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Alena Rodick

Emotional presence, learning, and the online learning environment | Cleveland-Innes | The International Review of Research in Open and Distance Learning - 0 views

www.irrodl.org/...2333

online_learning emotion emotional_presence pedagogy

shared by Alena Rodick on 23 Jun 14 - No Cached
  • 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.
  • 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.
  • 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
  • ...2 more annotations...
  • 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.
  • 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.
  • Alena Rodick on 23 Jun 14
     
    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.
Teresa Dobler

JOLT - Journal of Online Learning and Teaching - 1 views

jolt.merlot.org/...stone_0911.htm

online learning teaching

shared by Teresa Dobler on 08 Jul 13 - No Cached
  • Student learning ought to be at the heart of any pedagogical strategy or technique, regardless of whether the class is delivered online or in a more traditional classroom setting.
  • there is little doubt that online teaching and learning requires more time in both preparation and delivery; however, the point was previously made that this should not necessarily be the case. Good teaching in traditional classrooms, when done well, also requires a significant amount of time to prepare and deliver. We argue here that both teaching and learning would improve if many of the considerations inherent in the preparation and delivery of online learning were given priority in courses delivered in traditional classrooms.
  • It is hoped that the key issues addressed here will assist faculty in the preparation and delivery of their traditional courses. In summary, the benefits for traditional instruction in statistics through the use of online pedagogy are: 1) Improved ability to know what material is “essential” to the students’ understanding and learning. A focused delivery of traditional pedagogy minimizes student confusion and misunderstandings and leaves time for additional activities that can be used to enhance student learning. 2) Improved ability to logically and consistently organize and deliver course material. The use of weekly modules containing an overview that summarizes the lecture topic and objectives is helpful to both the instructor and the student in organizing course material 3) Improved willingness to seek out and complete training on how to teach in the traditional classroom. While some colleges and universities require training to teach online, few, if any, require training to teach in the classroom. Many colleges and universities provide both individual and group training to instructors who are new to teaching, and the experience of teaching online can enhance an instructor’s desire and ability to be a better teacher in the traditional classroom. 4) Improved ability to create multiple strategies for the submission of student work and clarification of misunderstandings. The experience of teaching online enables instructors to devise varied strategies for the submission of course work, and provides additional arenas for the instructor to clarify misunderstandings in a forum in which all students can participate. 5) Improved ability to use new technologies for the development and delivery of instruction. Knowing what tools are available for course development and delivery can broaden an instructor’s ability to prepare course materials and deliver them in creative, stimulating ways. 6) Improved ability to maintain the course schedule. 7) Improved ability to maintain contact with all students in the course. In traditional classrooms, students can sit quietly for weeks, engaging little, if at all, with the instructor, the material, or their peers. Teaching online exposes instructors to a wide variety of strategies for enhancing student engagement because they must participate. 8) Improved pedagogical versatility. Being proficient teaching in multiple venues increases one’s own instructional flexibility, and also increases the flexibility of a department to deliver instruction to students. 9) Improved student access to the course material during instructor absences. Having the course material created by the instructor available during the instructor’s absence facilitates student learning and helps maintain the course schedule. 10) Improved student learning due to the repetitive availability of course material, including practice problems and solutions. Once voice-over lectures have been created, they can be uploaded to Blackboard for use in any course.
  • ...4 more annotations...
  • The pedagogical and practical benefits of teaching online are identified, and specific suggestions are made for how instructors can use these benefits to improve their traditional classroom pedagogy.
  • If instructors gave as much thought to the construction of their on-campus courses as they do their online courses, all education would be better
    • Teresa Dobler
      Teresa Dobler on 12 Aug 14
       
      My experiences building an online course will greatly impact my face-to-face teaching - I spend so much time planning, revising, and improving before I even begin teaching, and I have an end goal in mind.
  • Successful online learning outcomes appear in large part to be due to the care with which the course is designed and delivered.
  • online pedagogy frequently involves consultation and collaboration
    • Teresa Dobler
      Teresa Dobler on 12 Aug 14
       
