It is definitely not for everyone -- you must be committed (especially time-wise) to using it. But knowing that you and your hundreds of students are finally seeing eye-to-eye is worth the effort!
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article02 - 0 views
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"The online learning classroom in its shift from the physical to the virtual may require new ways of approaching instructional design to best capitalize on the qualities that the online learning classroom offers (Mortera-Gutierrez, 2002, p.191). Designing the online learning classroom with an eye towards creating social presence is one such way that instructional design can be used to meet the challenge of the virtual classroom space."
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Using Facebook to build community in large college classes (essay) | Inside Higher Ed - 1 views
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The success of Fb described above, as well as survey data I collected showing positive reactions to the Fb group, will lead to my continued use of this technology.
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After all the years of teaching these “mega-sections” and with the tough financial situation of my state university it was clear that this type of class was not going away.
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I was hoping to include something that would add a greater sense of community to the class, something that everyone in the class could use to better connect to one another.
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I knew the data about how many college students were on Fb, but would students be willing to spend some of their valuable Fb time communicating within a Fb group for a college course? Also, would I be willing to become an avid Fb user, following the flow of communication several times a day? It did not take long to learn that the answers to these questions was “Yes,” and that I had reached my goal of facilitating a sense of community. Although joining the Fb group for the course was not required, a little over 80 percent of the class became members of the group.
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These included everything from asking for notes, getting clarification on points made in lecture, posting videos and images that pertained to class material, forming study groups, noting relevant events on campus, and congratulating class members on specific accomplishments.
The Equine Eye - 0 views
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Teachers' Domain: Social Studies - 0 views
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Sheyann Webb was eight years old in 1965 when she marched for voting rights. In this interview, recorded for Eyes on the Prize, she recalls the events of the Selma march.
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The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 3 views
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“You are interacting with one single individual at all times. There is no ‘class’ …”
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“Design a course with the student perspective, one who has never taken an online course before” (Pickett, What Works?).
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I must find a balance, however, in order to complete the necessary tasks well so I can savor the doing of those that have salience.
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I realized that the online environment is actually a type of classroom; is that why course language includes such terms as “area”, and “room”?
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One activity that I am especially excited to observe is the students tweeting from their placements when they make a course- to- practice connection.
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How am I simultaneously learning how to be an online student and instructor?
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Something that has been proven to work is frequent, immediate instructor feedback.
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This is a HUGE difference I notice between Alex and other instructors. She has definitely built her social presence with me this way. Her podcast on my learning activities was an eye opener for me. It made me feel so good that she had ACTUALLY looked at my work! I have often wondered if other teachers REALLY did that.
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Reflecting on the online course design process, I realize I have made a tremendous transition from first-time student to instructor in the space of one semester. What I have learned about myself is that I have an affinity for designing in the online environment.
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I so deeply enjoyed the reading and studying portion of this course … it opened a new world of theory to me, made more exciting by the historic proximity of the leading researchers in the field.
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So, reflection has proven its worth yet again: reflecting on my work in designing EED406 thus far is proof that research-based best practice works.
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It is not about what the instructor wants to hear, it is about hearing the student’s articulation of what is being learned that is essential to evaluating the content of a blog post.
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Through trying to be “fearless” about using technology, as Alex advises, I have come to learn that confidence is something that one must exercise in all spheres of the online environment.
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“As iron sharpens iron, so a friend sharpens a friend.” This is certainly true of discussion forum. We learn with and for each other: as you learn, I learn.
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It causes me to reflect on the similarities between online and physical communities, something I had not thought of before. Could it be that we really are, slowly and steadily, growing into a genuine community?
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I am a student whose understanding of connectivism and heutagogy is being developed experientially through taking this course.
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Teaching presence also involves anticipating students’ needs based on monitoring progress and being ready to find that perfect something to support the student’s learning.
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I have spent my academic life I believing that I have to ‘go it alone’, since I walked home from school alone the first day of first grade. Strangely, this course, in which I spend so much time alone, is teaching me that I don’t.
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complaints, above, I think about the layout of the course; if it’s too many clicks away or the explanations aren’t clear, students become anxious, lose interest, and possibly
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I just finished what may be my last discussion post for ETAP640. As I went through the post process, I was cognizant of each step: read your classmates’ posts; respond to something that resonates within you; teach (us) something by locating and sharing resources that support your thinking; include the thinking and experiences of classmates; offer your opinion on what you are sharing; cite your resources for the benefit of all; tag your resources logically.
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Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
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NASA - NASA's New Eye on the Sun Delivers Stunning First Images - 0 views
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Getting to know you: Activities for young students - 0 views
office.microsoft.com/...oung-students-HA001144331.aspx
creating profiles first day activities ice breakers
shared by Joan McCabe on 16 Jun 12
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My profile This is a simple activity in which the students fill in the blanks, and you learn more about them. On a piece of paper, draw a simple profile (forehead, nose, mouth, and chin). Have your students put the following information inside the profile: Name Color of eyes Color of hair Favorite time of day Favorite color Favorite sport Favorite subject Something I did that I'm proud of Birthplace Something that makes me laugh Favorite food Favorite animal Favorite song Favorite TV show You can post the profiles in the classroom or create a display in the hall along with the students' real photos. For another variation, you can use drawing software or the overhead projector to sketch the students' actual profiles instead of the generic one.
