Communicative Real-time chat, e-mail exchange, discussion lists
(Warschauer, 1997), use of speech recognition-based dialog systems (Luperfoy,
1998) Sociolinguistic Task-based, problem-solving, and role-playing activities
that address sociolinguistic differences between native and target languages,
and that could involve real-time chat, e-mail exchange, discussion lists
(Chun, 1994) Strategic Task-based, problem-solving, and role-playing activities
that require learners to achieve specific goals (e.g., persuading,
self-correcting, negotiating a desired outcome); these could involve
real-time chat, e-mail exchange, and discussion lists
Group items matching
in title, tags, annotations or urlIn France, Teaching Kids How to Write Using Twitter - TIME - 0 views
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The Teacher You've Never Met: Inside an Online High School Class - TIME - 0 views
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What a great article, guess I've been talking about online teaching a little to much when other teachers are emailing me articles!!
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Using Facebook to build community in large college classes (essay) | Inside Higher Ed - 1 views
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Uh oh ... this is how it starts ... he'll be an online teacher within two semesters!
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It is definitely not for everyone -- you must be committed (especially time-wise) to using it. But knowing that you and your hundreds of students are finally seeing eye-to-eye is worth the effort!
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The success of Fb described above, as well as survey data I collected showing positive reactions to the Fb group, will lead to my continued use of this technology.
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Collecting feedback to improve future course iterations ... another example of using data to effect best practice.
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After all the years of teaching these “mega-sections” and with the tough financial situation of my state university it was clear that this type of class was not going away.
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I was hoping to include something that would add a greater sense of community to the class, something that everyone in the class could use to better connect to one another.
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I knew the data about how many college students were on Fb, but would students be willing to spend some of their valuable Fb time communicating within a Fb group for a college course? Also, would I be willing to become an avid Fb user, following the flow of communication several times a day? It did not take long to learn that the answers to these questions was “Yes,” and that I had reached my goal of facilitating a sense of community. Although joining the Fb group for the course was not required, a little over 80 percent of the class became members of the group.
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Roughly equivalent to 76% student satisfaction rate Alex and colleagues found regarding student satisfaction with high levels of student/instructor interactivity.
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Moreover, the students essentially ran the group.
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These included everything from asking for notes, getting clarification on points made in lecture, posting videos and images that pertained to class material, forming study groups, noting relevant events on campus, and congratulating class members on specific accomplishments.
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This makes me wonder how to increase the visibility of the "Bulletin Board" or "Faculty Lounge" course areas.
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Online-Education Trend Will Leave Many Students Behind | TIME Ideas | TIME.com - 0 views
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could actually widen the learning ga
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“give everyone access to the world-class education that has so far been available only to a select few
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democratize learning
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although the content is free now, it’s unlikely that it will remain that way for long.
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schools plan to make a profit
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omputer-aided instruction will actually widen the gap between the financially and educationally privileged and everyone else, instead of close it.
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only 35% of households earning less than $25,000 have broadband access to the Internet, compared with 94% of households with income in excess of $100,000.
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only half of black and Latino homes have Internet connections at all, compared with almost 65% of white households.
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, many blacks and Latinos primarily use their cell phones to access the Internet, a much more expensive and less-than-ideal method for taking part in online education.
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If we really want to democratize education, finding creative ways to realistically open up colleges to different communities will do more to help than a model that, despite its stated intentions, is more beneficial for students who are already wealthy, academically prepared and highly motivated.
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Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International R... - 0 views
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We propose, as have others (i.e., Shea, Pickett, & Pelz, 2003), that the community of inquiry model (Garrison, Anderson, & Archer, 2000) reflects the principles of good practice in undergraduate education and can accurately quantify them.
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issues of pedagogy, dialogue, and interaction
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guide the coding of transcripts.
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Social presence is the perceived presence of others in mediated communication (Rourke, Garrison, & Archer, 1999), which Garrison et al. (2000) contend supports both cognitive and teaching presence through its ability to instigate, to sustain, and to support interaction. It had its genesis in the work of John Dewey and is consistent with all theoretical approaches to learning in higher education.
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See http://www.irrodl.org/index.php/irrodl/article/view/262/838 for similar viewpoint.
