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Dean Whaley

iowaonlinelearning - Teaching Standards - 27 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by Dean Whaley on 12 Jul 11 - No Cached
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Dean Whaley
      Dean Whaley on 12 Jul 11
       
      What I see in these is that many of these we should be doing already.
  • AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
Wayne Holly

Will the e-learning light finally turn on for all? | E-Learning 24/7 Blog - 48 views

elearninfo247.com/...-light-finally-turn-on-for-all

shared by Wayne Holly on 07 Jun 12 - No Cached
  • Wayne Holly on 07 Jun 12
     
    I know you have heard me say it before: "e-learning is superior to classroom based learning". And I know, that despite all the data, all the research, all the information out there on the net, in the library even on various social media channels that show this to be true, many people are not swayed.
Ryan Ingersoll

Why Online Programs Fail, and 5 Things We Can Do About It - Hybrid Pedagogy - 76 views

www.hybridpedagogy.com/...nd-5-things-we-can-do-about-it

shared by Ryan Ingersoll on 31 Jul 14 - No Cached
  • More and different types of learning and teaching are available in the digital environment. We must convince ourselves that we don’t yet understand digital education so we may open the doors more broadly to innovation and creativity
  • we shouldn’t set off on a cruise, and build the ship as we go
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 31 Jul 14
       
      Why not? I might not be possible in the physical world, but that does not mean it cannot be done in the digital one.
  • Few institutions pay much attention to re-creating these spaces online
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 31 Jul 14
       
      They do not need to. The digital learning space does not have to be like the physical one.
  • ...5 more annotations...
  • What spaces can we build online that aren’t quantified, tracked, scored, graded, assessed, and accredited?
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 31 Jul 14
       
      Are social networking applications you are talking about?
  • What we have is a series of online classes with no real infrastructure to support the work that students do on college campuses outside and between those classes
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 31 Jul 14
       
      In physical schools that work have to be done on campus, because when students leave they become distant from each other. But that does not happen online: students are close together both inside and outside the "campus"; actually, they are simultaneously inside and outside campus.
  • Up to now, online learning has taken little notice of the web upon which it’s suspended
  • Today, the road to access doesn’t necessarily detour through the university, and anyone, of just about any age, can travel it.
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 31 Jul 14
       
      This is, of course, an overstatement, as not everyone is prepared, given their development and living conditions, to take advantage of Internet.
  • We’ve created happy little caskets inside which learning fits too neatly and tidily (like forums, learning management systems, and web conferencing platforms). We’ve timed learning down to the second, developed draconian quality assurance measures, built analytics to track every bit of minutiae, and we’ve championed the stalest, most banal forms of interaction — interaction buried beneath rubrics and quantitative assessment — interaction that looks the same every time in every course with every new set of students.
  • Rafael Morales_Gamboa on 31 Jul 14
     
    A critical view about e-learning as it mostly happens today.
  • Ryan Ingersoll on 22 Jul 15
     
    A critical view about e-learning as it mostly happens today.
Sharin Tebo

Teaching Metacognition - 78 views

serc.carleton.edu/...teaching_metacognition.html

shared by Sharin Tebo on 23 Jul 14 - Cached
  • Step 1: Teach students that the ability to learn is not a fixed quantity The key to a student's ability to become a self-regulated (i.e., metacognitive) learner is understanding that one's ability to learn is a skill that develops over time rather than a fixed trait, inherited at birth.
    • Sharin Tebo
      Sharin Tebo on 28 Jul 14
       
