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Daniel Hacker - 1 views

danontrumpet.edublogs.org
shared by alexandra m. pickett on 27 Jul 13 - No Cached
  • Using these principles while developing my course has opened up my thoughts on creating successful teaching environments both in the online and f2f platforms.
  • Remember that learning is an adherent capability within people. You don’t have to put it in to people, you have to encourage it and bring that out.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 13
       
      well said!!
  • “What have you got yourself into.  I feel overwhelmed! Can I pull this off? Should I drop this class? Is it worth it? How could I ever build an entire online class over the course of a summer? Is she nuts? ….Oh yes, she’s definitely nuts!”.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 13
       
      LMAO - totally. : ) so glad you didn't quit!!
  • ...1 more annotation...
  • In life, as taught in this course, we must: Reflect, Connect, Organize, Build, Refine, Implement, and Evolve. These are not only the titles of our modules this semester, but a guide to success. If we fail to use these seven principals, we will never be the best educators possible and will have mediocre learning environments, and non engaged students.  Stay one step (or several for that matter) ahead of your students. The best quote from this class that I will use until the day I die, “Assume Nothing, Anticipate Everything”. Remember to breathe! You can do this! -Professor Pickett
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http://biglearningevent.wisc.edu/study-groups/wp-content/blogs.dir/2/files/group-docume... - 0 views

biglearningevent.wisc.edu/...ExperienceinWorkandLeisure.pdf
shared by Heather Kurto on 12 Aug 13 - No Cached
    • Heather Kurto
      Heather Kurto on 12 Aug 13
       
      The first, based on flow theory, predicts that experience will be most positive when a person perceives that the environment contains high enough opportunities for action (or challenges), which are matched with the person's own capacities to act (or skills). When both challenges and skills are high, the person is not only enjoying the moment, but is also stretching his or her capabilities with the likelihood of learning new skills and increasing self-esteem and personal complexity. This process of optimal experience has been called flow (Csikszentmihalyi, 1975, 1982; Inghilleri, 1986b)
    • Heather Kurto
      Heather Kurto on 12 Aug 13
       
      Needless to say, such a blindness to the real state of affairs is likely to have unfortunate consequences for both individual well-being and the health of society. Following the cue of their motivation, people will try to do more of those activities that provide the least positive experiences and avoid the activities that are the source of their most positive and intense feelings. At the societal level, this trend will add up to a continuing exodus from productive activities in favor of leisure.
    • Heather Kurto
      Heather Kurto on 12 Aug 13
       
      It is highly probable that if people admitted to themselves that work can be very enjoyable-or at least, more enjoyable than most of their leisure time is-they might work more effectively, achieve greater material success, and in the process also improve the quality of their own lives.
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http://www.realtechsupport.org/UB/MRIII/papers/CollectiveIntelligence/Levy_CollectiveIn... - 0 views

www.realtechsupport.org/...ollectiveIntelligence_2005.pdf
shared by Heather Kurto on 07 Aug 13 - No Cached
    • Heather Kurto
      Heather Kurto on 07 Aug 13
       
      Internet is a truly Surrealist mode of communication from which 'nothing is excluded,'  neither good nor evil, nor their many forms, nor the debate which would vainly attempt to  separate them. The Internet represents the unmediated presence of humanity to itself since  every possible culture, discipline and passion is therein woven together. The fact that  everything is possible on the Internet reveals mankind's true essence, the aspiration towards  freedom. 
    • Heather Kurto
      Heather Kurto on 07 Aug 13
       
      Such power, freedom and responsibility can only oblige us to be audacious in creating  new paths to the future. In one sense, nothing will ever change. As always, we will be bom,  suffer, love, weave beautiful and meaningful patterns together, and then we will grow old  and die. 
    • Heather Kurto
      Heather Kurto on 07 Aug 13
       
