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Heather Kurto

Inquiry: Learning from the Past with an Eye on the Future | Bonnstetter | Electronic Journal of Science Education - 0 views

  • I have observed at least three major phases that many teachers go through, or far too often, fail to go through. Phase I might be described by Harry Wong as "Doing what you have been doing, and getting what you have been getting". In other words, Phase I is simply the pre-reform effort phase. Of course, we as educators hope to move teachers to a new vision and this can result in Phase II.
  •     In Phase II, teachers are presented with a new teaching strategy, usually in the context of an afternoon or one day workshop. So armed with this new skill, but little else, they venture back to their classroom to try implementation or worse, write off the whole experience and tell colleagues seated near them that they already do that. What is immediately noticeable for those who at least think about possible implementation, is how these teachers internalize this new strategy and attempt to move it into practice.
  • Phase III is where teachers reflect on 1. what they were doing that worked, and 2. how they might integrate these new ideas into their pre-workshop repertoire of teaching tools.
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  •     The sad fact is that we far too often fail to invest either the time or the necessary resources to reach and build Phase III teachers. My personal experience suggests that on average it takes anywhere from three to five years for wide spread single component teacher behavior changes to be firmly implemented among a building faculty and from three to eight years with the same general educational reform agenda to accomplish anything close to systemic change.
  • classroom teachers or teacher educators, we must take the time to reflect on our past efforts and make needed mid-course corrections. Looking for patterns within our reform projects and helping teachers see reform as an evolutionary process and not an either/or response, will help all of us grow as professionals and ultimately improve the education of our children.
Gary Bedenharn

Phases of The Moon - Astronomy Games For Kids - KidsAstronomy.com - 0 views

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    Moon phase game to see if student can identify the phases.
cpcampbell88

Interview Skills Checklist - 0 views

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    The Interview Skills Checklist was designed to informally assess a student's performance in the four main phases of an interview. These phases are a.
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    The Interview Skills Checklist was designed to informally assess a student's performance in the four main phases of an interview. These phases are a.
Gary Bedenharn

The Phases of the Moon - YouTube - 0 views

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    An explanation of the Moon phases.
Diana Cary

An Exploratory Study on the Use of VoiceThread in a Business Policy Course - 0 views

  • Abstract: This paper reports on a two-phase exploratory study that involved student use of the asynchronous multimedia communication tool VoiceThread within a business policy course. In the first phase, students participated in a VoiceThread exercise consisting of an exam review followed by a survey on the use of VoiceThread. Of the 22 participants (from a class of 61 graduating seniors), 64% specified they would like to use VoiceThread for future learning activities, and 73% indicated they would recommend VoiceThread to peers for the purpose of delivering presentations. In the second phase, 13 of the 22 respondents to the first phase were sent follow-up questions to elicit their perspectives as to whether the use of VoiceThread satisfied Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education. Eight of the 13 students responded, with almost all responses being positive with respect to the Seven Principles. The results lend some initial support to the idea that VoiceThread can be an effective tool for facilitating learning activities in business and other courses.
Lauren D

ADDIE Model | Learning Theories - 0 views

  • Summary: The ADDIE model is a systematic instructional design model consisting of five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Various flavors and versions of the ADDIE model exist.
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    Summary: The ADDIE model is a systematic instructional design model consisting of five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Various flavors and versions of the ADDIE model exist. Originator: Unknown.  Refined by Dick and Carey and others.
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    The ADDIE model is a systematic instructional design model consisting of five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Various flavors and versions of the ADDIE model exist.
Alicia Fernandez

Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? - 1 views

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    Results of study using content analysis of online discussion groups confirm that interaction in the discussion is very task-oriented, stays task-oriented and reflects high phases in knowledge construction. Clear results can be presented about the impact of the amount of discussion activity on the nature and quality of the discussions and the phases of knowledge construction.
Gary Bedenharn

Astronomy: Articles (Science U) - 0 views

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    Articles about eclipses, phases of the moon and planets, and seasons. For 8th grade astronomy reading assignment.
alexandra m. pickett

JOLT - Journal of Online Learning and Teaching - 0 views

  • In the second phase, 13 of the 22 respondents to the first phase were sent follow-up questions to elicit their perspectives as to whether the use of VoiceThread satisfied Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education.
  • Results Out of a total of 61 students in two online sections of the business policy course, 22 students – 14 females and eight males – took part in the exam review and VoiceThread survey (i.e., the first phase of the study). The participants were graduating seniors, and as part of the course, they had participated in weekly discussion board activities within the University’s LMS, Blackboard. None of them had used VoiceThread prior to their involvement in the study. The survey results are presented in Tables 1, 2, and 3. Table 1. Survey responses – "yes/no" items (N = 22)
    • Diana Cary
       
