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Feedback on ETAP 640 Blogs II - YouTube - 0 views

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

25 incredibly useful Google Docs tips and tricks - 2 views

    • alexandra m. pickett
      you should read this!
  • When you’re working in a word processor, every second you save matters. And while Google Docs may seem simple on the surface, it’s practically overflowing with out-of-sight options that can help you get more done with less effort.

Module 1: Reflect - N2OL: New to Online Learning (... - 5 views

  • First read the instructions on "How to participate in a Discussion..." Then enter the first discussion. When you are ready to respond, use the “Reply to This” link to create your response. (Discussion Hint: What are some issues about the online teaching and learning environment that are of concern to you at this stage? What asp
    • alexandra m. pickett
      do they need these instructions here? or this hint here? or should it appear on the actual assignment in the ning?

Teaching As Learning - 3 views

    article by Rogoff explaining the three planes of cognitive apprenticeship: apprenticeship, guided participation, and participatory appropriation

ISTE Standards Essential Conditions - 0 views

  • oactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community Empowered Leaders&nbsp; Stakeholders at every level empowered to be leaders&nbsp;in effecting change Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources &nbsp; Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources Ongoing Professional Learning Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas Technical Support&nbsp; Consistent and reliable assistance for maintaining,&nbsp; renewing, and using ICT and digital learning resources&nbsp; Curriculum Framework Content standards and related digital curriculum&nbsp; resources that are aligned with and support digital age&nbsp; learning and work&nbsp; Student-Centered Learning&nbsp;</h3
  • Proactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community
  • Shared Vision

Socratic Smackdown pdf - 2 views

    Game plan for student discussion

Dobler's Online Learning | One teacher's adventures into online teaching - 2 views

  • I hope that this is the correct approach to the assignment.
  • The research certainly says it will! According to Ice, Swan, Kupczynski, and Richardson, research has shown that other students find audio feedback more effective than written feedback.
  • At first, I wondered why the checklist was not given while I was developing the course.
    • alexandra m. pickett
      interesting. I always think of the checklists as formative. You have access to them in the manual. hmmm. need to think about this more. becuase in my mind you do have access to them as you design your cousre. But i also like your reflection. need to think.
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  • I plan to continue blogging as I work to incorporate what I have learned into my class this year.
  • “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”.
  • I hope that my learning about online teaching really does have positive impacts on my face-to-face teaching.

My Learning Reflections - 1 views

  • What I have found is teaching presence not only occurs in a face to face classroom but also online, if you look at it, they kind of are the SAME thing. The online platform is the classroom; we shouldn’t change it to make it suitable for online, we should do just as we would if it was face to face.
    • alexandra m. pickett
  • I feel accomplished that I gained so much from this course.
  • as an educator my job is to keep pushing and asking those questions
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  • What I learned from that is to push myself continuously to learn more, to teach my classmates more, because in the end I learned THAT MUCH MORE!
  • I know I learned a lot, mainly because I was and am able to produce what has been asked of me and will remember how to do it.
    • alexandra m. pickett

North Country noodlings | Just another Edublogs site - 0 views

  • If I could just sit on their shoulder, and see what’s on their screens, so I could say something like “See that button in the middle? Click it.”
    • alexandra m. pickett
      have you tried screen share tools like or : ) ??
  • Jun12
  • Ciao!
  • ...2 more annotations...
  • And I really liked online teaching – still do – because it allows me to reach students on a personal level.
  • I can’t help but fear, deep down, that the students just don’t care. And I hate feeling that way.

Consider the Source II - 0 views

  • I recall in my early SLN days trying to find out why faculty were being told to close past modules as they moved forward in the course
    • alexandra m. pickett
      Not sure where this comes from linda, but it is not so. the exact opposite is true.
    • lkryder
      2004 - I am sure it has changed. It may have been the the SLN ID I was working and/or the classes I was taking. But I did see it more than a few times and it perplexed me. I definitely don't see it anymore so that is a good thing :-)
    • alexandra m. pickett
      odd... i actually in the early days strongly recommended that faculty have all their modules open from the first day so that students could see the structure and flow of the course from the beginning and have the structure help them not only anticipate what was coming, but act as advanced organizers to help students understand the scope and approach to the content taken by the instructor. I also didn't want faculty to use it as an excuse to not complete the course before it went live : ) I keep the modules closed in ETAP640 and reveal them one at a time because i don't want to confuse and overwhelm students. But, i have always maintained that work in previous modules should remain open and accessible so that students can refer back to or continue conversations if they want to. If you close a module then students won't have access to their own content. I would have to be convinced that under some very specific circumstance that there would be a good reason to do that. : )
    • lkryder
      I am in total agreement with you on that - I won't mention names or courses :-) But I think the message is out that they should all be open!! lkr
  • because my exploration was respected. This kind of supportive environment makes me – or any student I am sure – fearless
  • I can say that I think I am on a completely different level in my teaching and design work.
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  • I have increased my toolkit for engaging students at multiple levels. I feel I will be more vigilant about tapping into their basic human need for challenge, while attending to their narratives. Their storylines were not always part of my approach, but now I will be watching for those.

My Online Teaching Journey | ETAP 640 - 1 views

  • I learned that the more you understand and grow the more you can offer your students.
    • alexandra m. pickett
  • I feel good about what I have created and know that what I learned will help me and my students.
  • I feel accomplished!
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  • I found it is the revisions and creation of the product that you learn, you learn in the doing… the applying and the creating.
  • I learned that you need to have a solid foundation to start by assessing skill levels and giving students the fundamentals is an essential process. You need to break learning up into manageable part but embed learning exercises to enhance knowledge. You have to know your audience and be aware of your assumptions. When designing a course you need to use best practices to enhance your course design. You will put a lot of time and effort in the design process… as a result expect a little blood sweat and tears (there is no guarantee you will look the same at the end :).&nbsp; It is important&nbsp;to remember a students way of learning evolves, that means your teaching style will have to evolve too. Don’t be afraid to try new things…the more you learn the more you can offer your students. &nbsp;Learn to be a self-reflective, dig deep into yourself but more importantly I learned there is a great thing to be gained in the perspective of others, value that and seek that out. This course is more than a process it is a journey!
    • alexandra m. pickett
      wow! ... this is why i love metacognitive reflection!

The Next Step Forward | on the path to the classroom - 2 views

  • lack of due dates
    • alexandra m. pickett
      the due dates are the last day of each module except for blog posts - one at the end of each week of the course.
    • Elena Buttgereit
      Sorry, let me clarify: I meant staggered due dates. For college and graduate students, this generally does not pose as much of a problem. By having deadlines throughout a module, I think it could help my audience (high schoolers) avoid procrastination and hopefully keep them on track.
  • I am feeling an immense sense of relief and pride in the work I’ve done. &nbsp;

My thoughts are free - 3 views

  • There are just too many posts.
    • alexandra m. pickett
      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
      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
  • ...7 more annotations...
  • can’t be measured.In class,
    • alexandra m. pickett
      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
      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
      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
      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

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

    "It's about transparency, and the more information you grant to students, the better."
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