      I wonder why? This is definitely true of my course as a grad student. Is it true elsewhere?
  • lkryder on 11 Jun 14
     
    online and on campus teaching should both take the same amount of prep
Irene Watts-Politza

Teachers' Invisible Presence in Net-based Distance Education | Hult | The International Review of Research in Open and Distance Learning - 0 views

www.irrodl.org/...838

distance education teachers university research teacher presence

shared by Irene Watts-Politza on 07 Jun 12 - No Cached
  • The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
  • Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      This is what happens in a discussion thread.
  • Yuri Lotman,
  • ...28 more annotations...
  • described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
  • texts “fulfill at least two basic functions:
  • fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
  • online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
  • For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
  • our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
  • the posting data support the claim that the teachers adopted an initiating role.
  • Greater activity:
  • Greater influence on topic:
  • Faster response times:
  • When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
  • Orientations to Teaching
  • Activity Orientation
  • In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
  • offered students tips about articles, books and Internet sites
  • Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
  • None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
  • Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
  • In contrast to the teachers most of the student group were satisfied with the course conversations.
  • A few
  • felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
  • Many students emphasised the importance of teaching that corroborated or validated their learning.
  • None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
  • This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
  • Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
  • three different aspects of teaching,
  • a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
  • Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Here's the money.
  • Irene Watts-Politza on 07 Jun 12
     
    Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
Lisa Martin

Putting Personality Back into Online Presentations | KnowledgeVision - 0 views

www.knowledgevision.com/lity-into-online-presentations

shared by Lisa Martin on 12 Jun 12 - No Cached
  • An audio-only,  voiced-over online presentation is handicapped right from the start, because the speaker is denied many of the visual communication tools that are available to a live presenter.  What’s more, presentation narrators often compound the problem by reading from a script, further stripping the personality from the experience.
    • Lisa Martin
      Lisa Martin on 12 Jun 12
       
      Its not just about hearing your voice, there needs to be a personality behind that voice.
Lauren D

Ben_Online.pdf (application/pdf Object) - 0 views

blackboardsupport.calpoly.edu/...Ben_Online.pdf

education teaching interaction social online

shared by Lauren D on 25 Jun 12 - No Cached
  • Lauren D on 25 Jun 12
     
    Students share perspectives Online forums, provide public areas to post information. Each student can view another student's answers and learn through the exposure to different perspectives. This benefits students because they can combine new opinions with their own, and develop a solid foundation for learning. Research supports that "as learners become aware of the variations in interpretation and construction of meaning among a range of people [they] construct an individual meaning, " (Alexander, 1997). Students experience a sense of equality-Another benefit to using web-based communication tools is to give all students a reinforced sense of equality. Each individual has the same opportunity to "speak up" by posting messages without typical distractions such as seating arrangements, volume of student voices, and gender biases. Shy and anxious students feel more comfortable expressing ideas and backing up facts when posting online instead of speaking in a lecture room. Studies prove that online discussions provoke more confrontational and direct communication between students.
Luke Fellows

Poetry Out Loud | OER Commons - 3 views

www.oercommons.org/...view

Module 4 Assignment

shared by Luke Fellows on 19 Jul 13 - No Cached
    • Luke Fellows
      Luke Fellows on 31 Jul 13
       
      Could possibly use these to place actor in position of character: "How would you say this poem if you felt...bullied, pressured, etc."
    • Luke Fellows
      Luke Fellows on 31 Jul 13
       
      Add questions for character analysis: "What do you think the character was thinking when they spoke the poem?" "What do you imagine when you hear it?"
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      nice!
  • Luke Fellows on 19 Jul 13
     
    For "Voice" module
  • ...1 more comment...
  • Diana Cary on 22 Jul 13
     
    I really like this one these are very famous people. How will you use these videos in your online course?
  • Luke Fellows on 22 Jul 13
     
    Diana, In my voice module I use a poem as a way to have students show vocal expression. thought these might work as good examples.
  • Hedy Lowenheim on 26 Jul 13
     
    Luke Great site, I got chills listening to Emily Dickenson. Thanks for finding this. Excellent learning tool for your class. I hope you get to use it.
Irene Watts-Politza

