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Illinois Online Network: Educational Resources - 1 views

www.ion.uillinois.edu/...points2consider.asp
shared by Joan Erickson on 08 Jun 10 - Cached
    • Joan Erickson
      Joan Erickson on 08 Jun 10
       
      I have to think about how to apply this in online math assessment. It would be similar to creating a take-home exam for the students
    • Joan Erickson
      Joan Erickson on 08 Jun 10
       
      This article concurs with the etap687 bmodule 2 reading assignment. Think about how I can use the uniqueness of online learning environment to my advantage where teaching is concerned
  • asynchronous nature of an online course offers more flexibility in terms of interacting with the course materials and participants both for the instructor and the students
  • ...5 more annotations...
  • work at promoting student discussions in an online course
  • A successful Internet course will reflect the communicative nature of the online environment
  • testing procedures may not be practical in an online environment
  • reflect the online medium
  • make exams open book and ask questions that require students to synthesize, analyze, or apply information from the class discussions, lecture-presentations, and text
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Learning Online Learning - 2 views

shoubang.edublogs.org
shared by alexandra m. pickett on 05 Jul 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      exactly!!! : )
  • Teaching is less about transferring knowledge to learners than giving them the chances to ask the questions and to find answers on their own.
  • Now I know that’s not the only way to teach, not the only way to achieve the teaching goals, and, most importantly, not the most effective way to teach.
  • ...22 more annotations...
  • In my course, it is important that students are able to learn the basics correctly. So I think the course design should foresee situations like these, and, there should be some modules or learning activities within modules that are designed to have the effect of lectures, i.e., a more systematic presentation of the subject matter. I am not sure at this moment whether this will work or not, but to me it seems to be the logical solution to the problems.
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      Why do you do things the way that you do? why do you believe what you believe?
  • July 3rd,
  • On top of it is that it allows the Professor to reach to individual student in a personal tone. I am so used to read assignment and feedback in written format that I don’t remember when was the last time a professor went through my assignment in front of me. Almost always the case that the feedbacks were scribed down on the tiny margins of the papers, with often less then eligible handwritings. I did the same thing to my students when grading their papers and exams. So, using Podcast to give feedback is marvelous. It can easily create a strong sense of connection and trust between the instructor and the student. It helps out the most for those students who may be on the brink of feeling isolated from the learning community or fall behind in the middle of a long and demanding semester.
  • I wouldn’t be surprised if we are asked to when our courses are implemented in coming weeks, and it certainly would be a lot of fun.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      it's coming!! : )
  • Careful choice of words
  • Sharing personal story.
  • It feels real.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      great observations! how will you use this in your own instruction?
  • Professor was right in pointing out that during online course the predominant form of student participation is discussion forum, and it’s up to the course designer to devise ways that can evaluate student’s understanding of the course materials.
  • Discussion Forum Exploring the ethical world Ask it like Socrates Website critique Case study Peer review M1 V V M2 V V M3 V V V M4 V V V V M5 V V V M6 V V V V M7 V V V
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      brilliant!!! way to make your thinking and your design visible to me/us!!!
  • Trust your students, and we will be amazed by what they can come up with.
  • , I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      Great idea!
  • guess I am not the only one in the class who feels weird not be able to share thoughts and reflections as we’ve been doing for weeks. I miss it very much.
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      It has been a little strange, but a welcome break to focus on our courses!
  • Larry was right
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 13 Aug 10
       
      I became very disorientated as well. I did one blog instead ot 2, and I did not refer to the prompts. This has given me an insight about how I should try to find ways to helping students deal with the disorientation. Like you say, it's not the course design. It's other psychological factors. I want to study this effect more and try to understand it. I think it is something important to deal with in online learning.
  • I believe my problem is typical of first-time online course takers. Online learning environment requires a very different mindset and learning style from the students (from teachers as well) in order for the course to be effective and successful. When learners are not aware of this fact, of what their responsibilities are in making it work, online courses are less likely to move forward.
  • detach themselves
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      Hi Shoubang, I am glad you found the peer reviews helpful. I did wonder if my review was too blunt. I visited your course again today. You've covered so much ground in 2 weeks! The course looks fantastic! And yes I saw your inserted "seinfeld" video!
  • Peirce suggests that, since students come to class with loads of opinions about the topics (even more so moral issues, I’d say) whether they are well-informed or not, a way to generate interest in assigned readings is to take a survey of their opinions, or to pre-test their knowledge of the information. (p. 310) I find this suggestion interesting and it leads me back to my earlier reflections on quizzes. Quizzes may not be needed in taking attendance, nor reliable in assessing whether students come to class well-prepared or not, but quizzes may still be useful in inspiring curiosity among students.
  • Provoking discomfort (point 5) is very useful.
  • Creating cognitive dissonance is also a very useful triggering event that may eventually lead to the completion of the cognitive inquiry.
  • I’ve been trying to reflect on my learning process in a very personal way, and I will continue to do this even after the semester finished.
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 10
       