      We must move in the direction of a more  powerful and deliberately assumed freedom and collective intelligence. 
  • ...2 more annotations...
    • Heather Kurto
      Heather Kurto on 07 Aug 13
       
      There is the dimension of power-sharing along the lines of Cyber-democracy. There is the  dimension of productivity and prosperity along the lines of Information Capitalism. Then  there is the dimension of spiritual and artistic grace in which the multiplicity of virtual  worlds and games contributes to the comprehension of the sacred world. 
    • Heather Kurto
      Heather Kurto on 07 Aug 13
       
      Cyberspace is in the process of becoming the ecosystem for the world of ideas,  it is a bustling no?sphere which is transforming rapidly and which is beginning to take  control of the biosphere, directing its evolution towards its own ends. Life in its entirety is  rising up towards the virtual, towards infinity, through the door opened by human language. 
2More

FRENCH 101 Observation Course - 0 views

support8.sln.suny.edu/...default.asp
shared by Arnaldo Robles on 24 Jun 12 - No Cached
  • I want you to guess at meanings. Do not look up words in a dictionary
  • Amy M on 24 Jun 12
     
    A traditional online class
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Zone of Proximal Development - Scaffolding | Simply Psychology - 0 views

www.simplypsychology.org/e-of-Proximal-Development.html ZPD Vygotsky scaffolding constructivism Zone of Proximal Development Theories learning
shared by lkryder on 08 Jun 13 - No Cached
  • "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers"
    • lkryder
      lkryder on 11 Jun 14
       
      Here is where to look for the classroom activities vs the home activities in a flipped or hybrid classroom
  • lkryder on 11 Jun 14
     
    Nice simple explanation of ZPD
  • lkryder on 11 Jun 14
     
    This is a nice write up of the ZPD which I find is becoming a hot topic in Higher Ed as colleges finally start examining how students learn in as much depth as K-12 has been
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How to do a job interview via Skype - CBS News - 0 views

www.cbsnews.com/...o-do-a-job-interview-via-skype job interview skype
shared by sherrilattimer on 17 Jun 14 - No Cached
  • All the regular interview rule apply -- speak slowly and clearly, focus on your accomplishments, don't bad mouth your former employers, and wear proper interview clothing. Don't be tempted to wear jeans and a t-shirt because it's "just" a Skpe interview. (And even though it may be tempting to put on a button down shirt and tie on not bother with nice pants, you could get caught and wind up looking foolish, so dress properly from head to toe.)
  • Skype, Google Hang Out, Go To Meeting
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Jing, screenshot and screencast software from TechSmith - 1 views

www.techsmith.com/jing.html screencasts jing screencast TechSmith screenshots
shared by alexandra m. pickett on 13 Jun 12 - No Cached
    • b malczyk
      b malczyk on 20 Jul 12
       
      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.
  • Take Screenshots: Capture an image of what you see on your computer screen Record Screencasts: Record up to 5 minutes of onscreen video
  • Jing eliminates a lot of phone and email time
    • b malczyk
      b malczyk on 20 Jul 12
       
      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.
    • b malczyk
      b malczyk on 20 Jul 12
       
      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.
  • ...2 more annotations...
  • Give your students the information they need
    • b malczyk
      b malczyk on 20 Jul 12
       
      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.
  • b malczyk on 20 Jul 12
     
    jing- screen shots on to use blackboard
8More

elearn Magazine: Transition from Tradition: 9 Tips for successfully moving your face-to... - 1 views