Social media - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Social_media

socialmedia social bookmarking

shared by Irene Watts-Politza on 21 Jun 12 - Cached
  • The honeycomb framework defines how social media services focus on some or all of seven functional building blocks (identity, conversations, sharing, presence, relationships, reputation, and groups).
  • By applying a set of theories in the field of media research (social presence, media richness) and social processes (self-presentation, self-disclosure) Kaplan and Haenlein created a classification scheme for different social media types in their Business Horizons article published in 2010. According to Kaplan and Haenlein there are six different types of social media: collaborative projects (e.g., Wikipedia), blogs and microblogs (e.g., Twitter), content communities (e.g., YouTube), social networking sites (e.g., Facebook), virtual game worlds (e.g., World of Warcraft), and virtual social worlds (e.g. Second Life). Technologies include: blogs, picture-sharing, vlogs, wall-postings, email, instant messaging, music-sharing, crowdsourcing and voice over IP, to name a few. Many of these social media services can be integrated via social network aggregation platforms. Social media network websites include sites like Facebook, Twitter, Bebo and MySpace.
  • he authors explain that each of the seven functional building blocks has important implications for how firms should engage with social media. By analyzing identity, conversations, sharing, presence, relationships, reputation, and groups, firms can monitor and understand how social media activities vary in terms of their function and impact, so as to develop a congruent social media strategy based on the appropriate balance of building blocks for their community.[2]
  • ...6 more annotations...
  • one of the foundational concepts in social media has become that you cannot completely control your message through social media but rather you can simply begin to participate in the "conversation" expecting that you can achieve a significant influence in that conversation.[7]
  • Several colleges have even introduced classes on best social media practices, preparing students for potential careers as digital strategists.[
  • Out of this anarchy, it suddenly became clear that what was governing the infinite monkeys now inputting away on the Internet was the law of digital Darwinism, the survival of the loudest and most opinionated. Under these rules, the only way to intellectually prevail is by infinite filibustering."[34]
  • social media in the form of public diplomacy creates a patina of inclusiveness that covers traditional economic interests that are structured to ensure that wealth is pumped up to the top of the economic pyramid, perpetuating the digital divide and post Marxian class conflict.
  • He also speculates on the emergence of "anti-social media" used as "instruments of pure control".[36]
  • Social networking now accounts for 22% of all time spent online in the US.[15] A total of 234 million people age 13 and older in the U.S. used mobile devices in December 2009.[16] Twitter processed more than one billion tweets in December 2009 and averages almost 40 million tweets per day.[16] Over 25% of U.S. internet page views occurred at one of the top social networking sites in December 2009, up from 13.8% a year before.[16] Australia has some of the highest social media usage in the world. In usage of Facebook, Australia ranks highest, with over 9 million users spending almost 9 hours per month on the site.[17][18] The number of social media users age 65 and older grew 100 percent throughout 2010, so that one in four people in that age group are now part of a social networking site.[19] As of June 2011[update] Facebook has 750 Million users.[20] Facebook tops Google for weekly traffic in the U.S.[21] Social Media has overtaken pornography as the No. 1 activity on the web.[21] iPhone applications hit 1 billion in 9 months, and Facebook added 100 million users in less than 9 months.[21] If Facebook were a country it would be the world's 3rd largest in terms of population, that's above the US. U.S. Department of Education study revealed that online students out performed those receiving face-to-face instruction.[21] YouTube is the 2nd largest search engine in the world.[21] In four minutes and 26 seconds 100+ hours of video will be uploaded to YouTube.[21] 1 out of 8 couples married in the U.S. last year met via social media.[21] 1 in 6 higher education students are enrolled in online curriculum.[21]
    • Irene Watts-Politza
      Irene Watts-Politza on 23 Jun 12
       
      These are stats in "Did You Know?"
  • Irene Watts-Politza on 21 Jun 12
     
    An impressive listing of social media sites with links
Irene Watts-Politza

Reflections on Online Teaching - Diane Hamilton - 3 views

dianehamilton.edublogs.org

shared by Irene Watts-Politza on 27 May 12 - No Cached
  • maybe even a little less nervous. 
    • alexandra m. pickett
      alexandra m. pickett on 27 May 12
       
      you are doing a great job so far! : )
    • diane hamilton
      diane hamilton on 27 May 12
       