      I will also use this article in my course as a required reading.
    • Diana Cary
       
      This resource as well be a good article to show the relationship of Voicethread with student-student and student-teacher interaction. This article also ties back to Chickering and Gamson's Seven Principles.
    • alexandra m. pickett
       
      ok. got it! very good diana!! : )
  • Question Yes No Comments 1. Did you comment on the VoiceThread? 22 0   2. Was it difficult to comment? 1 21 "A little, text box small." 3. Would you like to use VoiceThread for future exam reviews and discussion of chapter concepts? 14 8 "Yes. [It is] More interactive, [and involves] not just reading text, but actually listening, and picking up information that way." "Yes. By then I will know how to use the microphone." "No. [It] Take[s] less time to read answers on Blackboard's discussion board as opposed to listening to people's answers on VoiceThread. It was difficult to read the small text." (This student liked participating in the exam review on VoiceThread for the extra credit, and she would do it again if extra credit were given.) "No. I won't be able to use it with my other devices such as my iPad and iPhone." "No. It's easier to read the review questions and find the answers in the book." 4. Would you like to use VoiceThread to make a presentation for a course in the future? 14 8 "Yes. Sure! That would probably work out pretty well!" "Not really! Not unless I have to." 5. Would you suggest to your peers the use of VoiceThread for making their own presentations? 16 6  
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  • Table 2. Survey responses – rating-scale item (N = 22) Question Very Easy (1) Easy (2) No Problems (3) Some Issues (4) Very Difficult (5) 6. How difficult was it to create your VoiceThread account? 19 3 0 0
  • Table 3.Survey responses – open-ended item (N = 18) Question Comments 7. Anything you would like to share about VoiceThread? Positive comments (n = 12) "Very easy and convenient." "I think that once I was able to get into the system it was easy to use. Now I need to understand why the mic[rophone] does not work, maybe my laptop." "It was actually very interesting to learning [sic] how to use VoiceThread. It was something different." "I like the way I can participate by using text. As English is my second language, speaking is really difficult for me. Also, VoiceThread is really easy and simple to use." "It was really easy to navigate and use." "VoiceThread was very easy to use and it could be beneficial in the future." "VoiceThread is easy and pretty interesting!" "I like that it is very easy to use." "It seems like a good tool to utilize for some classes." "Easy to navigate and good review before the exam." "Never done it before but I think it's pretty good tool." "Seems like a great tool we can use." Comments expressing reservations (n = 4) "I think it was very easy to figure out. My hesitation about using in the future for a course to do a presentation or recommending my peers to use it is that I don't really know much about it so that is why I responded no to those questions. I don't know how to add graphics and things of that nature like on PowerPoint." "VoiceThread is easy to register [on]. However, I'm not too sure about making a presentation." "I think it's a good form of technology. It's not my first choice of communication though. Plus if you're typing your answer the font is super small, not sure if I can change this setting." "[There needs to be a] bigger text box" Unfavorable comments (n = 2) "I do not like the interface of the VoiceThread ... [The interface] makes it hard to use on anything besides a computer." One student found it slightly difficult to "figure out how to answer the questions or how to comment on others' answers."
Maree Michaud-Sacks

BEST ONLINE INSTRUCTIONAL PRACTICES: REPORT OF PHASE I OF AN ONGOING STUDY - 0 views

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    Keeton's research studies the relevance of 8 principles for effective instruction to online learning.
Lauren D

Direct Instruction: Targeting Strategies for Student Success - 1 views

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    "The exemplary model of direct, explicit instruction consists of five phases that allow teachers to scaffold instruction, gradually shifting and releasing responsibility for completing a task from themselves to students." 1. Orientation 2. Presentation 3. Structured Practice 4. Guided Practice 5. Independent Practice
Nicole Arduini-Van Hoose

Review: Teaching with Technology: Creating Student Centered Classrooms - 0 views

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    a 10-year research study of the Apple Classroom of Tomorrow (ACOT) school sites. The centerpiece of the study is the five-phase model of instructional evolution in technology-rich classrooms: entry, adoption, adaptation, appropriation, and invention. The model describes a shift in instructional style, from traditional to constructivist, that the authors believe takes place as teachers become expert technology users leading to new levels of confidence and willingness to experiment with instruction.
Heather Kurto

http://www.ascilite.org.au/ajet/submission/index.php/AJET/article/viewFile/157/55 - 0 views

    • Heather Kurto
       
      Web 2.0 has driven pedagogy so that teachers need to know, not only how to use the Web 2.0 tools for personal purposes but how to use them to support and enhance their students' learning
    • Heather Kurto
       