elearnmag.acm.org/featured.cfm teaching transition online_facilitation
shared by efleonhardt on 13 Jun 14 - No Cached
  • Try and make similar assignments as regular as possible, but don't try and fill up every day.
  • erms of what would fit on a phone screen for students to read while they're waiting in line for a latte.
  • Short virtual lectures of 10 minutes or less used to orient students to the course, to introduce a module, or to demonstrate how to solve a particular style of problem are efficient teaching tools that students can access again and again.
  • ...5 more annotations...
  • reate assignments that are challenging yet relevant to them
  • give it early and often
  • As the first activity in your course, create a short orientation video using one of the programs mentioned above to show them how and where to find materials, calendars, quizzes, assignments, discussion boards, e-mail, announcements, drop boxes, etc.
  • Create a mandatory orientation module that has your syllabus, orientation video, and short exercises that let them practice turning in assignments, similar to what they'll see later down the road
  • . Let students help each other out
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Size Matters: How Much Reading to Assign (and other imponderables) - Center for Teachin... - 1 views

languages.oberlin.edu/...assign-and-other-imponderables reading
shared by dkiesel on 23 Jun 14 - No Cached
    • dkiesel
      dkiesel on 23 Jun 14
       
      Getting carried away reading other students links and exploring websites assigned for class takes a lot of time. The measurement of what becomes important to the student changes as the student exp[lore. The teacher on the other hand is stagnent with assigned expectations.
  • Similarly, assigning four different articles in one week might mean than they aren’t getting as much as they could out of any of them. Less can be more.
  • Novices and experts. Many of the above points relate to the fact that we read as experts while our students are still novices and are really learning how to read appropriately to build up their expertise.
  • ...1 more annotation...
  • Keep those calendars in mind.
  • dkiesel on 23 Jun 14
     
    How many assignments are resonable to expect of students to complete
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Adaptive Learning System - The Role of Adaptive Learning in Math - 0 views

www.dreambox.com/adaptive-learning learning Adaptive ZPD
shared by lkryder on 02 Jul 14 - No Cached
  • Pedagogically and research-based intelligent adaptive learning technology accesses and stays in the Zone of Proximal Development (ZPD) for each learner. That means it provides the right next lesson at the right level of difficulty at the right time. When work is easy, learners can do the work on their own without any help. It’s in their "comfort zone." If all the work a learner is asked to do is always in the comfort zone, no real learning will take place and the learner will eventually lose interest. Conversely, when the work is too hard, the learner becomes frustrated and will likely give up. The area between the comfort zone and the frustration zone is the one where true learning will take place – the optimal learning zone. It’s the area where a learner will need some help or will need to work hard to understand a concept or complete a task. By keeping the challenge appropriate, the learner is guided to be a mathematical ‘doer’ — someone who thinks and strategizes in ways they can apply in school and in their real life experience. This is optimal teaching and optimal learning.
    • lkryder
      lkryder on 02 Jul 14
       
      This has been my thinking all along on the gamefying and my weekly really hard quizzes. Now I hope to build on it.
  • lkryder on 02 Jul 14
     
    This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.
  • lkryder on 02 Jul 14
     
    This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.
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2001 Beder - 0 views

