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alexandra m. pickett

Instruction by Design - 5 views

mcm1199.edublogs.org

communityofinquirey etap640 via:packrati.us CoI onlinelearning

shared by alexandra m. pickett on 12 Jun 13 - No Cached
alexabliss liked it
  • I was a bit surprised
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 13
       
      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
      alexandra m. pickett on 27 Jul 13
       
      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
      alexandra m. pickett on 09 Aug 13
       
      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
      alexandra m. pickett on 19 Aug 13
       
      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
      alexandra m. pickett on 19 Aug 13
       
      brilliant!!
  • Maree (4)
alexandra m. pickett

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

hkurto.edublogs.org

blend13 etap640 via:packrati.us blend13Q4

shared by alexandra m. pickett on 11 Jun 13 - No Cached
  • Reflections of Module 1  
    • alexandra m. pickett
      alexandra m. pickett on 11 Jun 13
       
      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
      Hedy Lowenheim on 30 Jul 13
       
      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
      alexandra m. pickett on 09 Aug 13
       
      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

Feedback on ETAP 640 Blogs II - YouTube - 1 views

www.youtube.com/watch

shared by alexandra m. pickett on 17 Oct 19 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 17 Oct 19
       
      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
      alexandra m. pickett on 17 Oct 19
       
      Example of a comment using the sticky notes feature and a highlight.
  • 1This is a comment.
alexandra m. pickett

Consider the Source II - 0 views

lkryder.edublogs.org

shared by alexandra m. pickett on 24 Jul 14 - No Cached
  • I recall in my early SLN days trying to find out why faculty were being told to close past modules as they moved forward in the course
    • alexandra m. pickett
      alexandra m. pickett on 24 Jul 14
       
      Not sure where this comes from linda, but it is not so. the exact opposite is true.
    • lkryder
      lkryder on 24 Jul 14
       
      2004 - I am sure it has changed. It may have been the the SLN ID I was working and/or the classes I was taking. But I did see it more than a few times and it perplexed me. I definitely don't see it anymore so that is a good thing :-)
    • alexandra m. pickett
      alexandra m. pickett on 24 Jul 14
       
      odd... i actually in the early days strongly recommended that faculty have all their modules open from the first day so that students could see the structure and flow of the course from the beginning and have the structure help them not only anticipate what was coming, but act as advanced organizers to help students understand the scope and approach to the content taken by the instructor. I also didn't want faculty to use it as an excuse to not complete the course before it went live : ) I keep the modules closed in ETAP640 and reveal them one at a time because i don't want to confuse and overwhelm students. But, i have always maintained that work in previous modules should remain open and accessible so that students can refer back to or continue conversations if they want to. If you close a module then students won't have access to their own content. I would have to be convinced that under some very specific circumstance that there would be a good reason to do that. : )
    • lkryder
      lkryder on 28 Jul 14
       
      I am in total agreement with you on that - I won't mention names or courses :-) But I think the message is out that they should all be open!! lkr
  • because my exploration was respected. This kind of supportive environment makes me – or any student I am sure – fearless
  • I can say that I think I am on a completely different level in my teaching and design work.
  • ...1 more annotation...
  • I have increased my toolkit for engaging students at multiple levels. I feel I will be more vigilant about tapping into their basic human need for challenge, while attending to their narratives. Their storylines were not always part of my approach, but now I will be watching for those.
Elena Buttgereit

The Art of Using Checklists in the Classroom - Teaching Now - Education Week Teacher - 1 views

blogs.edweek.org/...ecklists_in_the_classroom.html

ETAP640 checklists education week

shared by Elena Buttgereit on 18 Aug 14 - No Cached
  • Elena Buttgereit on 18 Aug 14
     
    "It's about transparency, and the more information you grant to students, the better."
alexandra m. pickett

Try College 101 « Saylor Academy - 1 views

www.saylor.org/...trycollege101

module 4 assignment ETAP640 college admissions success

shared by alexandra m. pickett on 20 Jul 14 - No Cached
  • However, having a sense of purpose that motivates you and a lifestyle that supports your ability to focus on your academic goals are the basic building blocks of success in college and beyond.
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      I love their attitude! It really speaks to their dedication to helping students succeed in a college atmosphere.
  • a new college student or a person considering a college education
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This is essentially a course that I could see being a sequel to my course! It talks about what you need to be successful in college; so once you get there, what do you need to know?
  • Reading: College Success
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This article is spectacular and it won't let me highlight within it because it is a pdf. But it gives many self-assessment surveys so students can learn where they stand in their college readiness.
    • Elena Buttgereit
      Elena Buttgereit on 29 Jul 14
       