      Thanks!
  • The rubric does allow for that, but there is a strong sense that some of these dialogic purposes are not as highly valued as others, but I value them all as essential components to class community.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Not at all. personal opinion, experiences and social presence and support ARE essential in building trust and the sense of a class community. That is why they we have class community areas for interaction in the course and why they are in the rubric. It is, however, important to understand that the discussion can't consist only of those types of posts. And high quality posts are what we need to strive for in the discussion areas of the cousre. The rubric is a device to clarify- to give students informed choice and guidance, and to elevate the quality of interactions. "2" points is not bad. it simply indicates the kind of post that it is. you can post as many "1" point posts as you like - that is not wrong - but, you also need to contribute to the quality of the discussion and learning and to do that you need to aim higher than social and personal experience/opinion type posts.
  • I believe students can have teaching presence within a course when the nature of their interactions helps others to think more deeply or to look at something from an alternate viewpoint.
  • ...9 more annotations...
  • (even caused me to consider dropping
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i am so glad you didn't : )
  • conversational tone she is requesting we use.
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      hey diane: don't misunderstand. I use a conversational tone becuase that is my style. my choice. That may not be right for you. I want you to find your own voice. Interestingly enough in my opinion, you have one, and it is strong : )
    • diane hamilton
      diane hamilton on 27 Jun 12
       
      Hi Alex, Thanks for this notation. Now, I am curious though - what kind of voice do I project to you? Diane
  • I keep trying to understand why it’s been repeated
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      the problem is that not every student reads every document. you would be surprised. That said, there are lots of ways to address this. It is certainly easier to not be redundant. Less to update. Less documentation. If you go this route, just make sure that you always link back to the documentation where the information is posted. : ) me
  • Maybe that’s the point.  Maybe I don’t need to know everything well, just the things I need in the moment. 
  • I have however come to realize that I need to ask my own questions and pursue them, go on a QUEST to find answers, to locate research and ideas that relate to my own burning wonderings.  There is a QUEST in every QUESTion!
  • It’s really difficult to flesh out, and it’s kind of foreign to me to be sharing these behind the scenes thoughts….
    • Maria Guadron
      Maria Guadron on 29 Jul 12
       
      Great screencast, Diane! What a wonderful way to add social presence and direct instruction
    • diane hamilton
      diane hamilton on 29 Jul 12
       
      Thanks!
    • Catherine Strattner
      Catherine Strattner on 30 Jul 12
       
      I would like to echo Maria! Thinking about doing this in my course as well- thank you for the inspiration!
    • Lauren D
      Lauren D on 31 Jul 12
       
      Great idea with the screencast!
    • Irene Watts-Politza
      Irene Watts-Politza on 17 Aug 12
       
      This is often how I felt. I attribute it to first-time online learning curve. Do you think you will be more comfortable in the role of instructor in discussion forum? I do.
    • diane hamilton
      diane hamilton on 17 Aug 12
       
      Yes, I do. I usually feel quite comfortable in that sort of role, but I also think I will have to be sure to promote a horizontal relationship within discussions so students don't shut down or defer to me. I want them to think,explore, and construct without pressure to give me the answer they think I want.
    • Irene Watts-Politza
      Irene Watts-Politza on 17 Aug 12
       
      Shea proposes "learner presence" ... http://www.slideshare.net/alexandrapickett/learning-presencecs2 Can you propose and research Course Presence?
    • diane hamilton
      diane hamilton on 17 Aug 12
       
      Interesting....
Barbara Recchio-Demmin

Rich Internet Applications from the Center for Language Education And Research (CLEAR) at Michigan State University - 0 views

clear.msu.edu/ria

language learning audio recording

shared by Barbara Recchio-Demmin on 23 Jul 09 - Cached
  • Barbara Recchio-Demmin on 23 Jul 09
     