      cool!! i hoped you would : )
  • Given the opportunity, the learners are more likely to express their true selves on consistent basis.
  • I felt like my understanding of the criteria of good course design had increased significantly simply by changing the perspectives back and forth between reviewer and self-reviewer.
  • Melissa Pietricola on 31 Jul 10
     
    ", I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed"
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ENHANCING YOUR TEACHING EFFECTIVENESS - 0 views

honolulu.hawaii.edu/...enhance.htm teaching
shared by Sue Rappazzo on 29 Jun 10 - Cached
  • modate the student's preferred learning style How quickly and well a student learns depends not only on his or her intelligence and prior education, but also on the student's learning style preference. Visual learners gain knowledge best by seeing or reading what you are trying to teach; auditory learners, by listening;and tactile or psychomotor learners, by doing. You can improve your chances for teaching success if you assess your patient's preferred learning style, then plan teaching activities and use teaching tools appropriate to that style. To assess a student's learning style, observe the student, administer a learning style inventory, or simply ask the student how he or she learns best. You can also experiment with different teaching tools, such as printed material, illustrations, videotapes, and actual equipment, to assess learning style. Never assume, though, that your student can read well -- or even read at all.
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Education World ® Administrators Center: Making Retention A Last Resort - 0 views

www.educationworld.com/...admin344.shtml retention
shared by Melissa Pietricola on 16 Jul 10 - Cached
  • Retaining students while their peers are promoted is bad for a child's self-esteem and may not help them academically, according to the argument. But promoting children without the skills for the next grade can be just as demoralizing.
  • "Multi-age learning is the gift of time," Jetel told Education World. "Students work to complete a curriculum cycle. The activities are open-ended and students can work on at their own pace."
  • on Student Grade Retention and Social Promotion, the National Association of School Psychologists (NASP) notes that the use of grade retention has increased over the past 25 years, despite little indication of its effectiveness.
  • ...6 more annotations...
  • between 30 percent and 50 percent of students in the U.S. are retained at least once before ninth grade.
  • The results showed that grade retention had a negative impact on all areas of achievement, including reading, mathematics, and language, as well as socio-emotional adjustment, such as peer relationships, self esteem, problem behaviors, and attendance
  • implementing multiple support programs to help students stay on track to pass the tests the first time
  • students who need extra help will receive differentiated instruction from teachers trained to meet their needs. Students also will receive instruction before and after school, on weekends, and during a Summer Success Academy, designed for second and third graders. The academy's focus will be on reading, writing, and math, and classes with no more than 15 students, according to Klein.
  • smaller classes and earlier support services
  • 'What didn't work? What wasn't done earlier? What do we do to identify the difficulties a kid is having?' If you can't answer the question why the student didn't learn, you are in danger of repeating mistakes."
  • Melissa Pietricola on 16 Jul 10
     
    Social Retentions and the risks to the students
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Neuroscience shows the value of taking a break from the national curriculum | News crum... - 0 views

education.guardian.co.uk/...0,,2278020,00.html education educationguardian learning neuroscience taking a break in learning
shared by Aubrey Warneck on 18 Jul 08 - Cached
  • But the biggest message is that our education system is not necessarily offering children what their developing brains need. We know for certain what good teachers have often said: learning is more profound when it is active rather than passive, and that is that it is vital for education to be tailored to individual pupils' needs.
  • The other key message, he says, is that motivation and a positive attitude are crucial for learning - it is now possible to measure how fear and discomfort can impair a child's ability to learn. It is also possible to see the different neural circuits the brain uses for "extrinsic" learning - which is motivated by a concrete goal such as a good mark - and "intrinsic" learning, which brings its own reward.
  • One of our problems in education is that we constantly have to balance our images of traditional success with the possibilities in our evolving knowledge of scientific development," he said.
  • Aubrey Warneck on 18 Jul 08
     
    Benefits of taking a break in learning.
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Essay & Poster Contest: Building a Classroom Community - 0 views

www.youthuniversity.ca/...annual_essay_contest community building online education teaching presence
shared by Aubrey Warneck on 16 Jul 08 - Cached
  • “Together we are even better: Great things happen when my class is like a community”. The goal of this essay contest is to promote discussion in Ontario classrooms about the meaning of a sense of community and the ways that students and teachers can create a positive classroom community of learners.
    • Aubrey Warneck
      Aubrey Warneck on 16 Jul 08
       
