicate my f2f activities directly into my online classroom.
-
As I feared, and Alex confirmed, this large amount of group work puts a strain on the students and also poses too many logistic difficulties. Perhaps one or two group work activities might work, but not several in each module. It is unrealistic. So I have learnt, in a very concrete and hands-on way, that designing for my online classroom in this instance is different from designing for my face-to face classroom.
-
Once again, I am reminded that theory and practice need mutual reinforcement. Understanding the theory is one thing. Transferring the theoretical knowledge into action requires experience, reflection, and feedback from others.
-
-
Having experienced a wonderful sense of community, and seeing how it is done, I do feel that I have a fair idea of the basic ingredients that go into creating a sense of community. However, Alex has set a high, high standard, and I don’t know I have the energy to sustain the community building effort, even if I knew how to do it!
-
-
this is a process
-
Yes!!! the value to me and to the others in the class is to be able to watch your process. we see how you think and refine and how your ideas change and evolve and that adds to our understanding of you and our own learning.
-
-
My present ideas never look like version 1! The result is that the ideas I handed up in the proposed learning activities resemble very little of what I actually have now
-
Oh Joy, I can relate! By the time Alex reads my submitted writing assignment, my actual course design has already morphed a few times. I've visited your course, it looks great! the activities you set up indicatethat you have high expectations for the participants!
-
-
Confucius
-
-
In short – let the students do the work. This is the best way to learn. This principle, I think, has been demonstrated in this course. And I intend to pursue it in my own course. I see the value of giving the students both structure and space.
-
One of the insights has to do with letting go as a teacher.
-
Reading Sue’s
-
I agree with Sue.