      Carol Dweck's book on having a Growth Mindset comes to mind here...
  • Step 2: Teach students how to set goals and plan to meet them
  • Step 3: Give students opportunities to practice self-monitoring and adapting Accurate self-monitoring is quite difficult.
  • ...5 more annotations...
  • In particular, students are encouraged to think about the key points of the lecture as they listen and take notes. At the end of the lecture, students write what they think the three most important ideas of the lecture were on an index card.
  • Example: lecture wrappers
  • Teaching Self-Monitoring Strategies Monitoring and adapting strategies can be taught as learning habits. A wrapper is one tool for teaching self-monitoring behavior. A wrapper is an activity that surrounds an existing assignment or activity and encourages metacognition. For example, wrappers can be used with lectures, homework assignments, or exams. Wrappers require just a few extra minutes of time, but can have a big impact.
  • Example: homework wrappers Before beginning a homework assignment, students answer a brief set of self-assessment questions focusing on skills they should be monitoring. Students complete the homework as usual, and then answer a follow-up set of self-assessment questions.
  • Example: exam wrappers When graded exams are returned (as soon as possible after the exam was given), students complete an exam reflection sheet. They describe their study strategies, analyze the mistakes they made, and plan their study strategies for the next exam.
  • Roland Gesthuizen on 23 Jul 14
     
    "Metacognition is a critically important, yet often overlooked component of learning. Effective learning involves planning and goal-setting, monitoring one's progress, and adapting as needed. All of these activities are metacognitive in nature. By teaching students these skills - all of which can be learned - we can improve student learning. There are three critical steps to teaching metacognition:"
  • traceynangle on 27 Jul 14
     
    Really useful reminder of how we need to address very basic ideas about how to absorb new information and ask students to self-monitor and push themselves. I appreciated the information and plan to incorporate the wrappers!
Julia Gardiner

Lateline - 29/10/2012: PMs plan for every child to learn an Asian language - 14 views

www.abc.net.au/...s3621224.htm

shared by Julia Gardiner on 10 Mar 15 - No Cached
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      The rationale or thinking behind introducing languages early in primary school
  • Gillard Government's Asian Century white paper sets an aspiration for Australia to rank as the world's 10th biggest economy by 2025, capitalising on the rapid economic growth in the region.
  • education will be the key and wants all school students to study an Asian language.
  • ...24 more annotations...
  • funded
  • where all the new teachers might come from
  • where all the new teachers might come from.
  • the gold standard
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
       The gold standard =any excellent example of something, like how Olympians are the gold standard for athletes
  • If you understand through the learning of language how people think, how they construct meaning, what is important to them culturally, then I think that gives us better insights into the people that we're going to be working with in the future and negotiating with.
  • The Prime Minister says she'll force the curriculum changes by tying them to Commonwealth funding to state and private schools.
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      Is this  good policy making? Some would  consider  it 'blackmail'!
  • Broadly, teachers and education experts have welcomed the plan, but question where the money is going to come from.
  • catchcry of the Hawke and Keating governments
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      The Hawke-Keating Government refers to the Federal Government of Australia from 11 March 1983 to 11 March 1996. It was a Labour government
  • Currently across all levels of schooling there's around 18 per cent of our young people who are studying one of the four priority Asian languages: Mandarin Chinese, Japanese, Indonesian and Korean. And that diminishes to fewer than 6 per cent by the time they get to Year 12.
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      How do we encourage students to  continue  learning an Asian language into the final years  of high school and  eyond?
  • say we simply don't have enough Asian language teachers to deliver the Prime Minister's vision and for the last decade the numbers of graduates have been declining.
  • hat's happened because universities have been under these budget constraints and when they've made decisions about what to cut, they cut courses with low enrolments and there goes the languages.
  • JEANNIE REA, PRESIDENT, NATIONAL TERTIARY EDUCATION UNION
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      Suggested reasons for the decline in language graduates and therefore  in language teachers. 
  • will help.JULIA GILLARD: We live in an age of different learning possibilities and choices. What we can do through the National Broadband Network, what we can do through having the world's first online national curriculum, which is what the Australian curriculum is, means we can get a deeper penetration of language, literacy and learning.
  • e Prime Minister acknowledges the shortages, but says technology
  • will help.
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      This argument t can be debated.  It would suggest that technology in itself will be a solution!
  • we need to be looking very carefully at what sort of encouragement and incentives we can provide to students so they continue doing a language, go on and major in a language in university and then go on to teach in the area.
  • JEANNIE REA:
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      What type of incentive scan be offered/
  • Julia Gardiner on 10 Mar 15
     