      Maybe having students do an on-line poster contest or essay contest describing/depicting what makes a classroom community work is a good place to start with community building exercises int he online classroom. It will also create teaching presence in that the students will be teaching one another about what they think creates a successful community.
  • Aubrey Warneck on 16 Jul 08
     
    Building classroom community.
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From Andragogy to Heutagogy - 0 views

ultibase.rmit.edu.au/...hase2.htm heutagogy andragogy education teaching assignment
shared by Diane Gusa on 08 Jun 08 - Cached
  • It was always the teacher who decided what the learner needed to know, and indeed, how the knowledge and skills should be taught
    • Jarrod McEntarfer
      Jarrod McEntarfer on 08 Jun 08
       
      Not to be a stick in the mud, but how else will they know whats on the regents exam?
  • The idea that, given the right environment, people can learn and be self-directed in the way learning is applied is not new
    • Jarrod McEntarfer
      Jarrod McEntarfer on 08 Jun 08
       
      Certainly the best way to teach is to allow for self determination, especially with adolesants who reject authority.
  • as Bill Ford (1997) eloquently puts it 'knowledge sharing' rather than 'knowledge hoarding'. In this respect heutagogy looks to the future in which knowing how to learn will be a fundamental skill given the pace of innovation and the changing structure of communities and workplaces.
  • ...2 more annotations...
  • Success is based on attending to narrow stimuli presented by a teacher, an ability to remember that which is not understood, and repeated rehearsal (Emery, 1974, p.2).
    • Jarrod McEntarfer
      Jarrod McEntarfer on 08 Jun 08
       
      Practical knowledge must occur, people can buy a dictionary.
  • Rogers (1969) suggests that people want to learn and have a natural inclination to do so throughout their life. Indeed he argues strongly that teacher-centred learning has been grossly over emphasised. He based his student-centred approach on five key hypotheses: We cannot teach another person directly: we can only facilitate learning; People learn significantly only those things that they perceive as being involved in the maintenance or enhancement of the structure of self; Experience which if assimilated would involve a change in the organisation of self tends to be resisted through denial or distortion of symbolisation, and the structure and organisation of self appear to become more rigid under threat; Experience which is perceived as inconsistent with the self can only be assimilated if the current organisation of self is relaxed and expanded to include it; and The educational system which most effectively promotes significant learning is one in which threat to the self, as learner, is reduced to a minimum".
  • Jarrod McEntarfer on 08 Jun 08
     
    What is Heutagogy
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Never Eat Alone (and Other Secrets to Success, One Relationship at a Time) - 0 views

www.keithferrazzi.com alone eat ferrazzi leadership never
shared by Robert Braathe on 20 Jun 08 - Cached
  • Robert Braathe on 20 Jun 08
     
    One of my favorite books and resources for handling business relationships
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Guns Germs & Steel: The Show. Overview | PBS - 0 views

www.pbs.org/...index.html history
shared by Jeanne Cousineau on 27 May 09 - Cached
  • Inspired by a question put to him on the island of Papua New Guinea more than thirty years ago, Diamond embarks on a world-wide quest to understand the roots of global inequality.
    • Jeanne Cousineau
      Jeanne Cousineau on 27 May 09
       
      These are some of the main questions Diamond answers in his book, Guns, Germs, and Steel. He theorizes that due to the east-west axis of Asia/ Europe (which would include its favorable climate, terrain, and ease of sharing and borrowing technology), the availability of domesticable plants and animals, to name a few, this area had all the right ingredients to be successful, as opposed to the Americas/Africa. The latter had few domesticable animals, a north-south axis, and a difficult terrain for "sharing", to name a few. We will all need to dive further into his book and these sites to uncover all of the necessities that helped some succeed over others.
  • Jeanne Cousineau on 27 May 09
     