      Over the last few years, Web 2.0 applications, and especially blogs, wikis, e-portfolios, social media, podcasting, social networking etc., have received intense and growing educational interest, with uses including diverse learning groups, from primary and secondary education (Tse, Yuen, Loh, Lam, & Ng, 2010, Sheehy, 2008; Woo, Chu, Ho, & Li, 2011; Angelaina & Jimoyiannis, 2011) to higher education (Bolliger & Shepherd, 2010; Ching & Hsu, 2011; Deng & Yuen, 2011; Roussinos & Jimoyiannis, 2011; Yang, 2009; Zorko, 2009), vocational training (Marsden & Piggot-Irvine, 2012) and teachers' professional development (Doherty, 2011; Wheeler, & Wheeler, 2009; Wopereis, Sloep, & Poortman , 2010).
    • Heather Kurto
       
      Existing literature, regarding the integration of ICT in schools, shows that despite governmental efforts and directives, the application of ICT in educational settings is rather peripheral acting, in most cases, as an 'add on' effect to regular teacher-centred classroom work. It remains a common practice, for most teachers, to use ICT primarily for low-level formal academic tasks (e.g., getting information from Web resources) or for administrative purposes (developing lesson plans, worksheets, assessment tests, etc.) rather than as a learning tool to support students' active learning (OFSTED, 2004; Jimoyiannis & Komis, 2007; Tondeur, van Keer, van Braak, & Valcke , 2008).
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    • Heather Kurto
       
      The theoretical framework presented and the empirical research phase of the paper addressed some of the critical issues arising around Web 2.0 in school practice. TPACK 2.0 and authentic learning can develop and support a coherent pedagogical and instructional framework for future teacher professional development programs aiming to help educators: * to adopt Web 2.0 not as a matter of acquiring new ICT skills but in terms ofspecific pedagogical and instructional dimensions; * to move beyond oversimplified approaches which treat Web 2.0 as a 'trend', a 'special event' or an 'extra tool'supplemental to their traditional instruction; * to understand how Web 2.0 technologies change both pedagogy and learning practice; * to consider, in their instructional design, Web 2.0 technologies, Content and Pedagogy not in isolation, but in the complex relationshipssystem they define.
Victoria Keller

Common Core-Modeling vs. Understanding - 1 views

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    Description of the twelve shifts in PK-12 ELA and math instruction under Common Core State Standards, adopted by New York State Board of Regents in July 2010
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    As we enter the phase of utilizing the common core the NYS DOE has published Shifts to promote teaching for understanding instead of teaching to do.
alexandra m. pickett

PBL: Teaching Online - 0 views

  • This section of the Teaching Online Guide focuses on course planning and design. While many of the ideas and strategies are generic the main focus will be on the PBL online course. Included within the course design section is information about the phases of planning an online course, software for online teaching, using multimedia, teaching strategies, and assessment for online instruction. In general, the design of an online course entails four main realms. These are the people involved (who), the content (what), the teaching strategies and software tools (how), and the location of the course (where). The course design pages on this guide address aspects of these realms and the associated design elements. Scroll your mouse over the diagram to the right to see how everything fits together.  
Gary Bedenharn

Rader's COSMOS4KIDS.COM - 0 views

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    Great resource for differential learning.  Supplementl reading about solar systems to the universe.
Hedy Lowenheim

Master's Degree Is New Frontier of Study Online - NYTimes.com - 0 views

  • Although it is just one degree at one university, the prospect of a prestigious low-cost degree program has generated great interest. Some educators think the leap from individual noncredit courses to full degree programs could signal the next phase in the evolution of MOOCs — and bring real change to higher education.
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    The affordable price for this online master's degree in computer science from a very reputable institution is refreshing to see. If the program is successful hopefully it will lead to others like it. The program will be MOOC-based.
alexandra m. pickett

Social Studies Another Way - 0 views

  • don’t use it as a source in research
    • Joan Erickson
       
      Look at what we do in etap, we pull research sources off of the web left and right. Does it make it OK for us to do?
  • . I’m thinking that by creating a mission video that emphasizes their own creativity as the goal that they will see that this is self-directed and endless in its possibilitie
    • alexandra m. pickett
       
      fantastic idea!!
  • I notice that I don’t read everything on each direction page, so I’m sure my students won’t either.
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  • Having to support my ideas is cumbersome, and it requires work
    • Joan Erickson
       
      Shoubang left a message on my blog saying the same thing: it is WORK. But we learn a lot from one another!
  • I was always annoyed in grad classes when people would just shoot off their mouths about random things, totally wasting class time on their own rants (usually at 9pm). This definitely alleviates that situation!
  • I don’t accept laziness or haphazard work, but I usually reject it with a smile and a joke
    • Joan Erickson
       
