So far I am enjoying the experience
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ETAP640 Summer 2011 Blog - 2 views
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What are the most effective instructional technology tools available to me to help me meet my instructional objectives?
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challenge!
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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.
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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.
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I have been spending quite a bit of time and energy learning the Moodle system,
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I think I spent the entire weekend last week playing around in Moodle, learning how things worked, and trying to set up my basic module outline. Once I got the hang of it, I kinda like it. I find with technology that it just takes time and patience (not my forte) to really grasp it. I don't think computer skills of any kind can be learned from a book alone; it needs to be hands on learning. -
I completely agree! I am a very hands on and visual person, I need to INTERACT with the material in real life or else it's just text on a page.
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It is ENGAGING
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Very. I found myself not wanting to step away from the computer, even to eat. Eventually, I got hungry enough and forced a break.
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Yes! The faculty on the SLN website even said that online teaching is an addiction!
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Blackboard
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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.
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I’m really starting to get the hang of the expectations for posts
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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.
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I had the same thought. I only hope that the computer lab is open during my class time. -
Your sticky notes are usually "floating" so I never know what you're commenting on. Can you make them stationery?
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I wonder the same thing...this applies to several blogs ago. I guess we need to add a date or title.
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This course has been the most difficult course that I have ever taken
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I was teetering between dropping the class
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punishment
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I am still under the impression that the interactions required of us in the discussion space are too numerous.
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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.
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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.
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half of the requirement for this class.
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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.
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I was given this gift: show your students the importance of reflection.
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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!
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Because of that, I need to embrace these tools, explore new ideas, and for goodness sake- think about the STUDENT.
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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.
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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.
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I think that embedding a youtube video or loading a podcast are in my future and I can’t wait!
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I made all of my assignments turned in to me, privately,
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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.
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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.
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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.
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I thought done, done, done is at the end...aren't we going to have peer feedback next module?
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I’ll have my master’s in December and I couldn’t be more proud.
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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 :-)
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I feel like a late bloomer (I’ll be 26 in November
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#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
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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.
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"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.
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feedback
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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.
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o there will likely never be online courses at Mildred Elley.
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Can you teach it elsewhere? As we have learned in this class, online learning is up and coming. It might be worth looking into.
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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!
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ETAP 680 (research seminar).
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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.
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quality with the traditional classroom in the public eye?
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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.
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prettying up
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Do you mean the background or theme of the course, because I'd love to know how to change that.
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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.
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the more effort you put into it, the more successful you’ll be.
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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.
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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.
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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.
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Nothing should be an accident or “just because” in the online teaching environment.
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Students don’t want their time wasted.
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Using Metrics to Describe the Participative Stances of Members Within Discussion Forums - 0 views
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Researchers using forums and online focus groups need to ensure they are safe and need tools to make best use of the data. We explored the use of metrics that would allow better forum management and more effective analysis of participant contributions.
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Describing the Habits of Mind - 0 views
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h, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions.
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Persisting
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Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. —Conrad Hilton
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Managing Impulsivity
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Listening with Understanding and Empathy
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Highly effective people spend an inordinate amount of time and energy listening (Covey, 1989).
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Senge, Roberts, Ross, Smith, and Kleiner (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words—listening not only to the "music" but also to the essence of the person speaking; not only for what someone knows but also for what that person is trying to represent
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Questioning and Posing Problems
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Thinking Flexibly
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Flexible thinkers display confidence in their intuition
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They tolerate confusion and ambiguity up to a point, and they are willing to let go of a problem, trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity, and repertoire. Although many perceptual positions are possible—past, present, future, egocentric, allocentric, macrocentric, microcentric, visual, auditory, kinesthetic—the flexible mind knows when to shift between and among these positions
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Thinking About Thinking (Metacognition)
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Striving for Accuracy
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Whether we are looking at the stamina, grace, and elegance of a ballerina or a carpenter, we see a desire for craftsmanship, mastery, flawlessness, and economy of energy to produce exceptional results
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our inclination and ability to find problems to solve.
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Intelligent people are in a continuous learning mode
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Applying Past Knowledge to New Situations
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Thinking and Communicating with Clarity and Precision
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Gathering Data Through All Senses
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Creating, Imagining, Innovating
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Creative people are open to criticism. They hold up their products for others to judge, and they seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.
