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Heather Kurto

How we will use diigo and this group in ETAP640 for summer 2014 - 14 views

Ok, maybe I am a little late to the party, but you have to bookmark first, than you can highlight? Anne, tutor me!

diigo use required online-learning social-bookmarking

alexandra m. pickett

George's Adventures in ETAP640 - 0 views

  • I’m not sure I really want to, to be frank, but it is a requirement for my ETAP640 course I am taking.
    • alexandra m. pickett
       
      have you seen this? : ) http://etap640.edublogs.org/2012/03/11/why-do-i-have-to-blog/
  • value proposition
    • alexandra m. pickett
       
      i like "value add"
    • alexandra m. pickett
       
      and "due dilligence"
  • No worries, right?  You all and Alex will help me.
    • alexandra m. pickett
       
      absolutely!! i'm in!!! my (just a bit eccentric) husband, in an attempt to understand life, the universe, and everything, has been "studying science" for a couple of years now. By that i mean reading-voraciously-everything-he-can-get-his-hands-on. He has asked me more than once if i have any real or imaginary (meaning people i only know online) physics professor friends to whom he can address his many questions : ) (i think this interest -bordering on obsession, is a mid-life attempt to come to terms with his mortal human husk - and i blame his mother for raising a heathen.) Nevertheless, he started with electricity, moved on to biology, then chemistry, the periodic table, physics, quantum phisyics and is now he is trying to teach it to our dog. http://www.goodreads.com/author/show/2929826.Chad_Orzel Every morning, book in hand, toothbrush in mouth, he gives us the highlights and pointers (me, my daughter and bella his havanese physics student) FYI - he thinks Einstein's little black book - which he read in its entirety- ( twice) on relativity, was over rated. : ) I am extraordinarily intrigued by your course concept and can't wait to see what you do! : )
alexandra m. pickett

Instruction by Design - 5 views

  • I was a bit surprised
    • alexandra m. pickett
       
      why surprised? It is no longer a question of whether is is as good as f2f instruction. There is a now a significant body of evidence that online instruction done well surpasses f2f instruction: http://slneducation.edublogs.org/2010/07/27/more-than-no-significant-difference/
  • I have been pushed to find out and learn about topics relevant to me!
  • I believe that using questions that allow my students to explore areas that are relevant to their unique situations will help them to be successful.
  • ...14 more annotations...
  • After reading that statement, I felt as though many things clicked for me. The course design and teaching practices are closely linked. The social, cognitive, and teaching presence are related and depend on each other. What does this mean for my course? For me it translates to making sure my course design contains a careful balance to establish the community of inquiry, and that my teaching practices are supported by my course design.
  • First that instructors must give control over the learning to the students, and second that instructors must be skilled at guiding discussions in order to help students learn what is necessary through interactions with others. I especially liked an analogy that Luke used in one of his discussion posts, “Yoda (the teacher) guided Luke (the student) in the ways of the Force, he pointed him where he needed to go but had Luke do the work.” I think this is very relatable for those of us who are star wars fans. Yoda is this incredibly wise mentor, who says very little. The statements he makes are brief but have a lot of meaning. I do see how this relates to effective teaching online. I had to help facilitate a discussion in a past online class, and always felt hesitant to jump in. My sense was that you only want to add something when the thinking stops. You only want to ask enough questions, or statements to get the thinking going again.
  • When I think about my own learning in this course, I realize that even though I may not have direct contact with my classmates or the instructor, I am following those interaction patterns in this course.  I am working with the concepts and ideas introduced in each module, researching, relating, and making connections.  Then I bring my work back to the community to share.  My classmates or the instructor will absorb my contributions and perhaps push it further with suggesting alternate views, or things I have not considered.
  • Now we are discussing how we are using text based environments to create intimacy in learning environments.  Perhaps, it is not all that different
    • alexandra m. pickett
       