      This article is spectacular and it won't let me highlight within it because it is a pdf. But it gives many self-assessment surveys so students can learn where they stand in their college readiness.
  • ...6 more annotations...
  • Learning Outcomes
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      I really like how they break down the learning outcomes by activity. I should do this more clearly in my class.
  • Unit 7: Academic Writing and Research in College
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This is something that students don't often understand coming into college and causes a lot of stress during the first semester. Students need to be aware of what is expected of them in college and anticipate the heavy reading and writing curriculum that college provides. This could help prevent a lot of failed assignments and help students keep up their confidence for learning.
  • first impression people have of you
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      Netiquette! Already incorporated in the unit!
  • Unit 12: The Social World of College
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This is another concern many students have while researching colleges. Introducing activities/readings like this could help to alleviate some of those worries.
  • ry College 101
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      There really isn't anything in this course that I don't like. I think it is all incredibly useful, and some of it can be incorporated pre-emptively so that college applicants are prepared and knowledgeable about the college experience.
    • alexandra m. pickett
      alexandra m. pickett on 11 Aug 14
       
      This is great, Elena, but i need you to add how you intend to use this resrouce in your course.
  • Try College 101
    • Elena Buttgereit
      Elena Buttgereit on 17 Aug 14
       
      I will use this page in the last module of my course, as a way to help students transition to being a student. I will probably use it as an extra credit assignment.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 14
       
      yay!! got it!!!
  • Elena Buttgereit on 20 Jul 14
     
    Module 4 assignment
  • alexandra m. pickett on 11 Aug 14
     
    Module 4 assignment
alexandra m. pickett

The Artist's Toolkit - 0 views

www.merlot.org/...viewMaterial.htm

Module 4 Assignment art terms vocabulary animations

shared by alexandra m. pickett on 09 Aug 14 - No Cached
  • The site is interactive, annimated, and allows users to create works based on the tools that they've learned about.
    • lkryder
      lkryder on 14 Aug 14
       
      I will use this to help students understand the vocabulary of formal aspects of art works. This is designed for kids but it is fun to use and the animations are actually overlaying real works of art. Exactly the deconstruction of what we will be doing in class all semester. I think it helps make the connection better than a simple text explanation from me.
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 14
       
      for some reason when i view this sticky, it does not recognize you as the one that left the sticky. Down at the bottom of the sticky it should say "group Highlight by LKR, share to group ETAP640." i don't understand why that happens. However, I know that this is you.
  • lkryder on 09 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
  • lkryder on 17 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
  • alexandra m. pickett on 17 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
Elena Buttgereit

Gardner's Multiple Intelligences - 1 views

www.tecweb.org/...gardner.html

ETAP640 multiple intelligences

shared by Elena Buttgereit on 03 Jun 12 - Cached
  • seven distinct intelligences.
  • "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."
  • Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well."
  • ...7 more annotations...
  • Very aware of their environments.
  • Keen sense of body awareness.
  • They love music, but they are also sensitive to sounds in their environments
  • These students learn through interaction
  • These learners tend to shy away from others
  • reasoning, calculatin
  • At first, it may seem impossible to teach to all learning styles. However, as we move into using a mix of media or multimedia, it becomes easier
  • Julie DelPapa on 03 Jun 12
     
    Multiple Intelligences Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991).
  • William Meredith on 11 Jun 12
     
    a description of Gardner's inteligences
Elena Buttgereit

Behavior Plans/Classroom and Group Support/Teacher Tools/Positive Reinforcement | Special Connections - 0 views

www.specialconnections.ku.edu/?q=behavior_plans/classroom_and_group_support/teacher_tools/positive_reinforcement

ETAP640 behavior plans classroom group support teacher tools positive enforcement

shared by Elena Buttgereit on 19 Jul 14 - No Cached
  • Elena Buttgereit on 19 Jul 14
     
    "Many teachers do not believe in positive reinforcement because they do not want to reward students for just doing what is expected"
  • Elena Buttgereit on 19 Jul 14
     
    "Many teachers do not believe in positive reinforcement because they do not want to reward students for just doing what is expected"
Elena Buttgereit

http://www.neisd.net/roan/docs/literacy%20circle%20roles.pdf - 0 views

www.neisd.net/...literacy%20circle%20roles.pdf

ETAP640 online education group work roles

shared by Elena Buttgereit on 19 Jul 14 - No Cached
  • Elena Buttgereit on 19 Jul 14
     
    Group Work Roles
  • Elena Buttgereit on 19 Jul 14
     
    Group Work Roles
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