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Catherine Strattner

Welcome | Community of Inquiry - 1 views

communitiesofinquiry.com

Community of Inquiry e-learning education

shared by Catherine Strattner on 11 Jun 09 - Cached
  • Catherine Strattner on 22 Jul 12
     
    Looking at everything now through the lens of the CoI framework.
Barbara Recchio-Demmin

rubistar.com - 1 views

www.rubistar.com

rubric assessment

shared by Barbara Recchio-Demmin on 05 Jul 09 - Cached
  • Barbara Recchio-Demmin on 05 Jul 09
     
    rubric creator
James Ranni

Keystone High School, Online High School, Online High School Diploma - 1 views

www.keystonehighschool.com

homeschool online-highschool

shared by James Ranni on 07 Jun 09 - Cached
  • James Ranni on 07 Jun 09
     
    Online accredited middle and high school for homeschoolers and students needing to make up entire coures or even units, online.
Bill Hooper

Accesssibility in Distance Education - Home - 1 views

www.umuc.edu/ade

special_needs_online

shared by Bill Hooper on 06 Jun 09 - Cached
  • Bill Hooper on 06 Jun 09
     
    This site offers a number of practical solutions to help students with special needs adapt on an online course.
Shoubang Jian

The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 1 views

technologysource.org/..._surpasses_facetoface_learning

shared by Shoubang Jian on 28 May 09 - Cached
  • Students are empowered to learn on their own and even to teach one another. Particularly in the discussion group mode, students have the opportunity to explain, share, comment upon, critique, and develop course materials among themselves in a manner rarely seen in the F2F classroom.
  • ar more writing-intensive than traditional classes
  • When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
  • ...6 more annotations...
  • relative "anonymity" of online discussions helps create a level playing field for women, homosexuals, students with physical handicaps, and members of other potentially marginalized groups, as they can participate in class activities without being stigmatized. Moreover, the format gives non-native speakers of English extra time to contemplate questions and compose appropriate answers.
  • teaching styles do not work in the online environment (just as some students have discovered that their learning styles make online courses unworkable for them)
    • jessica mascle
      jessica mascle on 28 May 09
       
      i wonder if my teaching style matches?
  • Online students, however, can and do e-mail countless questions to their professors and frequently engage in a dialogue that would be hard to duplicate in the F2F world.
  • Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
  • teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education.
  • On-demand interaction and support services
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      new technology, like Eluminate, allows teachers to conduct office hours in a virtual environment. Participants can talk to each other, share desktop, share the same browsing experience, chat, draw charts. Fantastic.
  • Jessica Backus-Foster on 28 May 09
     
    Reading for Module 1
  • ...1 more comment...
  • jessica mascle on 28 May 09
     
    see highlighting
  • jessica mascle on 28 May 09
     
    do i have to respond to others?
  • Jennifer Boisvert on 09 Jun 09
     
    10 facts about online education
Donna Angley

A Constructivist Approach to Teaching - 1 views

www.vccaedu.org/...i-12-Carwile.html

social constructivism constructivist constructionist learning environment

shared by Donna Angley on 28 May 09 - Cached
  • Presenting instructional content online requires faculty to consider course objectives and the learning outcomes that are produced. How those outcomes are achieved and by how many students are important concerns of higher education institutions and their faculty members
  • Constructivism, on the other hand, is founded on the notion that “the only important reality is in the learner’s mind, and the goal of learning is to construct in the learner’s mind its own, unique conception of events”
  • learner is not a passive recipient but rather the center of instruction
  • ...27 more annotations...
  • constructivists believe in independent exploration by students that will lead to a deeper understanding of the content
  • cooperative/collaborative approach
  • socio-cultural model
  • cooperative or collaborative model of learning argues that learning occurs as an individual interacts with other individuals
  • socio-cultural model of learning argues that learning best occurs when the learning event is meaningful, more deeply or elaborately processed, situated in context, and rooted in the learner’s cultural background and personal knowledge
  • one goal is to create a meaningful environment that includes communication and collaboration
  • New technologies allow for construction of knowledge through what is actually deeper reflection by the learner
  • Through groups and other learning interactions with their online peers, students acquire deeper understanding because of the “opportunities for exposure to multiple perspectives and interpretations
  • Learning involves active cognitive processing
  • Learning is adaptive
  •   Learning is subjective, not objective
    • jessica mascle
      jessica mascle on 29 May 09
       