    This is just a page from the other PBS bookmark - I've just highlighted text on this page and added a sticky note so you don't need to peruse the site to find it.
  • alexandra m. pickett on 27 May 09
     
    i see your bookmarks in diigo, nicely done! now incorporate the things you bookmarked into a post with links directly to the source urls, not to diigo. (Think of diigo as our shared library where we keep/organize all our links, tagged so we can find them later easily if we want.) in your post link to the source url, on which will be your diigo comments, highlights, and stickies making your post 100% richer. (view all bookmarks and then you can see the list of bookmark tags. Also, what do you thing of tagging things with "module 1" and so on so you can isolate all the resources you bookmark in the course by course module? Think about what will make the tool useful to you today and tomorrow, and what will make it useful to the rest of us in the course. I am very interested in exploring the potential of this tool with your help and in having you tests its features and functionality and push the limits as we kick its tires.
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Best Practices in Designing Online Courses - 6 views

lpc1.clpccd.cc.ca.us/...best_practices on-line education educational theory Best Practices
shared by Donna Angley on 01 Jun 10 - Cached
  • Las Positas College This document, along with the accompanying examples, was created to help LPC faculty design online courses that are instructionally and pedagogically sound. The best practices are a synthesis of strategies, activities, design techniques, organizational tips, etc., that have been successful in higher education. They have been approved by the LPC Distance Education Committee and have been made available to all current and future LPC online instructors.
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Collective Cognitive Responsibility for the Advancement of Knowledge - 0 views

ikit.org/...inpressCollectiveCog.pdf education learning teaching technology Knowledgebuilding
shared by Diane Gusa on 05 Jun 11 - No Cached
  • Diane Gusa on 05 Jun 11
     
    the challenge addressed by Knowledge Forum and knowledge building pedagogy is to engage students in the collaborative solution of knowledge problems, in such a way that responsibility for the success of the effort is shared by the students and teacher instead of being borne by the teacher alone.
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http://scholar.lib.vt.edu/ejournals/JCTE/v19n2/pdf/redmann.pdf - 0 views

scholar.lib.vt.edu/...redmann.pdf technology-distraction
shared by alexandra m. pickett on 06 Jun 11 - No Cached
  • Nicole Arduini-Van Hoose on 06 Jun 11
     
    Discusses the integration of technology in education, including barriers to success and implementation of the KOTRLIK/REDMANN TECHNOLOGY INTEGRATION MODEL
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ETAP640 Summer 2011 Blog - 2 views

kbarss.edublogs.org
shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • 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?
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      brilliant!
  • challenge!
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      self assess!
    • Kimberly Barss
      Kimberly Barss on 03 Jul 11
       
      check!
  • ...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. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      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,
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      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.
    • Kimberly Barss
      Kimberly Barss on 03 Jul 11
       
      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
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Very. I found myself not wanting to step away from the computer, even to eat. Eventually, I got hungry enough and forced a break.
    • Kimberly Barss
      Kimberly Barss on 03 Jul 11
       
      Yes! The faculty on the SLN website even said that online teaching is an addiction!
  • Blackboard
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      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
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      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.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      I had the same thought. I only hope that the computer lab is open during my class time.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Your sticky notes are usually "floating" so I never know what you're commenting on. Can you make them stationery?
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      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
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      i am really glad you did NOT drop the course!!! : ) me
  • punishment
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      : ) seriously teacher-centric...
  • 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.
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      LOVE the new theme Kim! looks great!
  • half of the requirement for this class.
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      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.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      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! 
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      Two thumbs up!
  •   I made all of my assignments turned in to me, privately,
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      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.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      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.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      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. 
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      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 :-)
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      :)
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      congratulations kim!!!!
  • 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
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      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.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      "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
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      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.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Can you teach it elsewhere? As we have learned in this class, online learning is up and coming. It might be worth looking into.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      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). 
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      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? 
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      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
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Do you mean the background or theme of the course, because I'd love to know how to change that.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      I am almost three times that....almost :)
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      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.
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Student success in higher education - 0 views

www.aft.org/...studentsuccess0311.pdf Education teaching
shared by Diane Gusa on 07 Jun 11 - No Cached
  • Diane Gusa on 07 Jun 11
     
    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.
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Humor in the Online Classroom | TurnedPart.com - 0 views

www.turnedpart.com/?p=3333 humor funny humor in the online classroom
shared by alexandra m. pickett on 14 Jun 11 - No Cached
  • cautions that humor online takes a more conscious effort, one that is more planned and deliberate than the traditional spontaneous moment one might experience in a face-to-face course. Since there are no verbal cues or facial expressions, the right word said at the right time are vital to success. The danger, of course, for both faculty and students, is misinterpretation.
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Building Learning Communities in Online Courses: the importance of interaction - 1 views

coe.nevada.edu/...lding%20Online%20Community.pdf swan community research pdf
shared by alexandra m. pickett on 14 Jun 11 - No Cached
  • Nicole Arduini-Van Hoose on 14 Jun 11
     
    "This article discusses course design factors affecting the success of asynchronous online learning, with a special focus on the social development of learning communities through online discussion."
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