    The Prime Minister wants all school students to study an Asian language to secure Australia's future in the Asian Century.
  • nadinebailey on 11 Mar 15
     
    Completely deluded. Even here in Singapore, surrounded supposedly by chinese speakers the international schools are not getting it right and success stories are unusual ...
Wayne Holly

Creating e-Learning for Everybody Using Multiple Intelligences - 79 views

www.saffroninteractive.com/y-using-multiple-intelligences

shared by Wayne Holly on 09 Dec 10 - No Cached
  • Wayne Holly on 09 Dec 10
     
    Using the multiple intelligences theory.
Sharin Tebo

Turn snow days into e-learning days with these 6 simple steps | eSchool News | eSchool ... - 6 views

www.eschoolnews.com/...2

shared by Sharin Tebo on 29 Jan 15 - No Cached
  • 1. Check with your state legislators and teachers’ unions about school day minimums and allowable teaching hours. Make sure that, legally, e-learning days are a possibility for your district.
    • Sharin Tebo
      Sharin Tebo on 29 Jan 15
       
      It would sure be nice if State Departments of Education got rid of 'hours' and 'seat time' requirements and just acknowledged that it saves time and money if we have students who are already demonstrating and can show competency and proficiency without having to sit and get. 
drmaddin

Kentucky Department of Education : Attributes of a Standards Based Unit of Study - 0 views

education.ky.gov/...Attributes-of-a-SBUS.aspx

shared by drmaddin on 23 Sep 16 - No Cached
  • Proposes essential questions that address selected content strands, promote students' thinking, result in active application of learning, and draw attention to the relevance of learning in students' lives
  • Contains authentic assessments that include appropriate writing tasks (i.e., open response, on-demand, and portfolio-appropriate writing tasks) that reflect the identified content and performance standards and essential questions
  • eal-world understanding and lifelong application of learning incl
  • ...7 more annotations...
  • inquiry and problem-based learning activities a
  • creative thinker, problem-solver/generator,
  • academic/physical/social/emotional needs
  • culturally relevant resources
  • ifferent cultural perspectives
  • technology
  • variety of assessment options
Karen Balnis

Another Look at the Weaknesses of Online Learning - Innovations - The Chronicle of High... - 86 views

chronicle.com/...29888

shared by Karen Balnis on 28 Jul 11 - No Cached
  • have been lucky enough to have taught the full range of our freshman / sophmore undergraduate offerings as both an onsite and online instructor. While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:1. While in the onsite classroom you have the opportunity to think on your feet and challenge and be experiential on your feet to reactions to the students who speak, in the online classroom, you are able to meet *every* class member and challenge their minds and ideas. The students who would normally be lost in a classroom of 35-40 are met and developed each day or week at their level and pushed to consider ideas they might not have considered. 2. I am able to reach the entire class through multimedia exhibits in each of the weekly units - journal articles, non-copyrighted film clips (and many from our university's purchased collection under an agreement for both onsite classroom and online classroom use), photography, art, patents, etc, that the students would not see - or would otherwise ignore - in an onsite classroom. We incorporate this information into our discussions and make it part of the larger whole of history.3. Each student and I - on the phone during office hours or in e-mail - discuss the creation of their term papers - and discuss midterm and final "anxiety" issues - and as they are used to the online format, and regular communication with me through the discussion boards, they respond much more readily than onsite students, whom I have found I have to pressure to talk to me. 4. I am able to accommodate students from around the country - and around the world. I have had enrolled in my class students from Japan, Indonesia, India, England - and many other countries. As a result, I have set up a *very* specific Skype address *only* for use of my students. They are required to set up the time and day with me ahead of time and I need to approve that request, but for them (and for some of my students scattered all over the state and US), the face time is invaluable in helping them feel "connected" - and I am more than happy to offer it. 5. As the software upgrades, the possibilities of what I can offer become more and more amazing, and the ease of use for both me - and for the students -  becomes astronomically better. Many have never known the software, so they don't notice it - but those who have taken online courses before cheer it on. Software does not achieve backwards. As very few of these issues are met by the onsite classroom, I am leaning more and more toward the online classroom as the better mode of instruction. Yes, there are times I *really* miss the onsite opportunities, but then I think of the above distinctions and realize that yes, I am where I should be, and virtually *ALL* the students are getting far more for their money than they would get in an onsite classroom. This is the wave of the future, and it holds such amazing promise. Already I think we are seeing clear and fruitful results, and if academics receive effective - and continuing - instruction and support from the very beginning, I cannot imagine why one would ever go back. The only reason I can think of *not* doing this is if the instructor has his or her *own* fear of computers. Beyond that - please, please jump on the bandwagon, swallow your fears, and learn how to do this with vigor. I don't think you will ever be sorry.PhD2BinUS
  • have been lucky enough to have taught the full range of our freshman / sophmore undergraduate offerings as both an onsite and online instructor. While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
  • While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
  • S B on 29 Jul 11
     