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Teaching presence is defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing [students’] personally meaningful and educationally worthwhile outcomes” (Anderson et al., 2001, p.5). Vygotsky’s (1978) scaffolding analogies illustrate an assistive role for teachers in providing instructional support to students from their position of greater content knowledge. Although many authors recommend a “guide on the side” approach to moderating student discussions, a key feature of this social cognition model is the adult, the expert, or the more skilled peer who scaffolds a novice’s learning
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Shea, Pickett, & Pelz , 2004
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Each category of a tutor’s presence is vital to learning and to the establishment of the learning community; tutors' behavior must be such that they are seen to be “posting regularly, responding in a timely manner and modeling good online communication and interaction” (Palloff & Pratt, 2003, p.118). Without an instructor’s explicit guidance and “teaching presence,” students were found to engage primarily in “serial monologues” (Pawan et al., 2003). Baker (2004) discovered that “instructor immediacy, i.e., teaching presence (Rourke et al., 1999), was a more reliable predictor of effective cognitive learning than whether students felt close to each other. Studies have demonstrated that instructor participation in threaded discussion is critical to the development of social presence (Shea, Li, Swan, & Pickett, 2005; Swan & Shih, 2005) and sometimes not fully appreciated by online faculty (Liu, Bonk, Magjuka, Lee, & Su, 2005). Shea, Li, and Pickett (2006) proposed that teaching presence – viewed as the core role of the online instructor – is a promising mechanism for developing learning community in online environments.
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students ranked instructor modeling as the most important element in building online community, while instructors ranked it fourth.
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Shea (2006), who completed an extensive study of teaching presence and online learning, concluded that two categories (“design” and “directed facilitation”) sufficed to define the construct.
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Kalman, Ravid, Raban, and Rafaeli (2006) argued that interactivity is an essential characteristic of effective online communication and plays an important role in keeping message threads and their authors together. Interactive communication (online as well as in traditional settings) is engaging, and loss of interactivity results in a breakdown of the communicative process.
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Research indicates the existence of a relationship between learners’ perceptions of social presence and their motivation for participation in online discussions (Weaver & Albion, 2005).
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Northrup (2002) found that online learners felt it was important for instructors to promote collaboration and conversation. When interactive activities are carefully planned, they lead not only to greater learning but also to enhanced motivation (Berge 1999; Northrup, 2002).
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Researchers have suggested that timing of messages can serve as a proxy for a sense of social presence (Blanchard, 2004), as an indication of attentiveness (Walther & Bunz, 2005) or respect (Bargh & McKenna, 2004), and as a clue to the sociability of a community (Maloney-Krichmar & Preece, 2005). As such, the frequency of messages may serve as a signal for how engaged participants are with the community.
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Eom found that the most significant factors for increasing student satisfaction with online classes are paying attention to students and responding to their concerns.
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The highly esteemed instructor was especially active from semester midpoint to semester end; she more than doubled her active participation in both teaching presence (especially discourse and instruction) and social presence (all three categories).
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the lack of specific, progressively structured inquiry tasks and/or the lack of facilitation skills (teaching presence/facilitating discourse) may have contributed to the relatively limited occurrences of cognitive presence.
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something else accounted for the extreme satisfaction and dissatisfaction experienced by students in the two forums. The something else may be the two exceptional events that occurred during the third month: The instructor held in low esteem became nearly dysfunctional, while the highly esteemed instructor exhibited very high teacher presence and social presence (see Table 3 and 4).
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Shea, Pickett, and Pelt (2003) found that students’ perceived teacher presence also correlates with perceived learning as well as with students’ satisfaction with the forum. This correlation points to the tentative conclusion that teaching presence affords learning by setting a convenient climate.
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we suggest that students’ perceived learning in course forums has a significant impact on their participation
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the table is suggestive of the eventual possibility of having an “objective” tool for evaluating the quality of a given forum.
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(Anderson et al., 2001).
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Teaching effectiveness may be defined as how an instructor can best direct, facilitate, and support students toward certain academic ends, such as achievement and satisfaction. Teaching effectiveness has been investigated extensively in traditional classrooms for more than seven decades (for a meta-analysis of empirical studies from 1995-2004, see Seidel & Shavelson, 2007). Over the past five years, research has become directed toward teaching effectiveness in online or virtual classes. As a preface to our study, we discuss findings and conclusions concerning teaching effectiveness in traditional classrooms.