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Responding with Wonderment and Awe
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Taking Responsible Risks
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Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall
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Thinking Interdependently
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Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual
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Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others
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t also requires developing a willingness and an openness to accept feedback from a critical friend. Through this interaction, the group and the individual continue to grow. Listening, consensus seeking, giving up an idea to work with someone else's, empathy, compassion, group leadership, knowing how to support group efforts, altruism—all are behaviors indicative of cooperative human being
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Remaining Open to Continuous Learning
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Generative listening is the art of developing deeper silences in oneself, slowing the mind's hearing to the ears' natural speed and hearing beneath the words to their meaning
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They are invigorated by the quest of lifelong learning. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this Habit of Mind are always striving for improvement, growing, learning, and modifying and improving themselves. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn (Bateson, 2004).
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Have you every heard of habitus? http://en.wikipedia.org/wiki/Habitus_(sociology)
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Clearswift's 'Web 2.0 in the Workplace' report launched | Dynamic Business - Small Busi... - 0 views
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Independent international research undertaken by Clearswift in 2007 found that just 11% of global businesses were making use of Web 2.0 technologies such as Facebook and Salesforce.com
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Three years on, the latest figures show over two-thirds of companies are allowing and encouraging the use of web collaboration or social media tools in the workplace.
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Australian business users enjoy high use of Web 2.0 technologies, such as collaborative meeting, intranet, financial, CRM and social networking applications. However, they appear the least concerned about the security implications (at 53%) despite ranking second highest of respondents who have sent
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content via email or online applications they later regretted (29%).
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however the research shows that half of managers believe that web collaboration te
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ology is now ‘critical’ to the future success of their business.”
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Barriers to adoption: Barriers to adoption of social media have shifted from productivity to focus on security, with 53 percent of companies concerned about security threats and 31 percent concerned about data breaches.
Minter, M.. (2011). - 1 views
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ISJ 27: MYTHS ABOUT ONLINE EDUCATION: - 0 views
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Online education, on the other hand, is declared to be “a more student-centered, collabora- tive, and egalitarian learning environment” (Weisenberg & Hutton, 1996). In this new paradigm, students become self-motivated managers of their own learning instead of passive bystanders, with the ability to select learning activities that best fit their backgrounds, interests, and careers
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(Zhang and Nunamaker, 2003), while instructors move away from the roles of an oracle, lecturer, and purveyor of knowledge toward those of a facilitator, guide, and mentor (Bernard et al., 2000; Eastmond, 1996; Leidner & Jarvenpaa, 1995; Murphy & Cifuentes, 2001; Raymond, 2000; Shedletsky & Aitken, 2001; Weisenberg & Hutton, 1996). In essence, it is believed that the online forum breaks down the teacher-student hierarchy (Weisenberg & Hutton, 1996).
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Our conclusion after reviewing the various points of view on this issue is that the notion of stu- dent-centeredness needs to be further clarified before one can even start determining whether or not the student-centered philosophy is a precondition for effective online IS courses
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This myth, somewhat related to myth #2, arises from and also reinforces the belief regarding the (allegedly) changing role of faculty.
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This myth therefore implies that Page 11 Sarker & Nicholson 65 online education either automatically enables a change, or at the very least, requires a change in attitude/approach of the instructor in order to be effective
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Our own conclusion is that the “guide” versus “sage” debate reflects deep-rooted assumptions and philosophical beliefs regarding the nature of education, including online education, rather than empirical reality associating pedagogical style and effectiveness of courses delivered over different media. I
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New models for learning flexibility: Negotiated choices for both academics and students - 0 views
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Eisner (2003) claims that it is appropriate to take into account a learner’s frame of reference.
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While, the educational value of using a social constructivist approach is supported in educational literature (Jonassen, 1998; Garrison & Anderson, 2003), individual constructivism and self-directed learning (Merriam & Cafarella, 1999) are also valid educational strategies
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The flexible model proposed in this paper would allow informed choice by both students and academics, thereby resolving equity considerations and providing choices for academics, learners and learning
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Professor Richard Johnson describes open learning as ‘an approach rather than a system or technique; it is based on the needs of individual learners, not the interests of the teacher or the institution; it gives students as much control as possible over what and when and where and how they learn; it commonly uses the delivery methods of distance education and the facilities of educational technology; it changes the role of teacher from a source of knowledge to a manager of learning and a facilitator. (pp. 7-8
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MIT Open Courseware - 0 views
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What Makes a Short Story
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I like this "introduction" to what makes a short story. I did something very similar in my course, so I feel like I'm on the right track.
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I hadn't thought about a group project for my course; however, after reading about these students writing and publishing a short story, it got me thinking. I was originally going to have my students do a final paper comparing two stories. Then I decided I wanted to do something different and a bit more collaborative. After seeing this website, I started to think about a group project more seriously. Then I thought I'd like it to be a little more hand-on like this course, and so it has morphed into a final group project where they can decided to either write a short story or create a multi-media presentation of a short story we've read. This website got me thinking about the project from the students' perspective. Giving them the choice to write or use multi-media is a better idea and will get the creative juices flowing. It also puts them more in control of what they want to do creatively.