    I am a graduate student at Sam Houston State University and before I started grad school I never had taken an online course before. My opinion then was that online courses were a joke and you couldn't learn from taking a course online. Now my opinion has done a complete 180. The teachers post numerous youtube videos and other helpful tools for each assignment so that anyone can successfully complete the assignment no matter what their technology skill level is. I do not see much difference between online and face-to-face now because of the way the instructors teach the courses.
Kim Ibara

HP Blogs - Successful EdTech: First the Verbs, then the Nouns - The HP Blog Hub - 62 views

h30507.www3.hp.com/...78575

shared by Kim Ibara on 21 Nov 10 - No Cached
  • In teaching, our focus needs to be on the verbs, which don't change very much, and NOT on the nouns (i.e. the technologies) which change rapidly and which are only a means. For teachers to fixate on any particular noun as the "best" way (be it books or blogs, for example) is not good for our students, as new and better nouns will shortly emerge and will continue to emerge over the course of their lifetimes. Our teaching should instead focus on the verbs (i.e. skills) students need to master, making it clear to the students (and to the teachers) that there are many tools learners can use to practice and apply them.
    • Kim Ibara
      Kim Ibara on 21 Nov 10
       
      This is what we need to explain to our teachers, administrators, and boards of education in order to make it clear where our technology initiatives originate.
  • Once we know what verbs you're intending to activate in the classroom, then we can start talking about the technology nouns that will support these activities and experiences
  • While the technology nouns are ever changing and improving, the educational VERBS remain the same. Powerful learning VERBS do not go obsolete, so neither will your instructional plans designed around them.
Quynh Vu Do

Nguyễn Tấn Đại - Cuộc đời là một chuyến viễn du bất tận... - 0 views

nguyentandai.vn

shared by Quynh Vu Do on 19 May 23 - No Cached
  • Quynh Vu Do on 19 May 23
     
    e-learning
Jennie Snyder

Common Core Quick-Start: Three Steps for Creating a Professional Learning Network - 6 views

www.ascd.org/...809-wisniewski.aspx

shared by Jennie Snyder on 30 Mar 13 - No Cached
  • Jennie Snyder on 30 Mar 13
     
    Great article on developing your Personal Learning Network.
Melinda Cales

5 Human Psychology Facts You Can Use To Create Better eLearning - 77 views

info.shiftelearning.com/...Use-To-Create-Better-eLearning

shared by Melinda Cales on 17 Jun 13 - No Cached
    • Melinda Cales
      Melinda Cales on 17 Jun 13
       
      Interesting article, great advice for setting up online learning environment
  • 5 Human Psychology Facts You Can Use To Create Better eLearning
Marti Pike