    Interactive voice recording
alexandra m. pickett

Reflections on Online Learning - 1 views

mikelucatorto.edublogs.org

shared by alexandra m. pickett on 13 Jun 11 - No Cached
  • Age problem, an overload of information to the point where in heavy doses it begins to resemble garbage is the problem of our day.
  • How will I balance these issues? How can you have non-hierarchical education within the confines of traditional educational pedagogy especially in an online environment? I feel like I’m taking a big risk here with this topic.
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 11
       
      hi mike! i think it is a risk, but i am open to you trying. frankly, i don't see how it can work, but if you are passionate about it and believe it can work and will show and prove that it can, i would support your choice and be very interested to see that.
  • Not just another Edublogs.org weblog. :D
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      brilliant!
  • ...9 more annotations...
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Bookmarked a book in diigo that someone pdf. Teaching as a subversive activity. Wouldn't it be great if you created such a wonderful course that your students CHOOSE to continue learning without credit!
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      You may also want Kohn's Punish by Rewards. Another worn out book on my bookshelp.
  • So what does this mean for education? How is this different online? And why do I believe that I only understand the stick?
  • What is my role? What is the future role of the instructional designer?
  • I couldn’t help but think that all of these questions led to more
  • Time to finish strong.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      :-)
  • education is one of the most fundamentally revolutionary acts.
  • he power or the perceived power of education and it’s threat even in relation to the most influential and powerful in all of the land.
  • I still am holding on to Alex telling us to challenge our assumptions about online learning and what it means. I think that should spill over to everything if we really want to affect change in this world and in the field of education. What are we assuming? What can be changed? What seems like it’s either a precursor or indispensable even if this may not be the case at all?
  • Understanding history and using it is cheating in a way. A good type of cheating. We can stand on the work of those before us and take the best or the most appropriate for our time. We can use a historical perspective to give a voice to the voiceless of history.
alexandra m. pickett

My thoughts are free - 3 views

2kool4skool2014.edublogs.org

shared by alexandra m. pickett on 28 Jun 14 - No Cached
  • There are just too many posts.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      6 high quality posts in discussion per module (that is 3 per week) and 2 blog posts per module (one per week). You really think that is too much???
  • if the “essence” of the student can never be felt through a computer?
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      I question your assumptions about "essence" and "attendance" and "asking questions" and "peer acknowledgement" How can you say they are missing from an online class when we have examples of all these things all over the place this class?!
  • These are essentials missing from online courses that can not be seen.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      REALLY?????!!!
  • ...7 more annotations...
  • can’t be measured.In class,
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      i know every single click you have made in my cousre. I know dates, times, quantity. I have more data on you and your attendance and participation than any f2f teacher does.
  • ask questions and further ideas discussed in class allows the teacher to know if the student is on the right track.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      This is not only demonstrated in the ask a question area of the course, but in the talk with the professor area, the Bulletin Board, and in the suggestion box area, not to mention the discussion area itself as well as via email. Have you not observed how i keep you on track in this course?
  • Even acknowledging that the student in class is thinking for himself and paying attention is taken into consideration by the teacher. In the classroom, discussion leaders can be acknowledge by the rest of the peers and possibly offer suggestions for them on how to stand firm in opinions and facts
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      Don't you see how we do this with peer evaluations and the interaction and teaching presence demonstrated by students in the course?
  • how could she even know what type of personality her professor has if she has never even seen him in person
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      Don't you have a strong sense of my personality? And what about the personalities of your classmates? Don't you hear their voices in their posts??
  • it’s worth it. I
  • This “cured” my misconception, as this course marked my first course ever taking an online course.
  • I feel amazing
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
Danielle Melia

The Plagiarism Court: You Be the Judge - 1 views

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

module 4 assignment Plagiarism teaching online

shared by Danielle Melia on 17 Jul 12 - No Cached
b malczyk liked it
  • A Plagiarism Avoidance Tutorial created by Ramona Islam, with voice-overs by Christopher Dunham and Ramona Islam
    • Danielle Melia
      Danielle Melia on 17 Jul 12
       
      I Love this. I couldn't bookmark the actual site, but its like a powerpoint type presentation on plagiarism. At the end there is a quiz. The student can have their results emailed to the instructor. I will also use this in my citation module.
  • Danielle Melia on 17 Jul 12
     