      BRILLIANT!!!
  • I now believe that a teacher is someone who can create an environment where students are able to gain knowledge through interaction and experience.  This may be through reviewing materials or engaging in activities, but that seems less important to me now.  The crucial part is now designing the interactions. 
    • alexandra m. pickett
       
      Eureaka!! it is NOT about content : ) brilliant!
  • my workshop is really about the journey rather than the destination
  • I realized that although you may think you are engaging students in your course, it may be trickier than you expect
  • I really appreciated that the course was able to allow me to reach these conclusions in my own way, rather than just telling me “the line between direct instruction and facilitation of discourse can be blurred”. 
  • I have been able to make the big connections, and form ideas in a way that previously has been difficult for me. 
  • I feel as though the reflection assignments have provided the context for my brain to think in a different way.  This not only gives me confidence for the future, but it also helps me to discover the connections I have made unconsciously!  It seems kind of strange to say that, but it is true!  I am hoping to continue to use blogging as a tool to document my insights and learning after the course ends.
  • I definitely was struggling with motivation when I felt the connection to my classmates and the instructor fading.
    • alexandra m. pickett
       
      interesting...
  • Through ETAP640, I have really learned how important reflection is for deep learning. It is through my blog posts that I have been able to tie all the ideas together in my head and makes sense out of the information. The course manual suggests that you ask your students why they are taking the course within the ice breaker.
  • Now I understand that asking the students to articulate what they want to get out of the course is an important start to getting them to reflect on their learning and progress throughout the course.
    • alexandra m. pickett
       
      brilliant!!
  • Maree (4)
Irene Watts-Politza

ETAP640amp2012: Interaction - 0 views

  •  
    etap640 Evaluation of Interaction
alexandra m. pickett

Quick Screen Share - 0 views

  •  
    QuickScreenShare.com is the simplest way to share screens with anybody:
  •  
    RT @ETAP640 just had a great 1on1 w/ @DanielleMelia1 using skype 4audio&video & http://t.co/sh2VnMMd 2share my screen : ) THKS @dan_feinberg
Luke Fellows

Alan Stanford: The Power of Theater | OER Commons - 0 views

  •  
    Alan Stanford discussing my favorite play! Not good for ETAP640 but perfect for Advanced Dramatic Lit next year!
alexandra m. pickett

Feedback on ETAP 640 Blogs II - YouTube - 1 views

    • alexandra m. pickett
       
      example sticky note.
  • Feedback on ETAP 640 Blogs II
  • #etap640 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • ...9 more annotations...
  • Feedback on ETAP 640 Blogs II
  • notes
  • 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • Feedback on ETAP 640 Blogs II
  • Feedback on ETAP 640 Blogs II
  • back for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • This is a comment.
    • alexandra m. pickett
       
      Example of a comment using the sticky notes feature and a highlight.
  • 1This is a comment.
alexandra m. pickett

Supporting the Spectrum - Building a Bridge between Families and Schools - 1 views

  • Reflections of Module 1  
    • alexandra m. pickett
       
      BRILLIANT!! : )
  • The one thing that I did not realize before entering online courses is how it would impact my writing.
  • In addition we as instructors should continue our learning process.
  • ...7 more annotations...
  • It is important to create an online community to shift the course from a teacher centered course to a student centered course. We want to facilitate our courses and guide content, but let the students dig deep to provide a rich and diverse experience that has meaning to the participants.
  • So what have I learned? I have learned who I am as a learner, and what I appreciate in a professor. I have learned that I need to let my voice and personality be known to my students because that is how we will connect and become emotionally connected to our course. I reflect on Professor Pickett’s introduction by her daughter. I immediately connected and realized that there was a human being behind the words, and she was relatable. This course is challenging and pushes my abilities, but the interaction with students and the professor helps me know that I am not a lone, and gives me space to evaluate my goals and reflect on what my presence is in our class and in developing the course.
    • Hedy Lowenheim
       
