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Megan Halverson

Creating Effective Collaborative Learning Groups in an On-Line Environment - 0 views

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    This website contains an article regarding the different factors involved in creating effective collaborative learning groups. The researchers used data from over a three year period (15 cohorts) from a Foundations course, in a Master of Distance Education (MDE) Program.
Megan Halverson

Learning Styles and the On-line Environment - 0 views

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    This website discusses different learning styles and how they impact on-line learners. There is also resource to help determine your own learning style as well as a multiple learning style quiz.
Chase Gruening

Web 2.0 - LiveBinder - 3 views

    • Chase Gruening
       
      This would can be a great resource for those looking to connect with others professionally. I have used it over the summer months when not in the office to work with colleges.
    • Chase Gruening
       
      As a student, teacher and coach organization is crucial.  I often use sticky notes placing them above my desk. For myself the resource is great! 
    • Chase Gruening
       
      I have found quizzes to be a very effective way to text students and athletes effectively.  I think this could be a great resource for creating them. However, it may take some time for me to utilize them correctly.
    • Chase Gruening
       
      What I like most about this resource is much for effective way to SHARE research and knowledge. While you are still collecting research it much easier on the web then a stack of papers in a binder on my desk.
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    This interactive, white-board like site, is great for allowing students to share a screen and communicate with each other about their work. I see a lot of potential for use here, with group assignments. The only down-side for on-line courses would be if your students are spread out among many time zones. I need to play with it more to see if you can save what you are working on and come and go from the group over time. That would help with that one disadvantage.
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    Twiddla seems like a great way to get students interacting on a group project in an on-line course.
Eva Adams

Tip Sheet - Collaborative Learning Community - 0 views

  • create a more realistic online presence and can replace the overused text-based introductions and feedback with something more natural and novel
  • Consequently, students get a feel for who the instructor is, put a face to the name and consider the "virtual space" less intimidating and lonesome.
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    Voki avatars that help "personalize" the instructor in an on-line course.
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    I like the idea of being able to help student feel like they know me, as an instructor, to be able to help students feel more connected to the teacher and in turn the course. I definitely want to try this Web 2.0 tool.
Carolyn Jenkins

The Future of Online Teaching and Learning in Higher Education: The Survey Sa... - 0 views

    • Carolyn Jenkins
       
      Future of online teaching and learning =
      linking pedagogy, technology, and learner needs
  • Given the demand for online learning, the plethora of online technologies to incorporate into teaching, the budgetary problems, and the opportunities for innovation, we argue that online learning environments are facing a "perfect e-storm," linking pedagogy, technology, and learner needs.2
  • significant gap separated preferred and actual online instructional practices.
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  • Although some discussions in the literature relate to effective practices in the use of emerging technologies for online education, empirical evidence to support or refute the effectiveness of such technologies, or, perhaps more importantly, guidance on how to use such tools effectively based on empirical evidence, is lacking.
  • online survey
  • 42 questions grouped into three sections related to the current status and future trends of online education in higher educatio
  • 12,000 who received the e-mail request, 562 completed the surve
  • Again, the focus was on enhancing content and associated content delivery, not on the social interactions, cross-cultural exchanges, or new feedback channels that wider bandwidth could offer.
  • Such responses indicate that respondents still see learning as content-driven, not based on social interactions and distributed intelligence. The emphasis remains on a knowledge-transmission approach to education, not one rich in peer feedback, online mentoring, or cognitive apprenticeship.
  • Such responses indicate that higher education institutions might be wise to explore certificate and short-program offerings rather than full degree programs.
  • enhancing pedagogy is perhaps the most important factor in navigating the perfect e-storm
  • respondents said that training students to self-regulate their learning (22 percent) was needed most, followed by better measures of student readiness (17 percent), better evaluation of student achievement (17 percent), and better CMSs to track student learning. Nine percent said additional technology training is needed.
  • learning outcomes and pedagogical skills.
  • most important skills for an online instructor during the next few years will be how to moderate or facilitate learning and how to develop or plan for high-quality online courses (see Table 2).
  • online instructors are moderators or facilitators of student learning.26
  • findings also indicated that, in general, respondents envisioned the Web in the next few years more as a tool for virtual teaming or collaboration, critical thinking, and enhanced student engagement than as an opportunity for student idea generation and expression of creativity. This is not surprising, given that most instruction in higher education is focused on consumption and evaluation of knowledge, not on the generation of it.
  • Perhaps online training departments and units need to offer more examples of how to successfully embed creative and generative online tasks and activities.
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    Survey of on-line educators to learn what they think are the future on-line teaching and learning trends
Suzan Van Beaver