    Tutorial about plagiarism with a quiz at the end that you can have student email results of.
  • Erin Fontaine on 24 Jul 12
     
    This is awesome!
Erin Fontaine

Techy Lincoln Middle School teachers reaching students' brains through their smartphones - Central Kentucky News - 0 views

articles.centralkynews.com/...l-phones-online-tools-teachers

middle school smartphones education technology teaching

shared by Erin Fontaine on 02 Jun 12 - No Cached
  • Another benefit of Edmodo is that students are encouraged to collaborate in order to solve problems, while the teachers can stand back and observe.
  • "It's almost like I had stepped out of the equation and they were problem solving themselves,"
  • The students' fingers got busy typing on their cell phone keyboards, and anonymous responses started showing up almost instantly on the discussion webpage for the question: "It could make learning more fun." "We can get our grades quicker." "It makes learning easier for everybody." "It's a lot more hands on and everyone has a voice." "Makes us pay attention and focus more."
  • ...2 more annotations...
  • "They're training themselves. We're just the facilitators; we're just guiding them through it."
  • "Our students have been taught a one-dimensional literacy, and literacy isn't one-dimensional — it's three-dimensional," she said. "They need to be able to know what all those dimensions and facets are."
  • Erin Fontaine on 02 Jun 12
     
    Learn to embrace and be a part of their world and they will become more of an active learner.
  • Erin Fontaine on 02 Jun 12
     
    I found this article as I was researching as to what I wanted to do for my course. I was really debating whether I wanted to do a course for adults or if I wanted to do one at the middle school level. This article was definitely one of my deciding factors.
alexandra m. pickett

etap687 Joan Erickson - 3 views

joanerickson.edublogs.org

shared by alexandra m. pickett on 23 Jun 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 23 Jun 10
       
      Brilliant! i love how you have made your thinking visible to me here!!!
  • 2) leaving my comfort zone and exploring methods I had little training in. 
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      i am so glad you choose #2, joan!
  • ...23 more annotations...
  •  Synthesizing and formulating a mini-thesis is where learning becomes meaningful for me; this is where mere information becomes MY knowledge
    • Shoubang Jian
      Shoubang Jian on 18 Jul 10
       
      Well said. I couldn't agree with you more.
  • Then I think about the etap course now.  The teaching presence is so apparent.  I see it from the professor in the way shes asks questions and my classmates in their posts.  I listen to the exemplar courses interviews and think “wow, it must be interesting to be in that course!”
  • I don’t really care how students categorize me as a certain type or style of teacher.  I want to know if I am a good teacher in terms of challenging students to obtain knowledge. 
  • ” yeah, Joan Erickson is not easy but she can get you to do really good work.  And you know you are learning stuff in her class.”  
  • learning.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      don't forget to self assess : )
  • But does it make sense to a novice learner’s eye?
  • I love my subject, but I have failed to utilize the human nature to my advantage.  I forgot how powerful social interaction, motivation (how to engage), and the need to feel ownership can be in helping students learn. 
    • Sue Rappazzo
      Sue Rappazzo on 21 Jul 10
       
      This is very moving Joan. You must be a great teacher to think this way.
  • I don’t know yet if my online students will step up to the plate, actively and enthusiastically contribute what they know to the community.
    • Francisca Capponi
      Francisca Capponi on 21 Jul 10
       
      Hi Joan (4) I have the same fear, I think they will be more slow that we expect, so we have to be patient, and encourage them to participate at first, and wait till they feel comfortable participating, but I hope it will work after a while!
  • Kind of like a wedding planner who walks through the empty reception hall and can foresee the problems with lighting, photography, food, and traffic pattern…  I am the course designer, it is my job to minimize any possible glitches.  It is my job to provide students with a doable and engaging learning environment.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 10
       