      Hey Heather Thanks for reminding me of this tool. It looks very cool! Lucky you to go on vacation, must have been tricky. I have been in the same predicament, being enrolled in a course and being on vaca. Definitely a challenge, you just have to be very, very disciplined. But all of us have that in common. Hedy
  • When I read the post prompt of “Where are you?” I know that Professor meant in the course, but I immediately had a flash of Carl Sagan’s Pale Blue Dot. “The significance of our lives and our fragile planet is then determined only by our own wisdom and courage (Sagan,2011) .”
    • alexandra m. pickett
       
      so, you may think this course is about online teaching, but it is really about changing the world. : ) I need you to help me. Together we can do more than alone. "where are you?" is a multilayered question.
  • What I have realized in this course, is that teaching presence and social presence and cognitive presence come together to create meaningful learning environments for students and teachers. We want to facilitate this in our classrooms but also in our schools, buildings and districts. We want to create shared spaces where teachers are working together connecting, asking questions, working together to find solutions. When we look at the Seven Principles of Effective teaching, all of these principles are centered around communication and interaction. It is about forming relationships and understanding each other. It is about connecting, creating and understanding.
  • This course held a mirror up to the learner in me. Inside I want to connect with others. The social element in learning is vital. I want to connect, I want to be validated and I want to feel safe in my learning spaces. I want to learn from someone who is passionate about their subject and teaching. I want to be inspired and I want to feel like I am making a contribution. All of these elements have been present in our discussion forum. We have exchanged ideas, thoughts and we have been able to thoughtfully disagree.
  • April 2019 February 2017 July 2015 June 2015 January 2015 August 2014 February 2014 December 2013 November 2013 September 2013 August 2013 July 2013 June 2013 May 2013
alexandra m. pickett

Etap640 | Just another Edublogs.org site - 0 views

    • alexandra m. pickett
       
      are you here Matthew!!
  • Any time that we turn a child off to learning rather than awakening their intellectual curiosity, we’ve failed”
    • alexandra m. pickett
       
      I LOVE that you brought in a link to enhance your reflection!! And it is a great thought. I can't wait to see how you "enliven your students' experiences"!!!
alexandra m. pickett

Mary Huffman: ETAP640 reflections blog - 0 views

  • IEP’s unless they are GIEP’s.
    • alexandra m. pickett
       
      what does that mean?
  • I do wonder why the gender percentages are so different,
    • alexandra m. pickett
       
      ok. so this is a perfect opportunity to do some research. You have your thoughts, assumptions, ideas maybe about why, but can you find research to support our findings? If you have a question, answer it!!
  • Since Latin is offered alongside other languages such as German, Spanish, and French, I assume that students who choose to take Latin are doing it for a reason, and are interested in a challenge.
    • alexandra m. pickett
       
      example sticky note in diigo
  • ...7 more annotations...
  • I think I will learn a lot about the students’ thought processes and understand which concepts they are grasping (or not).
  • “I think that we take for granted the huge amount of information that we pass on to our students in a F2F classroom just by our presence and interaction with them (bathroom passes, appropriate conduct with each other, respect for the work and management of time) the aspects of education that never finds its way into our lesson plans. In many ways in learning to teach online we are having to learn how to teach again, to focus on the minutiae that is generally accepted we do, to take nothing for granted, assume nothing and to take the entire content of our and every moment of that course (every moment of 8+ weeks) and place it in text form in a virtual environmen
  • them.
    • alexandra m. pickett
       
      don't forget your self-assessment.
  • It isn’t easy to write a good discussion question, but it is essential for a productive discussion.
  • I understand how and why I did it, and I could do it again. 
  • One cool thing about this course is the ‘meta’ quality. 
  • what is best for the students.  How can we serve our students?  Are we doing the best we can to teach them? Are we teaching appropriate and relevant courses? Are we being interactive, engaging, are we even able to keep up with our students technology-wise?  Do we adapt and change our methods to keep up with their demands, or try to force our students to adapt to our methods? 
Diana Cary

The Role of the Online Instructor/Facilitator - Reading 2-1 instructor role.pdf - 0 views