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Journal Help ISSN: 1492-3831 Journal Content Search All Authors Title Abstract Index terms Full Text Browse By Issue By Author By Title User Username Password Remember me Article Tools Abstract Print this article Indexing metadata How to cite item Review policy Email this article (Login required) Email the author (Login required) Post a Comment (Login required) Font Size Make font size smaller Make font size default Make font size larger SUBSCRIBE TO MAILING LIST 5,591 subscribers Select Language▼ function googleTranslateElementInit() { new google.translate.TranslateElement({ pageLanguage: 'en', autoDisplay: false, layout: google.translate.TranslateElement.InlineLayout.SIMPLE }, 'google_translate_element'); } Home About Register Archives Announcements Resources Submissions http://www.irrodl.org/
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One of the most widely cited sources for teacher effectiveness in traditional classrooms is Chickering and Gamson (1987), who suggested seven principles for good practice in undergraduate education.
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encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, respects diverse talents and ways of learning.
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Reflections Blog - Just another Edublogs.org site - 1 views
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Hey Bill: i completely get the "technologically connected" fatigue. i am very plugged in... but, i remind myself that i am in control. I have boundaries. Also fyi - i don't have a cell phone. I know i know... hard to believe, right?! I just don't want to be that connected. me : ) -
I envy you for not having a cell phone! I took mine to France but told people not to call me. One of the best parts of being away!
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it helps remove the filter.
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Alex mentioned her desire not to allow students to unsubscribe from the posts.
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Bill: i am actually really torn about this. I myself don't use the email subscription AT ALL. I find it confusing and disconnecting from the context and flow of the discussion. I have mine set to subjects only as a daily digest and i mostly just delete them... before even opeining them. I use the cousre interface to interact and view the interactions. I wish i could give students the option. But i can't. I have tried it both ways and talked about it with students from past courses. I even tried it once where i initially forced but then gave students the option to opt out... And i have come to the very reluctant decision that i have to force. I force the subscription, becuase frankly students don't login to the cousre. They disappear for days, and then claim they didn't know or couldn't find...and then claim they are overwhelmed. You also just can't "catch up" once a discussion has ended. The flow has moved on. There are also students that for some reason just prefer to get the posts via email. I've had several students tell me that they liked to view posts from their cell phones... So, i force subscription to all/only the essential forums in the course. The reality is that I can't force students to login to the course and click on the discussion and other areas of the cousre to see all that is happening. And i need a way to make sure that they are aware of the level of activity in the course and what is happening. me
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I feel as though students must be subscribed to forums, but be forewarned that they need to develop a system for themselves to allow for tracking of the dialogue and how they want to participate in that dialogue.
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i don't remember this being a problem in past semesters and i wonder if a default was changed at the system level. I thought everyone got a daily digest of subject lines and that highlighted new forum post tracking was automatically enabled by default... based you your feedback here, i have added "forewarning" : ) to 2 of the course information documents (contact and evaluation). : ) me
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my presence could be demonstrated in other ways than just logging in daily or talking to students.
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I came to realize that
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in this course I feel as though everything I learn is huge.
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it feels as though I am letting the students go without my assistance.
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This is were the “earth-shattering” part comes in. I am learning that I am not letting the students go. I am going to be there.
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I can fully see the difference between f2f and online teaching and WHY those differences exist.
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In the beginning of this course my intention was to translate my f2f assignments and activities to an online format. This made me feel comfortable as I knew that these activities worked for me and for most of my students. Yet, as I began to learn about presence and community it became apparent that these f2f activities did not embody presence or community building. They represented ease for me, and that cannot be the focus in online learning.
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Yet, I know I will always want to be tweaking my activities!
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My two issues with online education before the start of this class dealt with the actual education being offered as well as the connections being formed.
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But the theory in this course has allowed me to see that in practice, online education can allow for a sound education and a classroom community that can match that of most f2f classrooms.
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Online learning allows an instructor the opportunity to put everything into place before the course starts so that students come in being able to see all that they need to be successful. This may not always be the case with f2f courses. Additionally, to make sure that such theories as presence and community are present in online courses online instructors often have to do more to ensure success in their classes. For these reasons I am starting to believe that online education, when combined with effective theories can eventually surpass f2f learning.
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I am not decisive as I would like to be.
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While it probably should not be surprising that I feel prepared to teach online at the end of a course in online teaching, for me, I feel as though it is quite a surprising development and one I hope to pursue.
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The article written by Mark Edmundson, a professor at UVA, questions the validity of online learning.
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I have discovered that my thoughts are completely different on online education as a result of this class. While this is probably not a huge development it has been interesting to watch my opinions change so much. So, for the moment that is where I am.
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I discovered that just inserting technology does not suddenly make things better.
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I leave this course knowing that presence is more than just responding to students.