Teaching Every Student in the Digital Age: Universal Design for Learning - 1 views

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    The on-line book decribes the why and how students with disabilities should be equipped with particular technologies-new tools and approaches-that would help them access a print-based curriculum.
lovinget2

Assessing Student Learning - five practical guides - 4 views

  • Start small

    The basic advice here is, initially, aim for quality rather than quantity.

    A complete overhaul of the entire curriculum may not be the best place to start with introducing on-line assessment. Many academic staff have successfully started with an on-line assessment task that is a relatively minor proportion of the assessment for a subject. That way, any technical, educational or other difficulties that might arise can be resolved without the risk of seriously disadvantaging students.

    If might also be useful to start with formative rather than summative assessment on-line. Any efforts made towards this end will be useful in themselves in providing feedback to students and therefore assisting learning, as well as in providing a ‘trial run’ for the more ambitious objective of putting summative assessment

    • Jodie Bramel
       
      Three useful guiding principles when starting to use on-line assessmentStart with clear objectives; Start Small-use formative first; Start where success is most likely
  • While most students have access to computers at home, some do not – does the design of the task ensure that this latter group is not disadvantaged?
  • Does the on-line assessment assess anything that can’t be assessed as well (or more effectively) in a traditional format
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  • Has the highly valued and expected flexibility of time-of-day access, pace of work and time spent on task been incorporated
  • Is student learning related to subject content knowledge, understanding and skills being assessed rather than, or in addition to, ICT skills
  • If relevant, have opportunities for students to demonstrate creativity in their submissions
  • Where necessary, is the approach chosen to verify individual student performance/submission reliable
  • Has the opportunity to plagiarise been eliminated or at least minimised
  • Has the tendency, particularly where automated responses are incorporated, to focus on lower level cognitive skills been avoided or at least, supplemented with assessment of higher order learning
  • We learnt not just to accept all things on the web as true and correct but to always question the work of others on the
  • Have practice on-line exams in the same format as the real exam been provided so students can prepare adequately
  • Are all answers able to be changed by the student up until the point where the test is submitted
    • Sandy Madelung
       
      Allowing learners to change an answer prior to submission.
  • Have dynamic on-line test questions that are in themselves learning experiences been provided, incorporating rich information and activities through the use of interactive images, sound and text
    • Sandy Madelung
       
      Use dynamic questioning on test.
    • tunstallmath678
       
      Many IEPs for Special Ed students contain requirements for word banks.  How could you ensure this modification is in place for only those students and in such a way as to keep this modification confidential?
  • Has student feedback (including on-line discussion boards) been used for reflection on the content and quality of the discussion, as part of examination of teaching practices
  • Where a range of computers and software packages are in use among students and staff, has the potential issue of compatibility and readability of files containing assignments that are submitted electronically been planned for
  • Have simple but time consuming matters, such as students forgetting to put their names on electronically submitted assignments, been planned for
  • Has the server containing the exam questions been isolated from the internet in order to maintain security
  • Where necessary, is the approach chosen to verify individual student performance/submission reliable
  • We learnt not just to accept all things on the web as true and correct but to always question the work of others on the web
  • We learnt not just to accept all things on the web as true and correct but to always question the work of others on the web ”
  • Are examples of model assignments/exam answers on the web for student access, consideration and discussion
      • Have practice on-line exams in the same format as the real exam been provided so students can prepare adequately ?
      • Are all answers able to be changed by the student up until the point where the test is submitted
  • Have dynamic on-line test questions that are in themselves learning experiences been provided, incorporating rich information and activities through the use of interactive images, sound and text
  • Has the server containing the exam questions been isolated from the internet in order to maintain security
      • Start with clear educational objectives
      • Start small
      • Start where success is most likely
      • The subject objectives – what is being assessed?
      • The needs, characteristics and situations of the learners
      • Table 1: Objectives, modes and learner characteristics of on-line learning