      exactly!!
  • I see more clear vision of myself as an educator.  During this summer course I was confronted with questions that challenged my teaching practices. I started asking myself why I wouldn’t try to trust my students more, let them develop the social presence in the f2f class?  What was the harm in that I wouldn’t even consider trying it?
  • I’ve finally made the connection between theory and application.  I witnessed firsthand the benefit of social constructivism.  It can be done.  Our etap687 course is a living proof.
  • I understand myself better as a learner.  This course pushed me to think honestly what I truly want to do. 
  • Taking education courses  is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas.  I needed it.  It’s reshaped my outlook on teaching.
  • For weeks and weeks I was obsessed with making Jing videos, trying new communication tools. 
  • have 2 weeks left.  I want to make a difference.  I CAN make a difference.  I can use the web 2.0 applications as my allies.  There is enough time for me to plan and implement changes in the f2f courses before school starts.
  • My reflecting puddle may seem small, because there is so much to learn and I’ve just begun.  But my puddle is deeper and its water runs clearer now.  Taking education courses  is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas.  I needed it.  It’s reshaped my outlook on teaching.
  • 2 weeks ago I wrote my tagline on this blog as my “reflecting puddle”.  I still think it’s a puddle; it is still small(but so much deeper!).  I can recount the discoveries on this etap687 journey when I stare into the puddle.  I see the following things:
  • ’t believe we are coming to the end of this course.  It wasn’t that long ago I was installing diigo toolbar, signing up for voice thread, and setting up this blog site.
  • Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching. 
  • My self efficacy is low.  Does it matter in the end?  I only have two  options:  If I cant’ seem to do the work, I should leave the course.  Or, I try with my darnedest effort, and see where I land. Time to take a chance!  I think I will have a lot to gain!
  • So this is what I’m gonna do:  I will blog here periodically and document my journey in the Ed Psych course.  Let’s see if I can be honest with myself.  Learn because life in general is interesting and worth exploring, and I can’t capture all on my own.  So I go to the experts and learn knowledge from them.
  • For weeks and weeks I was obsessed with making Jing videos, trying new communication tools.  I thought WOW, these are the coolest things I’ve learned this summer!  Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching.  What other tasks should be let go in order to make room for the new things in my practice?  What educational principles do I base on to justify the changes?  What kind of measured learning outcomes and students’ perceived learning do I anticipate after the changes are implemented?
    • alexandra m. pickett
      alexandra m. pickett on 29 Jun 11
       
      hi joan!
  • I added several communication tools.  I want the students to feel that I want to talk to them.  I want them to hear and see me.  (again, teaching presence and social presence.)
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 11
       
      good point
alexandra m. pickett

About | ETAP640student FIR reflections - 0 views

franciareed.edublogs.org/about

shared by alexandra m. pickett on 12 Jun 11 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 11
       
      francia; i forgot to mention that you need to customize this page to you. Tell us who you are, what you are doing with this blog. what your interests are. : ) this will help us (your readers) get to know you and help you begin to explore your "voice" and establish your online digital persona.
Diane Gusa

Making Assessment Personally Relevant | blog of proximal development - 0 views

www.teachandlearn.ca/...assessment-personally-relevant

assessment blogging Self-Grading db 4 rubric learning

shared by Diane Gusa on 10 Jul 11 - Cached
  • I want my students to realize that learning is not about making your work conform to some standard imposed by the teacher. Learning is about creating your own standards and adjusting them based on your goals. Learning is about setting your own goals and monitoring your own progress. It is about having conversations with yourself and others.
  • needed to help them visualize their progress, their level of engagement, and their sense of ownership and not simply ask them to rate their own work using the traditional percentage or letter scale. Most importantly, I wanted them to see that an entry that contains lots of facts and links to many valuable resources is not necessarily as valuable as one that shows personal engagement with ideas, one where the readers can hear a unique, personal voice.
  • student self-assessment and personal progress charts is a work in progress.
  • ...2 more annotations...
  • They understand that collecting information and putting it on their blog is not a challenging task. They understand that an entry that paraphrases information found online is not as interesting and valuable as one that shows the author in the process of analyzing and reflecting on his or her research. Finally, they can see and understand how much effort is needed to produce an entry that makes a personal statement, that constitutes a valuable and unique contribution to the studied field. In other words, they now understand that in order to produce something uniquely their own, they first need to have a solid grasp of all the facts and spend some time reflecting on them and their own thoughts about their research.
  • Making Assessment Personally Relevant
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