      again, does it need to be balanced?
  • Learning involves both social/cultural and individual processes
  • socializing function by fostering a friendly environment
  • Organizing involves setting the objectives, procedural rules, and timetables
  • intellectual role, guide the students’ journey to understanding. This is accomplished by probing and questioning students about their responses, by summarizing main themes, and by linking these to assignments such as readings, written responses, and independent and group projects.
  • discussion board posts serve as learning artifacts as well as springboards for more learning and the development of community
  • social negotiation and mediation
  • authentic and real-world environments
  • Teachers serve primarily as guides and facilitators
  • prompting students to develop their own inquiry questions
  • allowing students to express their knowledge through multiple avenues
  • encouraging group projects and collaborative learning
  • If, on the other hand, we believe that learners actively construct knowledge in their attempts to make sense of their world, then learning will likely emphasize the development of meaning and understanding
  • use of discussion boards
  • provide forums that require students to research an area of interest and report back to the class in the forum
  • incorporates collaborative elements
  • instructor should build in as many collaborative opportunities for group work
  • alexandra m. pickett on 01 Jun 09
     
    ooooh execllent tags highlighting and comments!!
  • Donna Angley on 15 Jun 11
     
    The author contends that using a learning-centered, or constructivist, approach in online courses is critical to student success.
Diane Gusa

CriticalThinking.org - The Role of Questions in Teaching, Thinking and Learning - 1 views

www.criticalthinking.org/page.cfm

shared by Diane Gusa on 26 Jun 09 - Cached
  • Thinking is not driven by answers but by questions
  • every field stays alive only to the extent that fresh questions are generated and taken seriously as the driving force in a process of thinking
  • To think through or rethink anything, one must ask questions that stimulate our thought.
  • ...7 more annotations...
  • thinking begins with respect to some content only when questions are generated by both teachers and students.
  • No questions equals no understanding. Superficial questions equals superficial understanding. Most students typically have no questions. They not only sit in silence, their minds are silent as well. Hence, the questions they do have tend to be superficial and ill-informed. This demonstrates that most of the time they are not thinking through the content they are presumed to be learning. This demonstrates that most of the time they are not learning the content they are presumed to be learning.
  • Questions define tasks, express problems and delineate issues. Answers on the other hand, often signal a full stop in thought. Only when an answer generates a further question does thought continue its life as such.
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 23 Jun 10
       
      An entirely radical and unique approach to assessment. I wonder if anyone has tried it before. It will be the most demanding exam ever.
  • Feeding students endless content to remember (that is, declarative sentences to remember) is akin to repeatedly stepping on the brakes in a vehicle that is, unfortunately, already at rest. Instead, students need questions to turn on their intellectual engines and they need to generate questions from our questions to get their thinking to go somewhere. Thinking is of no use unless it goes somewhere, and again, the questions we ask determine where our thinking goes.
  • It is possible to give students an examination on any subject by just asking them to list all of the questions that they have about a subject, including all questions generated by their first list of questions.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      HMMMMMMMM I would like to think about this and maybe try it.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      My sticky note got "stuck" in the wrong place...should be down by testing by students listing all the questions they had in course.
  • Mike Fortune on 23 Jun 10
     
    CriticalThinking.org - The Role of Questions in Teaching, Thinking and Learning
  • Donna Angley on 22 Jun 11
     