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Being truly present requires that the students feel your presence as they are completing assignments and learning – knowing what is expected of them and what they expect of the instructor.
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if a student knows what to do and how to do it (presence) he/she might feel more comfortable branching out in discussions and discussing points with a majority of students instead of just discussing with the same people at the same time. But community depends heavily on presence and the two really work in tandem.
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Yet, the blame lies solely with me for just assuming that my students know how to do something.
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Instead, instructors, both f2f and online, need to assume that their students do not know how to do something. Taking the time to explain something may seem tedious but it will provide for greater clarification, greater learning, and more meaningful assessments. Taking the time to just let students know what to do and how to do it has the potential of increasing the enjoyment of learning for all involved!
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I truly struggled with this course and I walk away feeling fantastic about it.
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Coming into this course I figured we would read a few articles about online education and create a course shell for an online course. Additionally, I came into this course assuming online education failed to meet the standards of f2f education. Now, my thoughts are completely changed.
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Leaving this course I feel as though I could write an effective rebuttal of that argument and I believe that illustrates a great amount of growth for a person who entered this class questioning the merits of online education.
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Yet, I feel as this is one of the first courses that will let me leave with having a profound change in thinking.
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Online education is the way of the future and more important, it needs to be done correctly.
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o in my new “educated” role, I would like to try and be an advocate for online education. I will try to discuss the field more often and when I hear someone mention online education I will ask them what they know about it and what they think about it. Striking up conversations allow for the spread of ideas and maybe eventually online education will gain the same prominence that many f2f courses currently possess. (4)
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ETAP 640 - 0 views
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Go for vanilla the first time and work your way up to rocky road. : )
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I think about this quote alot in regards to the course I am developing. I know that I do not have enough time in the next few weeks to accomplish EVERYTHING I want to with my course. I will be able to make it "rocky road" in my own time :-)
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Tips for Time Management in Online Learning: End Procrastination & Start Improving Your... - 0 views
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Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views
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The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
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Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
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Yuri Lotman,
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described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
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texts “fulfill at least two basic functions:
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fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
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online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
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For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
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our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
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the posting data support the claim that the teachers adopted an initiating role.
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Greater activity:
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Greater influence on topic:
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Faster response times:
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When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
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Orientations to Teaching
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Activity Orientation
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In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
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offered students tips about articles, books and Internet sites
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Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
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None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
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Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
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In contrast to the teachers most of the student group were satisfied with the course conversations.
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A few
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felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
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Many students emphasised the importance of teaching that corroborated or validated their learning.
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None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
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This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
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Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
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three different aspects of teaching,
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a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
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Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
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Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
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Why We Must Recreate the Wheel | Edutopia - 0 views
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Over time, we lose focus and forget what it was we were trying to teach with these activities, and we simply try to get through them.
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"Over time, we lose focus and forget what it was we were trying to teach with these activities, and we simply try to get through them."
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Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility | Daniel | Jo... - 0 views
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The first course carrying the name MOOC was offered in 2008, so this is new phenomenon. Second, the pedagogical style of the early courses, which we shall call cMOOCs, was based on a philosophy of connectivism and networking. This is quite distinct from the xMOOCs now being developed by elite US institutions that follow a more behaviourist approach. Third, the few academic studies of MOOCs are about the earlier offerings because there has been no time for systematic research on the crop of 2012 xMOOCs. Analysis of the latter has to be based on a large volume of press articles and blogs. Fourth, commentary on MOOCs includes thinly disguised promotional material by commercial interests (e.g. Koller, 2012) and articles by practitioners whose perspective is their own MOOC courses.
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The term MOOC originated in Canada. Dave Cormier and Bryan Alexander coined the acronym to describe an open online course at the University of Manitoba designed by George Siemens and Stephen Downes. The course, Connectivism and Connective Knowledge, was presented to 25 fee-paying students on campus and 2,300 other students from the general public who took the online class free of charge (Wikipedia, 2012a).
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Can xMOOCs make money?
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technology has been about to transform education for a long time
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In 1841 the 'inventor of the blackboard was ranked among the best contributors to learning and science, if not among the greatest benefactors to mankind'. A century later, in 1940, the motion picture was hailed the most revolutionary instrument introduced into education since the printing press. Television was the educational revolution in 1957. In 1962 it was programmed learning and in 1967 computers. Each was labelled the most important development since Gutenberg's printing press.