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brilliant!!! student perspective- student choice - control, creativity, innovation in student hands : ) !!!!
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Silko, Leslie Marmon.
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I am glad to see an American Indian writer included in the syllabus. I also included a story by Leslie Marmon Silko called "Lullaby."
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Everyday Use Walker." I
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I too included this story in my course. For those of you that might not know, Alice Walker is the author of "The Color Purple."
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A Good Man is Hard To Find."
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Again, I also included this particular story in my course. Flannery O'Connor has written many short stories, but this one is probably a "classic" within the genre.
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Usage of Point of View
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Point of view is the first thing a writer has to think about when preparing to write. Depending on the point of view, what is written and how it is written will be very different.
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The Yellow Wallpaper."
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This is an exaggerated account of the actual post pardom depression that the author suffered from after the birth of her daughter. Again, a classic short story that I have included in my course also under "point of view."
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To Build a Fire Faulkner
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I love that they too included this story. As you read it, you can't help but wonder how Jack London manages to keep describing his surroundings, which really don't change. He's a master.
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Workshop
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I like that there is a workshop component to this course, where it appears that students will go through the process of writing a short story. It also looks as if they might publish as well, or at least go through the process of publishing so that students can attempt to publish in the future.
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Discussion of Getting Published in the Real World
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Excellent resource for those students who are seriously looking at writing for a living.
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This class will focus on the craft of the short story, which we will explore through reading great short stories, writers speaking about writing, writing exercises and conducting workshops on original stories.
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Online K-8 Program | K12 - 0 views
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individualized learning
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While individualized does not always equate with student centered, I would hope to focus more on a student centered approach while designing an online learning program.
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each student is typically assigned to one teacher who manages an Individualized Learning Plan, monitors progress, and focuses on each student's individual problem areas.
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The changing role of teacher in this online environment. It seems as if the parent is the main person directing education.
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parent booster clubs, museum trips, student clubs, school activities, picnics and more.
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Social community building is still an important part of the educational system.
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shared by katespina on 23 Jul 14
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Understanding the Antecedents of Effective Knowledge Management: The Importance of a Kn... - 1 views
onlinelibrary.wiley.com/...2747BE2E4D53247F71E4B90.f03t01
module 4 assignment online education teaching
shared by katespina on 23 Jul 14
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those organizational qualities that encourage knowledge creation and dissemination
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This discusses the idea of cooperative learning - encouraging knowledge creation and the spread of the knowledge that is gained.
To-do list and task manager. Free, easy, online and mobile: Todoist - 0 views
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The 8-Step Process for Leading Change - 0 views
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To successfully react to windows of opportunity, regardless of the focus - innovation, growth, culture, cost structure, technology - a new methodology of change leadership is required.
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Breaking the Mold: An Educational Perspective on Diffusion of Innovation/Change Agents ... - 0 views
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Wikibook chapter examines why a change agent is necessary and what an educator as change agent does.
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Effective assessment in a digital age - 0 views
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"Assessment lies at the heart of the learning experience: how learners are assessed shapes their understanding of the curriculum and determines their ability to progress."
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"The timing and management of assessments has also benefitted from the application of technology. "
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"'It would be better if… there were different ways of assessing, rather than just all coursework and exams at the end… You do get quite enthusiastic about the first one or two, but when it gets to the fourth one, it does become so mundane and so dull.'"
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http://www.cambridge.org/other_files/downloads/esl/booklets/Jones-Student-Centered.pdf - 0 views
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Classroom management tips to a successful student-centered learning environment. -
A student-centered approach helps students to develop a "can-do" attitude. It is effective, motivating, and enjoyable. This booklet sets out to discuss how this approach can be implemented. It also deals with the problems that may arise.
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Promoting Critical Thinking through Online Discussion: Developing Questions and Managin... - 1 views
cit.duke.edu/...ILLY_PACKET_2013.148184556.pdf
Socratic questions online discussion critical thinking
shared by Alicia Fernandez on 28 Jun 14
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Presentation with samples of Socratic questions for student use in ODB. Also, guidelines for evaluation of potential questions. Note: File only opened in IE.
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Management Strategies: Do Smaller or Larger Groups Promote Better Individual Performanc... - 0 views
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while larger teams generally are more productive overall than smaller ones, individual members of the bigger groups were less fruitful than their counterparts on the smaller teams.
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people may not have the time and energy to form relationships
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On a smaller team, people knew what resources were available and felt they could ask questions when things went wrong. The situation was more controllable
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motivation and coordination loss.
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