    One of the reasons that instructors tend to overemphasize "coverage" over "engaged thinking" is that they assume that answers can be taught separate from questions. Indeed, so buried are questions in established instruction that the fact that all assertions - all statements that this or that is so - are implicit answers to questions is virtually never recognized. For example, the statement that water boils at 100 degrees centigrade is an answer to the question "At what temperature centigrade does water boil?"
Kristina Lattanzio

Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses - 1 views

sln.suny.edu/...95223246cabd6b85256a090058ab98

online teaching

shared by Kristina Lattanzio on 12 Jun 09 - Cached
  • Principle 5: Good Practice Emphasizes Time on Task Lesson for online instruction: Online courses need deadlines. One course we evaluated allowed students to work at their own pace throughout the semester, without intermediate deadlines. The rationale was that many students needed flexibility because of full-time jobs. However, regularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination. They also provide a context for regular contact with the instructor and peers.
    • Kristina Lattanzio
      Kristina Lattanzio on 12 Jun 09
       
      Setting deadlines for activities creates a comfortable online learning environment. Students are better able to keep their work/progress organized.
alexandra m. pickett

J.D. Meier's Blog : Tags vs. Categories - 1 views

blogs.msdn.com/...tags-vs-categories.aspx

tags tagging categories

shared by alexandra m. pickett on 05 Jun 09 - Cached
  • Internal tags are for finer-grained slicing and dicing and hopping across your categories.
  • alexandra m. pickett on 05 Jun 09
     
    for you jess m.
alexandra m. pickett

My New Adventure in Online Teaching - 1 views

gcc23.edublogs.org

shared by alexandra m. pickett on 12 Jul 09 - Cached
  • I also was reminded that in many cases, our students technical skills often far surpass our own and that our course development and approach to online teaching should be informed by that fact. 
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      how do you come to this conclusion? is it supported in the SLN demographic data? are you sure this it true? do you buy into the digital native vs. immigrant assertion?
  • I already recognize that this will require me to sacrifice spontaneity and creativity at times but I think on balance it is the right way to go.
  • online teaching requires me to do something I hate - completely rethink my approach. 
  • ...6 more annotations...
  • theory is easy and practical application is a lot of blood, sweat, and tears. 
  • I’ve constantly considered and reconsidered the importance of my role as the teacher as I’ve laid out Module after Module.
  • I am still not entirely sold on the need to have the entire course completed ahead of time – though who am I to argue with the experts? 
    • alexandra m. pickett
      alexandra m. pickett on 11 Aug 09
       
      hey bill. our research findings support this assertion and i want you to know that there is a positive and significant correlation between the percentage of course completed prior to the first day of the course and student (and faculty) satisfation and reported learning. Seems like building the airplane whilst in flight is not a good idea - the faculty experience is negatively impacted and the students also notice...
  • In other words, modifications can be done in a controlled setting. 
  • My emotions ran the spectrum from a little bit of anger at being asked to complete a task that I didn’t entirely think was realistic, to disappointment in myself that, even though I thought I had caught up, I obviously was still just treading water.  I’ve settled somewhere in the middle but regardless I decided to just put and shut up and make my way through the remainder of the course development process.
  • what I will take away from it is so much more than any all-nighter I might have put in.  I now feel confident to teach my own online courses and hope to begin implementing a hybrid online program in the 2010-2011 school year.   This class has given me that kind of confidence and I’m all the better for it.
James Ranni

Definition: Mastery Learning Teaching Method - 1 views

technologysource.org/...1

mastery learning

shared by James Ranni on 13 Jul 09 - No Cached
  • The goal of mastery learning approaches is to have all students learn instructional material at roughly equivalent, high levels.
alexandra m. pickett

course tour | Alex's reflecting pool - 1 views

etap687.edublogs.org/course-tour

alexandrapickett etap687 coursetour

shared by alexandra m. pickett on 01 May 10 - Cached
  • alexandra m. pickett on 01 May 10
     
    here are 2 jing screencast course tours of ETAP687 from the last couple of years.
Shoubang Jian