Brains in Pain Cannot Learn! | Edutopia - 52 views

www.edutopia.org/...in-cannot-learn-lori-desautels

shared by Marti Pike on 10 Mar 16 - No Cached
    • Marti Pike
      Marti Pike on 10 Mar 16
       
      E+R=O, Feelings come from how we think about what happens. I Can Fix It!
  • increased attention and focus.
Trevor Cunningham

Google+ Communities - Where I'm At | - 3 views

www.coetail.com/...google-communities-where-im-at

shared by Trevor Cunningham on 12 Mar 14 - No Cached
  • My #1 rule to make a community work is that I no longer accept e-mails unless it is a personal issue. Instead all communication outside of class goes to the community. Questions from students become conversations and this is where the real learning happens. Communication has greatly improved in my class, especially for my ESL and shyer students.
    • Trevor Cunningham
      Trevor Cunningham on 12 Mar 14
       
      Excellent point, email only addresses questions unilaterally. While appropriate for personal issues, email is a terrible blended learning tool.
tom campbell

IPads in the classroom: The right way to use them, demonstrated by a Swiss school. - Sl... - 244 views

www.slate.com/...m_demonstrated_by_a_swiss.html

shared by tom campbell on 16 Apr 13 - No Cached
kwan tucksoon liked it
    • kwan tucksoon
      kwan tucksoon on 16 Apr 13
       
      iPad as a creation tool rather than a consumption tool.
  • Ten years ago, Stanford’s Larry Cuban noted that computers in the classroom were being oversold and underused. In short order, the iPad craze could take the same turn. My lesson from ZIS is that we should make sure we have teachers who understand how to help children learn from the technology before throwing a lot of money into iPad purchasing. It wasn’t the 600 iPads that were so impressive— it was the mindset of a teaching staff devoted to giving students time for creation and reflection. Are American public schools ready to recognize that it’s the adults and students around the iPads, not just the iPads themselves, that require some real attention?
    • Steve Ransom
      Steve Ransom on 17 Apr 13
       
      "It wasn't the 600 iPads that were so impressive- it was the mindset of a teaching staff devoted to giving students time for creation and reflection." So correct! So, how do we develop such a mindset? Does PD ever emphasize this?
    • Michael Dreyfus
      Michael Dreyfus on 25 Apr 13
       
      When you introduce anything new in most schools, you have to sell it to teachers as making their lives easier.  An app that reteaches a math skill makes teacher's lives easier, whereas asking them to develop an authentic assessment with multimedia does not.  The challenge is, how can we use these technologies to something different and more effective, not to do the same things easier.
    • Catherine Graham-Smith
      Catherine Graham-Smith on 27 Apr 13
       
      The SAMR model developed by Dr Ruben Puentedura is the one that will help teachers use technology most effectively.
    • tom campbell
      tom campbell on 20 May 13
       
      Need to remember the SAMR model. The NEW alsways IMITATES the old: e.g. early TV a film of radio etc.
    • kwan tucksoon
      kwan tucksoon on 16 Apr 13
       
      Mindset rules, not technology
    • Catherine Graham-Smith
      Catherine Graham-Smith on 27 Apr 13
       
      Following Dr Ruben Puentedura's SAMR model should help teachers use technology in the classroom more effectively.
David Longman

Forum - Technology for Learning - 2 views

sites.google.com/...forum

shared by David Longman on 15 Feb 12 - No Cached
    • David Longman
      David Longman on 15 Feb 12
       
      A short comment here to give an example of what this might look like would be helpful.
  • Gilly Salmon's Five Stage Model
    • David Longman
      David Longman on 15 Feb 12
       
      Good idea here though the link only repeats the diagram you have already shown.
  • ...4 more annotations...
  • vibes
    • David Longman
      David Longman on 15 Feb 12
       
      and these are?
  • (JOLT, 2010)
    • David Longman
      David Longman on 15 Feb 12
       
      Not in refs
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