      Melissa, I want my son to have a teacher like you! I want to have a teacher who knows how to gracefully reject silly work !
  • At this point, I need stick notes to track down sticky notes
    • Joan Erickson
       
      melissa you are too funny!
  • I resisted activities where the students “taught” each other for fear that they would leave something out
    • Joan Erickson
       
      of course you would have that fear. I think every teacher has that concern when they use peer-learning activities. state exams put so much pressure on the teachers and the kids.
    • Melissa Pietricola
       
      They do, it is truly counterproductive!
  • I will be extremely busy
  • I am eliminating much of the homework requirements so students can work on the online course
  • It will be an enormous challenge for me to let students take the lead and not dominate the airspace. If I want my students to make it to that “performance” or “resolution” stage I see this stepping back as being essential. I want them to “Perform” in the sense that they build their learning into webpages. If I dominate their peer critiques, for example, they might as well become my webpages. The intent is for them to run wild with their creativity, and to step away from me as the direct instructor. He also discusses the steps groups take to make decisions, “forming, norming, storming, and performing.” Garrison emphasizes that groups not only need time, but also clearly stated goals to function productively. I am very familiar with his claim that, “groups do not naturally coalesce and move to integration and resolution phases.” I loathe group work for this very reason! I have avoided it much of my teaching career, afraid of losing control of the classroom and the content, and often seeing little progression in student learning when I do venture to use it. He goes on to argue that, “direction and facilitation is required to establish cohesion and ensure messages are developed.” I guess I assumed this, that you need to give clear directions, state your goals for the activity, and facilitate its progression. I’m concerned with how this will go online.
  • This reminds  me of Kelly as a “thread killer.”
  • time consuming
    • Joan Erickson
       
      me too. you mentioned about this in your earlier blog. Compposing a post felt like writing a mini-essay for me, I just couldn't produce a coherent, educated, and educational post in a matter of minutes. It is time-consuming to produce intelligent work.
    • Melissa Pietricola
       
      It is! I felt like I would wander through the Internet in a thousand directions, getting irritated with myself for being so scatterbrained. It took me forever!
    • Joy Quah Yien-ling
       
      I agree! Takes forever - days and days to write. Blogging is agonizing!! But ultimately satisfying :-) We survived.
    • Joan Erickson
       
      wheeew! Now I feel better. For the longest time I thought it was due to my inadequacy that it took me days to pull research together and write up a coherent reply. If you two felt this way, who am I to complain?! Thanks!
  • By that I mean it keeps me thinking. I wake up in the middle of the night and wonder on it, it makes me uncomfortable, and it appears on my to-do list in the strangest way. One thing I think of is the idea of student-centered learning. Its not that this is new to me entirely, but it has been a bit of a shocker to learn how to do it effectively and how to readjust my thinking and teaching to make the student at the middle. The idea that my activities should be engaging has always been moderately important, but I’ve thought about it in the past as “entertaining.” I always came back to the thought that I wasn’t here to entertain my students, they get entertainment everywhere else.
  • But, as a student, I completely understand and empathize with the idea that they should be engaged and want to be a part of what they are learning. This is a new thought to me. That I should make the activities engaging (by using technology, by encouraging connections, and by making purposeful learning) not simply so students have fun, but so that they learn more!
  • whether I’d catch the next episode of the “Backyardigans.”
    • alexandra m. pickett
       
      i love backyardigans!! : )
  • It stimulated a different part of my brain and gave me an adult purpose to my day. Very important for my sanity and helpful for me as a mother, as well. I truly agree that being an educated woman makes us better caretakers for our children (especially our girls!)
  • The truth is, though, that it did help me to learn and it was a challenge I could meet.
Joan Erickson

Online Community of Inquiry Review-A Response | Social Studies Another Way - 0 views

  • groups do not naturally coalesce and move to integration and resolution phases
    • Joan Erickson
       
      ditto here, you and I talked about this in the discussion. Not the easiest thing to achieve!
alexandra m. pickett

Material Detail - 1 views

  • The Best Online Teaching Practices Study is an ongoing study by UMUC's Institute for Research and Assessment that seeks to identify processes for effective teaching and learning online. The findings from the study support the underlying prnciples that have an impact on online teaching and learning. The study uses an educational model that builds on existing research and knowledge of effective teaching and learning practices in traditional formats. The study uses a mixed method approach and is carried out in multiple phases.
    • alexandra m. pickett
       
      check out this UMUC resource on effective online teaching practices. : ) me
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