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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)

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

Not all information is created equal. The bottom layers (the most ubiquitous, whose sources are the most ephemeral, and with the least amount of validation) lead to layers with greater dependability, all the way to the highest layers, made up mostly of academic resources maintained and validated by academic publishers that use multiple peer reviews, trained editors, and scholarly reviewers. When the system is effective, the layers serve to reinforce one another through clear pathways that allow queries to move from one layer to another with little resistance.

Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research." In other words, to gain context on a topic, to orient themselves, students start with Wikipedia. That makes perfect sense. Through user-generated efforts, Wikipedia is comprehensive, current, and far and away the most trustworthy Web resource of its kind. It is not the bottom layer of authority, nor the top, but in fact the highest layer without formal vetting. In this unique role, it therefore serves as an ideal bridge between the validated and unvalidated Web.

Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research." In other words, to gain context on a topic, to orient themselves, students start with Wikipedia.

​E-learning is a growing trend at community colleges, according to survey results from the National Association for Community College Entrepreneurship (NACCE) and Hewlett-Packard (HP).

E-learning is already used at 47 percent of community colleges and is expected to increase to 55 percent within two years. The survey of 578 community college faculty was conducted by Eric Liguori, an assistant professor at California State University.

Eighty-four percent of respondents believe e-learning is a valuable educational tool.