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But first, we agree with Bates (2012) that what MOOCs will not do is address the challenge of expanding higher education in the developing world. It may encourage universities there, both public and private, to develop online learning more deliberately, and OER from MOOC courses may find their way, alongside OER from other sources, into the teaching of local institutions.
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He notes (Siemens, 2012) that 'MOOCs are really a platform' and that the platforms for the two types of MOOC that we described at the beginning of the paper are substantially different because they serve different purposes. In Siemens' words 'our cMOOC model emphasises creation, creativity, autonomy and social networking learning.
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teaching methods 'are based on very old and out-dated behaviourist pedagogy, relying primarily on information transmission, computer-marked assignments and peer assessment'.
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Another myth is that computers personalise learning. Bates (2012) again: 'No, they don't. They allow students alternative routes through material and they allow automated feedback but they do not provide a sense of being treated as an individual.
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With such support MOOCs provide a great opportunity to develop new pedagogy. In a world of abundant content, courses can draw from a pool of open educational resources (OER) and provide their students with better and more varied teaching than individual instructors could develop by themselves. The University of Michigan (2012) (which made history by using OER from Africa in its medical school) uses OER extensively in its Coursera course Internet History, Technology and Security. UC Berkeley (2012) draws extensively on OER in its course on Quantum Computing.
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pedagogy is not a familiar word on the xMOOC campuses. It is a myth that professors distinguished by their research output are competent to create online courses without help.
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This, in turn, will put a focus on teaching and pedagogy to which these institutions are unaccustomed, which will be healthy. At the same time academics all around the world will make judgements about the intellectual quality and rigour of the institutions that have exposed themselves in this way.
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With such support MOOCs provide a great opportunity to develop new pedagogy. In a world of abundant content, courses can draw from a pool of open educational resources (OER) and provide their students with better and more varied teaching than individual instructors could develop by themselves.
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Refine to Save Time | A Dive into Online Education Refine to Save Time | Ryan Mulligan'... - 1 views
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teacher
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shared by Alicia Fernandez on 15 Jun 14
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The Development of a Community of Inquiry over Time in an Online Course: Understanding ... - 0 views
files.eric.ed.gov/...EJ837483.pdf
Community of Inquiry teaching presence social presence cognitive presence
shared by Alicia Fernandez on 15 Jun 14
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The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students' perceived learning and satisfaction in the course. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction.
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Ways to Use Technology Powerfully - Marc Prensky - 1 views
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old things in new ways.
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both wastes valuable time.
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I need to think more about this - does doing both truly waste time? How would reading some things online and some on paper waste valuable time? Feel free to chime in if you have thoughts?
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Jing, screenshot and screencast software from TechSmith - 1 views
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For the Moduel 4 assignment I explored and practiced using Jing. I know Alex has used it many times in our course. I will use it in the beginning of my course to help student get familiar with blackboard. Many of my students in previous semesters are unfamilar with blackboard. Having a screencast video can help them to feel comfortable with blackboard and help to resolve many questions that students will have right from the beginning.
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Take Screenshots: Capture an image of what you see on your computer screen Record Screencasts: Record up to 5 minutes of onscreen video
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Jing eliminates a lot of phone and email time
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In previous semester I received several emails at the beginning of the course about how to use the online discussion boards, how to upload files, how to download article etc. Having a video screencast can allow students to watch step by step how to do all of these thing.
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In previous semester I received several emails at the beginning of the course about how to use the online discussion boards, how to upload files, how to download article etc. Having a video screencast can allow students to watch step by step how to do all of these thing.
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Give your students the information they need
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For the Moduel 4 assignment I explored and practiced using Jing. I know Alex has used it many times in our course. I will use it in the beginning of my course to help student get familiar with blackboard. Many of my students in previous semesters are unfamilar with blackboard. Having a screencast video can help them to feel comfortable with blackboard and help to resolve many questions that students will have right from the beginning.
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Teaching at an Internet Distance-----MERLOT - 1 views
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Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
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As a red-head, I'm just glad they didn't use the phrase "red-headed stepchild." LOL
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The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
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In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
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Does good teaching in the classroom translate to good teaching online? If so, what elements can be translated and which ones can't or shouldn't?
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"The shared mantra of the faculty and staff during the development of this document was that "good teaching is good teaching!" An Emerging Set of Guiding Principles... is less about distance education and more about what makes for an effective educational experience, regardless of where or when it is delivered."