www.adulterc.org/...2001beder.htm
shared by sherrilattimer on 09 Jun 14 - No Cached
  • Their most commonly expressed intention was to meet learners' needs.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      Meeting learner's needs rather than challenging them to rise to find out more.
  • In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
  • They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
  • ...21 more annotations...
  • Although adult literacy teachers intend to be learner-centered they, teach in teacher-directed ways. Why? Although it could be that teachers were induced to teach in teacher-directed ways by supervisors or other forces, we found no evidence of this. Rather, we conclude that there two reasons. The first pertains to the socialization process that all teachers and learners are products of. The roles of teacher and student are two of the most intensely socialized roles in our society. The great majority of the teachers we observed were certified in K-12 education. For them, socialization into the teacher role began in grade school and continued through their teacher training. For learners, socialization into the student role also began in grade school and continued until they dropped out of school.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is so true! If you ask a random person to teach a lesson, they think it's about standing in front of the room and talking to the group. They will ask questions, and ask for "students" to raise their hand to answer.
  • We infer that teachers taught in teacher-directed ways because that that way of teaching was a deeply ingrained product of their socialization.
  • teachers believed that their learners were primarily motivated toward obtaining their GEDs, and the perceived benefits of doing so, in the shortest possible time
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • Most teachers maintained a helping posture in class. Thus, there appears to be a duality to the meaning teachers of adult literacy education ascribe to their teaching. While their instruction is teacher directed, their learner-centered values and beliefs are manifest in their affective relations with learners. In this sense, for adult literacy teachers being learner-centered is not a teaching technology or methodology. Rather, it is a set of values that guide teacher-learner interactions.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is the key to all of it for me, personally. I think all of this is true for my co-workers and me.
  • Teachers liberally praised learners for correct answers and rarely sanctioned learners negatively for such things as being tardy or tuning out.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I JUST finished writing this exact thing about myself!!! Who would have thought that I fit into the research-based mold of an adult literacy instructor.
  • If teacher-directed instruction is indeed a product of intense and protracted socialization and commonly held beliefs about learners' motivations, then changing teacher-directed behavior will be a very difficult task, perhaps requiring re-socialization. Such an effort may be beyond the means of the current professional development system in adult literacy education.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I think it is beyond the means of the current professional development system in adult literacy education because there is a high rate of turnover. I think once someone has a certain degree of skill or education, they are seeking out another position. I think this report should have been followed up/accompanied by a survey of the teachers.
  • Equipped for the Future (Stein 1999) advocates a form of adult literacy based on what learners need to do in their roles of worker, parent and citizen.
  • Gillespie (1989) advocates an instructional model for adult literacy that emphasizes critical thinking.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education
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Tips for Establishing a Rapport with Online Students Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...a-rapport-with-online-students rapport
shared by efleonhardt on 20 Jul 14 - No Cached
  • Start your course or program with a welcoming e-mail.
  • Follow up on all e-mail received—and promptly.
  • Use chat rooms, threaded discussions, journals, etc.
  • ...4 more annotations...
  • Send general e-mails throughout the course—and post them.
  • ompliments on their work, insights, extra efforts, an outstanding project or paper, etc.
  • Do not use stuffy, formal language
  • Do occasional “just-for-fun” things.
2More

A FOLLOW-UP INVESTIGATION OF "TEACHING PRESENCE" IN THE SUNY LEARNING NETWORK - 2 views

ualbany.mrooms.net/..._the_SUNY_Learning_Network.pdf Teacher Presence Environment Online
shared by Jessica M on 16 Jul 14 - No Cached
    • Jessica M
      Jessica M on 16 Jul 14
       
      "Good learning environments are also community centered" - students feel safe to ask questions, become involved in class discussion and learning
    • Jessica M
      Jessica M on 16 Jul 14
       
      "Effective learning environments are also learner centered" - strength, interests, preconceptions of learners  - help connect students with what they previously know to new information 
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My Online Teaching Journey | ETAP 640 - 1 views

kasey8876.edublogs.org
shared by alexandra m. pickett on 24 Jul 14 - No Cached
  • I learned that the more you understand and grow the more you can offer your students.
    • alexandra m. pickett
      alexandra m. pickett on 24 Jul 14
       
      Eureka!!!
  • I feel good about what I have created and know that what I learned will help me and my students.
  • I feel accomplished!
  • ...2 more annotations...
  • I found it is the revisions and creation of the product that you learn, you learn in the doing… the applying and the creating.
  • I learned that you need to have a solid foundation to start by assessing skill levels and giving students the fundamentals is an essential process. You need to break learning up into manageable part but embed learning exercises to enhance knowledge. You have to know your audience and be aware of your assumptions. When designing a course you need to use best practices to enhance your course design. You will put a lot of time and effort in the design process… as a result expect a little blood sweat and tears (there is no guarantee you will look the same at the end :).  It is important to remember a students way of learning evolves, that means your teaching style will have to evolve too. Don’t be afraid to try new things…the more you learn the more you can offer your students.  Learn to be a self-reflective, dig deep into yourself but more importantly I learned there is a great thing to be gained in the perspective of others, value that and seek that out. This course is more than a process it is a journey!
    • alexandra m. pickett
      alexandra m. pickett on 20 Aug 14
       
      wow! ... this is why i love metacognitive reflection!
18More

The absolute basics about assessment - 0 views

www.hpcnet.org/assessmentbasics skills knowledge attitude angelo assessment performance indicators instruments measures
shared by Joan Erickson on 08 Jun 10 - Cached
  • assessment instruments or measures.)
    • Joan Erickson
      Joan Erickson on 08 Jun 10
       