  • The facilitator must make participants comfortable with the system and the software that the conference is using.
  • This role involves setting the agenda for the conference: the objectives of the discussion, the timetable, procedural rules and decision-making norms.
  • Creating a friendly, social environment in which learning is promoted is also essential for successful moderating
  • ...1 more annotation...
  • Certainly, some of the most important roles of online discussion moderator/tutor revolves around their duties as an educational facilitator
Hedy Lowenheim

» Blackboard vs. Moodle Mary Huffman: ETAP640 reflections blog - 0 views

  •  
    It reminds me of how I always hear mechanics complain about how poorly designed cars are, and how hard to work on. Why aren't the people who have to do the maintenance and work, consulted for the design? It makes me wonder how these platforms are created, and why they turn out to be something we have to fight with and make work, rather than something that really suits our needs. Professor Pickett had mentioned there's something about each LMS that she finds undesirable, I'd be interested to hear comparisons.
alexandra m. pickett

The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 3 views

  • “You are interacting with one single individual at all times.  There is no ‘class’ …”
    • Lisa Martin
       
      Thinking about this really helped me redesign my course profile :-)
  • “Design a course with the student perspective, one who has never taken an online course before” (Pickett, What Works?).
    • Lisa Martin
       
      Great advice! I have a hard time sometimes with this, because there's part of me that also wants to design it for someone who not only hasn't taken an online course, but perhaps isn't very tech savvy :-)
  • 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.
    • Lisa Martin
       
      I need to find balance myself. I think the only reason the way I'm doing things right now is ok is because I live alone. I will eventually have a family, and I want to be an online instructor...I will certainly need to figure this out!
  • ...26 more annotations...
  • I realized that the online environment is actually a type of classroom; is that why course language includes such terms as “area”, and “room”?
    • alexandra m. pickett
       
      e u r e k a ! ! !
  • The resulting ah ha moments became the core of my entry …
  • One activity that I am especially excited to observe is the students tweeting from their placements when they make a course- to- practice connection.
    • Lisa Martin
       
      great idea!
    • Maria Guadron
       
      AWESOME idea! Love it.
  • How am I simultaneously learning how to be an online student and instructor?
    • Lisa Martin
       
      Great way to think about it
  • Something that has been proven to work is frequent, immediate instructor feedback.
    • Lisa Martin
       
      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.
  • Aug 04 2012
  • 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. 
  • I am technology-proficient.
  • While I am not yet a full technophile, I am surely no longer a technophobe!
  •   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. 
  • I kept telling myself, “You need the experience if you want to be an instructional designer!”
  • 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.
  • discussion is the heart of online learning. 
  • students’ learning is demonstrated through the vehicle of discussion.  
  • blog posts are personalized records of learning, thinking, and being. 
  • 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.
  • 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.
  • we can not help but to teach when we learn and to learn when we teach.
  • “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. 
  • (Think Twitter, Irene!) 
  • 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?
  • I am a student whose understanding of connectivism and heutagogy is being developed experientially through taking this course.
  • 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.
  • 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. 
  • 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
  • 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.
    • alexandra m. pickett
       
      hi irene!
  •  
    Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
Maree Michaud-Sacks

sharing what i know » Blog Archive » the cms is a dinosaur …and you know what happened to them… - 0 views

  • I naturally resist and feel uncomfortably confined by the locked down nature of the CMS… i mean really, is a “blog” that is locked into a CMS really a blog? No!!!!!!!! you can’t just call it a chicken when it is a duck!!!! Part of what makes it a blog is the fact that it is public – anyone can see it and interact with it. It also represents you publicly, belongs to you/you own it/it is yours to have and use, and to keep it beyond the end of the course and term - that is an authentic online learning activity! That is why i also thought it essential that the shared resources for the course be external to the CMS using diigo… i want my students to have access to the resources after the course ends!
  •  
    Alex's reasons for moving from a course management system (CMS) to moodle for course delivery. If you are wondering why we are engaging on so many external sites, this is recommended reading.
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