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Inquiry: Learning from the Past with an Eye on the Future | Bonnstetter | Electronic Jo... - 0 views
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I have observed at least three major phases that many teachers go through, or far too often, fail to go through. Phase I might be described by Harry Wong as "Doing what you have been doing, and getting what you have been getting". In other words, Phase I is simply the pre-reform effort phase. Of course, we as educators hope to move teachers to a new vision and this can result in Phase II.
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In Phase II, teachers are presented with a new teaching strategy, usually in the context of an afternoon or one day workshop. So armed with this new skill, but little else, they venture back to their classroom to try implementation or worse, write off the whole experience and tell colleagues seated near them that they already do that. What is immediately noticeable for those who at least think about possible implementation, is how these teachers internalize this new strategy and attempt to move it into practice.
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Phase III is where teachers reflect on 1. what they were doing that worked, and 2. how they might integrate these new ideas into their pre-workshop repertoire of teaching tools.
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The sad fact is that we far too often fail to invest either the time or the necessary resources to reach and build Phase III teachers. My personal experience suggests that on average it takes anywhere from three to five years for wide spread single component teacher behavior changes to be firmly implemented among a building faculty and from three to eight years with the same general educational reform agenda to accomplish anything close to systemic change.
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classroom teachers or teacher educators, we must take the time to reflect on our past efforts and make needed mid-course corrections. Looking for patterns within our reform projects and helping teachers see reform as an evolutionary process and not an either/or response, will help all of us grow as professionals and ultimately improve the education of our children.
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The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views
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Students are empowered to learn on their own and even to teach one another.
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Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
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When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
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On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
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This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
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I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
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They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
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thrilled
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The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
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the best way to teach students how to write more effectively is to have them write more often.
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One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
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Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
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Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
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Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
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In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
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. Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
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can refer to their course materials and think through their answers
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The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
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However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
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he first response that comes to mind rather than the best possible response
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Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
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Geared to lifelong learning
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as a result of the relative anonymity
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online education can be done well,
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In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
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develop course materials among themselves in a manner rarely seen in the F2F classroom.
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In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session. But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something.
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Experience the world like a hawk, rat or bee in 3D game - tech - 06 December 2013 - New... - 0 views
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Schmidt-Morand is especially curious about horses' vision: since their eyes are at the side of their head, they can see what's in front of them, beside them and behind them. Although it would be difficult to recreate this on a screen, it could be possible in a virtual reality room. "It's impossible for me to imagine what this view would even look like," says Schmidt-Morand.
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Emotional presence, learning, and the online learning environment | Cleveland-Innes | T... - 0 views
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Those engaged in online learning deal with the effects of emotion on a daily basis, whether in designing instruction, teaching, or learning online. The work of Damasio and LeDoux independently suggests that emotion is neither an objective nor outcome of learning yet is central to cognition. The study of O’Regan (2003) showed that students express their emotions in relation to the various aspects of an online course such as design and organizational issues (i.e., a lack of clear instructions), cognitive issues (i.e., learning materials, success), social issues (during communicating), time management, or technology. Similarly, Cleveland-Innes, Garrison, and Kinsel (2007) also found out that students disclosed emotions in relation to the social, teaching, and cognitive presence in an online course.
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Research results from multiple studies indicate that emotions are an integral part of the learning environment and influence students’ learning experiences (Cleveland-Innes & Campbell, 2006). According to Baumeister, DeWall, and Zhang (2007), emotions influence outcomes. That is, positive emotions lead to positive outcomes and negative emotions to negative outcomes.
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Emotion may constrain learning as a distracter but, if managed, may serve as an enabler in support of thinking, decision making, stimulation, and directing. Online learning is replete, not fraught, with emotion. We conclude, with others, that emotion is present in online learning communities
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Given this reality, emotion must be considered, if not a central factor, at least as a ubiquitous, influential part of learning—online and otherwise (Plutchick, 2003; Stets & Turner, 2006; Wosnitza & Volet, 2005). Therefore, emotions expressed in the online experience, as explained by the CoI model (Garrison, Anderson & Archer, 2000), indicate that emotional presence exists in social, cognitive, and teaching presence.
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ey to online environments is to acknowledge and discuss emotional tenor as much communicative information is lost without tone of voice and facial expressions— emoticons excepted. The exploration of emotional states that are not present— hidden yet influential—needs attention.
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In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry.
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Excerpts from Manufacturing Consent, Noam Chomsky interviewed by various interviewers - 0 views
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QUESTION: When we talk about manufacturing of consent, whose consent is being manufactured? CHOMSKY: To start with, there are two different groups, we can get into more detail, but at the first level of approximation, there's two targets for propaganda. One is what's sometimes called the political class. There's maybe twenty percent of the population which is relatively educated, more or less articulate, plays some kind of role in decision-making. They're supposed to sort of participate in social life -- either as managers, or cultural managers like teachers and writers and so on. They're supposed to vote, they're supposed to play some role in the way economic and political and cultural life goes on. Now their consent is crucial. So that's one group that has to be deeply indoctrinated. Then there's maybe eighty percent of the population whose main function is to follow orders and not think, and not to pay attention to anything -- and they're the ones who usually pay the costs.
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Interestingly, the blogosphere, including microblogging like Twitter, has undermined this manufacture of consent in some ways but also trivialized areas of major concern because of the emphasis on popularity and "like" type responses in social media. But social media has definitely changed the landscape and big data has changed the relationships with the entities in a position to influence and control information and frame issues within the public eye.
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