Facebook Mania: Privacy Changes for Nearly 500 Million - TIME - 1 views

www.time.com/...0,8599,1990582,00.html

privacy facebook

shared by Shoubang Jian on 27 May 10 - Cached
  • Shoubang Jian on 27 May 10
     
    This is an interesting article on privacy issue raised by the popularity of facebook.
  • Sue Rappazzo on 28 May 10
     
    Very interesting
Joy Quah Yien-ling

Try Wetpaint Free Wiki - 1 views

www.wetpaint.com

web2.0 tools collaboration online wikis wetpaint

shared by Joy Quah Yien-ling on 27 May 10 - Cached
  • Joy Quah Yien-ling on 27 May 10
     
    Highly recommended wiki. Easy to edit.
Joy Quah Yien-ling

Voicethread: Collaborative Tools Review - 1 views

voicethread.com/15

web2.0 tools collaboration online review voicethread

shared by Joy Quah Yien-ling on 27 May 10 - Cached
  • Joy Quah Yien-ling on 27 May 10
     
    Individuals comment on and review strengths and weakness of collaborative tools they have used in an online environment.
Joy Quah Yien-ling

Video Creation Resources from Free Technology for Teachers: - 1 views

www.freetech4teachers.com/...video-creation-resources.html

video web2.0 resources creation L&S multimodal Tools

shared by Joy Quah Yien-ling on 28 May 10 - No Cached
  • Joy Quah Yien-ling on 28 May 10
     
    Make videos using online apps.
Sue Rappazzo

Dyslexia - a knol by Sally E. Shaywitz, M.D. - 1 views

knol.google.com/dyslexia

dyslexia

shared by Sue Rappazzo on 29 May 10 - Cached
  • Dyslexia does not resolve over time.  Longitudinal studies indicate that dyslexia is a persistent, chronic condition; it does not represent a transient "developmental lag.”    The  image on the left shows the  trajectory of reading skills over time in good and poor readers. The vertical axis on the left is the reading achievement score
  • Dyslexia reflects a very specific difficulty with reading and has nothing to do with intelligence. In fact, understanding ideas and concepts are often at a very high level in dyslexia as are other higher-level reasoning skills. Dyslexia is a localized problem, one involving the sounds, and not the meaning, of spoken language. Consideration of the differences between spoken and written language provides a helpful understanding of why some bright children struggle to read.
  • In dyslexic readers, converging evidence from many laboratories around the world has demonstrated “a neural signature for dyslexia,” that is, a disruption of the two neural systems in the back of the brain observed during reading (shown in the image below).
Melissa Pietricola

murrilo.pdf (application/pdf Object) - 1 views

ecom.fov.uni-mb.si/...murrilo.pdf

technology education teaching pdf

shared by Melissa Pietricola on 30 May 10 - No Cached
  • Melissa Pietricola on 30 May 10
     
    Liverpool School District: 2002 attempt to create a virtual school. District evaluated the costs/benefits of offering online learning opportunities. It was not successfully implemented
Melissa Pietricola

500 tips for tutors - Google Books - 1 views

books.google.com/books

education student online learning

shared by Melissa Pietricola on 31 May 10 - Cached
  • Melissa Pietricola on 31 May 10
     
    Online Learning: Remind students of intended objectives Encourage/teach how to save/bookmark information work online into the normal fabric of student learning
Kelly Hermann

UD Principles HTLM Format - 1 views

www.design.ncsu.edu/...udprincipleshtmlformat.html

Universal design for learning

shared by Kelly Hermann on 31 May 10 - Cached
  • Kelly Hermann on 31 May 10
     
    The Center for Universal Design in North Carolina have done some of the seminal work in the field. They have developed seven principles of universal design, as well as included some guidelines for their use in the design of instruction. When clicking on the link, you may be asked to answer a few questions regarding where you live so the center may gather statistics regarding where their audience is.
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