        If the goal or purpose is to:

        develop/assess… one might use… but in addition to learner access to and competence with technology, one may need to consider, for example…
        (objective) (mode) (learner characteristics)
        A body of knowledge An on-line exam
        • The likelihood of cheating
        Learner autonomy An on-line quiz with formative feedback
        • That some students’ ICT-related anxiety will dissuade them from using this mode
        Group work skills On-line study groups
        • Learner comprehension of how to contribute effectively
        • Learner understanding of group product/process assessment
        • Varying learner commitment to collaborative learning
        Understanding of basic concepts Web-based, self-paced, interactive modules with automated responses and no recorded marks or grades for students
        • Learner interest, motivation and engagement with modules/material given absence of marks/grades
        • Effects on learners of heavy traffic at peak times
        Student problem-solving skills On-line ‘role-play’ where students adopt allocated roles and then solve a problem in role, with a minimum participation requirement only
        • Learner comprehension of how to contribute effectively
        • Learner interest, motivation and engagement with role play/material given absence of marks/grades
        Ability to think critically and articulate critical analysis On-line scenarios and information with accompanying prompts and a discussion board, with a minimum participation requirement
        • Learner comprehension of how to contribute effectively
        • Varying learner commitment to collaborative learning
        • Possible variation in starting and completion times for distance and other students
        Learner ability to reflect Rhetorical, ethical or other questions and a web forum which learners must use to share their reflections, with a minimum participation requirement
        • Learner comprehension of how to contribute effectively
        • Varying learner commitment to collaborative learning
        • Possible variation in starting and completion times for distance and other students
  • It is wise to design assessment tasks that require the students to integrate the material they have learned in the subject with their own interpretations of that material.
  • The use of on-line tools to assess learner progress toward subject objectives can take many forms including:

    • Electronic submission of written assignments
    • Parallel print and on-line assessment options where students are given the choice of whether and how they use on-line tools in assessment tasks
    • Publication of documents on the web
    • Labelling of on-line diagrams
    • Manipulation of on-line graphs
    • Completion of on-line quizzes
    • Completion of short-answer and multiple choice questions
    • On-line exams with monitored and controlled start and stop times
    • Any formative or summative task carried out in a web-based environment.
    • Maggie Rouman
       
      examples
  • 34 strategies for developing effective on-line assessment

    Together these thirty-four strategies can be summarised into three checklists:

    • An access and usage checklist
    • A quality of teaching and learning checklist
    • A technical and administrative checklist.
  • Access and usage checklist
  • Quality of teaching and learning checklist
  • Are mechanisms to enable rapid feedback both to and from the students included?
    • tunstallmath678
       
      Information and Communications Technology (ICT)
  • There is some evidence that on-line assessment, unless carefully planned, can encourage students to focus on lower level cognitive skills.
    • tunstallmath678
       
      Self checking assessments encourage some students to guess the answer then click new answers at  random until the correct answer is found.  
  • If the potential for the use of interactive resources has not been realised and the verification protection is set up so that there is little difference between taking an exam in paper-and-pencil format and taking it on-line, it may be difficult for students to see the point in on-line examinations.
  • Have greater opportunities been provided for students to practise their knowledge and skills than are available in traditional formats?
  • Have the opportunities for diagnostic, continuous, case-based and/or formative assessment of student learning been taken?
  • Have question banks and random selection of items been used, where appropriate?
  • ‘How will the on-line assessment add to the learning experience for students?’
  • The on-line assessment should also allow students to communicate their understandings and allow the provision of feedback to students on their efforts to these ends.
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    On-line assessment
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    34 essentials
Loren Rochester

Online Workshops and Tutorials - 0 views

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    Lots of resources for developing curriculum, etc., from the the University of Minnesota
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