Group items tagged

This was linked to from the Authentic Assessment website and looks like a treasure trove of useful assessment tools and rubrics for InfoLit. Page was last updated in March of this year too, so it's not likely to be full of broken links.

Depth of Knowledge Levels

Leah, This is a great visual aid for those who need a quick reminder with constructing measurable objectives. Thanks for the connection.

Because the early planning stages of online instruction are crucial, Diane Chapman and Todd Nicolet propose a 'project approach' to course Development: a formal, team-based operation that makes use of consistent standards, trackable processes, standardized tools, and structured communication to facilitate technology initiatives of all sizes. This appears to facilitate scaling and the design and development of online instruction while maintaining the quality and integrity of the courses. Course design and development become more manageable when they are translated into repeatable processes and easy-to-apply tools.

This is very similar to Strategy 6: Apply Project Planning and Management Methods to Course Development in last weeks reading, "Effective Workload Management Strategies for the Online Environment".

This page is actually a brief (but helpful and concise) overview of the use of rubrics. The main reason I am posting it here is because the entire site (Cornell University Center for Teaching Excellence) has a wealth of information on design, assessment, student engagement and using technology in the classroom.

Practitioners are regularly confronted with significant events which present them with learning opportunities, and yet many are unable to recognise the learning opportunity these significant events present. The ability to recognise a learning opportunity in the workplace and learn from it, is a higher-order cognitive skill which instructors should be seeking to develop in learners.

Features a selection of multimedia tools to help students integrate music and visual arts in order to put up a show at an online gallery.

This study focuses on the presence of the teacher in the virtual classroom and how the instructor interacts with the students. Can an instructor's behavior encourage more student activity? Certainly, but it has to be more than the occasional "well done," the authors say. Students want more teacher presence, specifically more frequent responses, more acknowledgement of individuals' contribution, and more suggestions and guidance related to a specific response. So the bottom line is try to respond to individual students rather than a group and customize your comments as much as possible. You will have more engaged students.

Similar to the triad of education model...this model explains how a "student" teacher transitions to become an experienced teacher with the assistance of a 'co-operative' teacher and 'university' supervisor. The article also explains the areas which need further research to strengthen the model and its application in practice.

Primer for using Google Docs in your class. Provides information about various tools and plugins that enable bibliographic work, speech recognition and voice commenting, assessment using a rubric, and more.

Following up on Brent's post on Justine Sacco, here is a feature story one of my students wrote last semester on public shaming at Emory. You also can go to her podcast which you might find interesting despite its length and annoying undertone of typing.

Here is an recent interesting resource for anyone including music history or historical facts about music or musicians in their class lectures or research: James Briscoe, Vitalizing Music History Teaching (HIllsdale, NY: Pendragon Press, 2010). This is a series of collected essays about specific issues in teaching music history in the 21st century. Although certainly not focused solely on teaching online, it certainly presents a variety of principles, problems, and proposals that current teachers are facing in the music history classroom and I found it very helpful.

Article by Karen Thickstun in American Music Teacher from Aug/Sept 2014, Vol.6, Issue 1. The article explores the various alternatives in teaching music with the emergence of modern technology in the U.S. It states that online teaching needs a little change from the procedures in a traditional studio. It highlights the significance of the modern technology in teaching as it improved the methods of teaching while reaching new and diverse students.

Very clear message that if we, and I mean we collectively don't adapt we will be left behind. Another aspect is that in the workplace, orientation to a new job, continuing education, as well as continuing professional education are often in the online format. So we defiantly need to set the stage for alternative methods of learning.

Perhaps here is a good place to add this connection as well: http://www.westga.edu/~distance/ojdla/

This is a quick overview to making videos using a technique called "pencasting". It's the technique used in many of the Khan Academy teaching videos. I will also post the website of the author, Andrew Wolf from University of Rochester. He has many other ideas, links and helpful tutorials for blended/online learning.

If you're like many individuals today, you may be feeling at least a little overwhelmed by the technology confronting you. Or maybe more than a little overwhelmed, making you think: How did I get so far behind? Don't worry, you're not alone.

This resource explains the process of selecting a webconferencing platform. While reading, I wondered if Emory's process to select Adobe Connect was similar or different to what is outlined here.

This link includes a useful summary of virtual team technology tools. I like this list because it is categorized by the function/goals for the team and needs for collaboration. A way for us to consider guiding our exploration of team tools for educational groups.