      "assessment instruments or measures"----hmm, have to look it up. What are other assessment measures I can use?
  • analyze
    • Joan Erickson
      Joan Erickson on 08 Jun 10
       
      Don't forget to ask the students to give feedback
  • results
  • ...12 more annotations...
  • employ the results
    • Joan Erickson
      Joan Erickson on 08 Jun 10
       
      3 R's: results, reflect, refine
  • Assessment is an ongoing process aimed at understanding and improving student learning
  • decide what skills, knowledge, and/or attitudes
  • performance indicators
  • results
  • consider the results of your assessment.
  • results
  • results
  • results
  • results
  • reflection
  • refinement
1More

For Students | STAYSAFEONLINE.org - 2 views

www.staysafeonline.org/...for-students cybersecurity safety
shared by Tera on 05 Jun 10 - Cached
  • The Internet is an amazing tool that provides both opportunities and risks. It is a source of endless information, but must be used with good judgment. When you log on to the campus network (or any network), what you do online could have impact not only on your one computer but other students and the network as well. By combining up-to-date security tools with good judgment, you and your college community are much less likely to encounter a security violation, loss of data, or system problems.
2More

Interaction in Online Courses: More is NOT Always Better - 2 views

www.westga.edu/...Grandzol_Grandzol132.html interaction courses education learning teaching online technology
shared by Danielle Melia on 18 Jun 10 - Cached
  • Francisca Capponi on 18 Jun 10
     
    "Interaction in Online Courses: More is NOT Always Better"
  • Joy Quah Yien-ling on 19 Jun 10
     
    Very interesting hypothesis and findings. Makes you think. Left readers dangling - did not follow up with reasons why more interaction is not always better. A qualitative investigation after the quantitative findings would have provided some insights. Good literature review, but all in favor of interaction! More studies needed to lend support to the findings. A meta-analysis would be valuable.
1More

50 Ways to Use Wikis for a More Collaborative and Interactive Classroom | Smart Teaching - 2 views

www.smartteaching.org/...tive-and-interactive-classroom wikis collaboration
shared by Francisca Capponi on 13 Jul 10 - Cached
  • Joy Quah Yien-ling on 14 Jul 10
     
    A treasure trove of ideas Francisca, thank you. Just what I have been looking for. Have you tried Google Sites? It's a great wiki. Easy to set up, and easy to use. Now I have plenty of ideas for using it. Thanks again.
5More

Cowboy Songs and Singers: Of Lifeways and Legends - 3 views

www.merlot.org/...viewMaterial.htm module 4 assignment grateful dead lyric and perfrmoance methodd
shared by Mike Fortune on 13 Jul 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 17 Jul 10
       
      mike: when you add a sticky, you need to post it to the group, otherwise it is a private annotation.
    • Mike Fortune
      Mike Fortune on 17 Jul 10
       
      Okay here I go!
    • Mike Fortune
      Mike Fortune on 17 Jul 10
       
      Students will be learning from this resource in my third module.
  • Mike Fortune on 16 Jul 10
     
    Wow! This will be a great activity for my course! It takes students way back to a part of the Grateful dead's music influences that doesn't get much credit- at least in New York State!
  • Mike Fortune on 17 Jul 10
     
    My annotations, highlights and stick notes for this resource can be found on MY Library on Diigo. For some reason, all my annotations are not showing up here on our group page. Anyone know why?
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