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Good practice encourages student-faculty contact. Good practice encourages cooperation among students. Good practice encourages active learning. Good practice gives prompt feedback. Good practice emphasizes time on task. Good practice communicates high expectations. Good practice respects diverse talents and ways of learning.
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Frequent student-faculty contact in and out of class is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
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At first glance, teaching a class without the ability to see and hear the students in person appears daunting. The enlightened, quizzical, or stony facial expressions, the sighs of distress or gasps of wonder, and even the less-than-subtle raised hands or interjected queries that constitute immediate feedback to a lecture, discussion, or clinical situation are absent. Yet the proponents of online instruction will argue that these obstacles can be overcome, and that the online format has its own advantages. In the online experiences documented in the "Net.Learning" (www.pbs.org/netlearning/home.html) videotape, which our seminar viewed early in the year, Peggy Lant of the California Polytechnic State University, San Luis Obispo presented a striking example that occurred in her class' online discussion of civil war. One student's comments were especially gripping as she had just survived a civil war in her home country. Shy students who have trouble participating in a classroom discussion are said to feel more comfortable in an online setting. The ability to sit and think as one composes a question or comment also can raise the quality of the discussion. Susan Montgomery at the University of Michigan has developed an interactive website that addresses diverse learning styles through the use of multimedia (Montgomery, 1998).
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Teachers, trainers, and professors with years of experience in classrooms report that computer networking encourages the high-quality interaction and sharing that is at the heart of education. ...(The) characteristics of online classes... generally result in students' contributing material that is much better than something they would say off the top of their heads in a face-to-face class. There is a converse side, however. Just after the passage above, Harasim cautions (Harasim et al. 1995) On the other hand, unless the teacher facilitates the networking activities skillfully, serious problems may develop. A conference may turn into a monologue of lecture-type material to which very few responses are made. It may become a disorganized mountain of information that is confusing and overwhelming for the participants. It may even break down socially into name calling rather than building a sense of community.
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At what cost is this high degree of interaction, the need for which we suspect is student motivation and the professor's (online) attentiveness, achieved? In the previous section it was noted that charismatic professors of large (several hundred student) classes might indeed reach and motivate the students in the back row by intangible displays of attentiveness. Online, attentiveness must be tangible, and may involve more effort than in a face-to-face setting. These considerations imply an inherent limitation of online class size; size is determined by the amount of effort required to form a "community of learners."
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Small class sizes and the linear dependence of effort on student numbers are indicative of the high level of interaction needed for high quality online teaching
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The best way to maintain the connection [between online education and the values of traditional education] is through ensuring that distance learning is 'delivered' not just by CD ROMs, but by living teachers, fully qualified and interested in doing so online ... [P]repackaged material will be seen to replace not the teacher as a mentor and guide but the lecture and the textbook. Interaction with the professor will continue to be the centerpiece of education, no matter what the medium.
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and Ronald Owston, who points out (Owston, 1997) "...we cannot simply ask 'Do students learn better with the Web as compared to traditional classroom instruction?' We have to realize that no medium, in and of itself, will likely improve learning in a significant way when it is used to deliver instruction. Nor is it realistic to expect the Web, when used as a tool, to develop in students any unique skills."
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Facilitating Online Courses: A Checklist for Action The key concept in network teaching is to facilitate collaborative learning, not to deliver a course in a fixed and rigid, one-way format. Do not lecture. Be clear about expectations of the participants. Be flexible and patient. Be responsive. Do not overload. Monitor and prompt for participation. For assignments, set up small groups and assign tasks to them. Be a process facilitator. Write weaving comments every week or two... Organize the interaction. Set rules and standards for good netiquette (network etiquette)... Establish clear norms for participation and procedures for grading... Assign individuals or small groups to play the role of teacher and of moderator for portions of the course. Close and purge moribund conferences in stages... Adopt a flexible approach toward curriculum integration on global networks.
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Joy and I talked about this in discussions. I am now struggling with making a project mgr. aware of this at work. The vendor training online was boring so lets deliver it all in person. Junk is Junk online or in person!
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The Case Against Summer Vacation - TIME - 0 views
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With billions of dollars for improved education bulging from last year's economic-stimulus package
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Indianapolis Algebra Project
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Phalen saw the existing public schools as a roadblock, not a career path
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Phalen hires only certified teachers and chooses them on the basis of talent, not seniority
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Advantage launched last year, and its scholars improved their performance on state math and reading tests by an average of 14 percentage points
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Can we really entrust something so important to a haphazard network of camp counselors, volunteers and entrepreneurs?