Group items matching

in title, tags, annotations or url

Opinion Piece in the New York Times Online education is a one-size-fits-all endeavor. It tends to be a monologue and not a real dialogue. The Internet teacher, even one who responds to students via e-mail, can never have the immediacy of contact that the teacher on the scene can, with his sensitivity to unspoken moods and enthusiasms. This is particularly true of online courses for which the lectures are already filmed and in the can. It doesn't matter who is sitting out there on the Internet watching; the course is what it is.

This essay is a landmark in cultural criticism. among other things, it asks what happens to a work of art when it can be so perfectly reproduced that there are no qualitative differences between the "original" and the copies - as with, say, film stock. The questions of what happens in the virtual reproduction of a classroom are different. But I think there are interesting analogies to be made. I wonder in particular about the loss of what Benjamin calls "aura" - of the ritual dimensions that are present in any really great class. Can those be reproduced? If not, what is lost? and - the question that makes Benjamin more interesting than some of his contemporaries - what might be gained?

This is a multi-authored article that appeared in the journal Teaching Theology and Religion. I participated in the composition but the reason I am posting it is not my own little section on multi-sensory imagery but rather the part by Russell Haitch which discusses long distance education in the New Testament--the apostle Paul to be specific. Haitch (as I recall) makes a good case that examples like this one show that one really communicate effectively and passionately, from a long distance, for the purpose of educational transformation. So, if you look at this, zero in on Haitch's case study.

Curtis and Lawson (2001) looked for "evidence of good quality interactions among students who are not present in the one physical site from data obtained from students' online exchanges" (p. 21). They focused on the "depth of on-task activity" (p. 21) in an asynchronous situation, which they argue is the most common form of online courses, of a small collaborative learning group. They found that "the analysis of participants' postings reveals many of the behaviors associated with collaborative learning in face-to face situations" (p. 29). However, "the students spontaneously demonstrated a need also to use synchronous communication" (p. 24). Some did this via text or email, often when they did not agree with another student and some organized synchronous chat sessions. This shows that "there is a need to incorporate among the asynchronous interactions…opportunities for real-time interactions among students" (p. 29).

Comprehensive. Several individual topics covering course management to syllabus design. I couldn't find a date of publication, however. The website facultyfocus.com has other good blog posts.

Peggy, this was a great find. I thoroughly enjoyed reading these tidbits and tips. Thanks so much. The get acquainted idea and cultural diversity ideas were wonderful.

This is a great resource... I really liked the different ideas about how to organize the course.

This 2002 essay by Wilson and Peterson may be a bit dated, but it is one of the few broadly reflective essays I found on the anthropology of online communities. It is not a "how to" for online teaching, but I think an occasionally more critical, reflective piece can be very useful both for understanding our place in broader social processes related to online learning and in piercing through some of the enthusiastic corporate-talk through which these technologies are presented by our universities. I have included the abstract below. The URL is to the JSTOR site, which you probably need to access through your Emory account. I was not sure how to add a link here that would get you in directly, and that is something I need to follow up on with Leah. abstract: Information and communication technologies based on the Internet have enabled the emergence of new sorts of communities and communicative practices-phenomena worthy of the attention of anthropological researchers. De- spite early assessments of the revolutionary nature of the Internet and the enormous transformations it would bring about, the changes have been less dramatic and more embedded in existing practices and power relations of everyday life. This review ex- plores researchers' questions, approaches, and insights within anthropology and some relevant related fields, and it seeks to identify promising new directions for study. The general conclusion is that the technologies comprising the Internet, and all the text and media that exist within it, are in themselves cultural products. anthropology is thus well suited to the further investigation of these new, and not so new, phenomena.

This article talks specifically about the applications of the aDDIE model and the Dick & Carey Model for teaching about culture and intercultural communication. While the authors talk about an English as a Second Language course in Vietnam, their instructional design can be used for any course looks at cultural norms, including languages, linguistics, anthropology, sociology, and human health. also, while their plans are not specific to an online course, their ideas transfer to an online or hybrid course quite easily. I was really pleased to find this article, especially as it supports my own ideas about using a hybrid of these two models to teach about intercultural communication. It makes concrete the theoretical assignments and organizational tips that I had in mind. I know I will come back to it often.

With this and another article that I will also post, I think I have found the answer to the question I posted on Bb discussion/reflection - is it better to be redundant or to be a minimalist? To quote from the other article, "in an online environment, redundancy is often better than elegant succinctness." To quote from this article - in Cybernetics, Norbert Wiener said, "We can hardly expect that any important message is entrusted for transmission to a single neuron, nor that any important operation is entrusted to a single neuronal mechanism." When teaching writing online, simply put, you should provide information to your students through multiple means.

This UCF website, prepared by Carissa Baker, explores the way in which many literature professors are "trying innovative technology strategies within the literature classroom to increase knowledge and engagement." With theoretical as well as practical sources, the site offers many ideas on student engagement and literature immersion; it also has a few videos with ideas for staging virtual worlds; and a starter bibliography with 10 articles on a range of topics, including virtual literature circles; native avatars, online hubs, and urban indian literature; victorian novels and technoRomanticism; using Tweeter in the Literature Classroom (hmm...); online teaching Old English; and hypertext use to enhance students reading experiences, among others.

A pedAgogicAl model for e-leArning: "The five-stAge model of online leArning" by Gilly SAlmon

Time management is a HUGE issue for me. This is a good summer read and self analysis of how I really do use my time. Keeping a calendar for one week is so insightful.

Includes a map of modules and 9 key changes made when using a heutagogical approach to prepare new teachers for the self-determined lifelong learning essential for the real 21st century world.

A couple of comments here: I Apologize if the link doesn't open right AwAy. I got the Article through PubMed At WHSLibrAry. The Article presents An interesting ApproAch to the use of Bloom's tAxonomy for grAding discussion boArds integrAting collAborAtive leArning process And higher-order thinking. It Also does A good job discussing how to evAluAte A rubric.,

Dynamic criteria mapping (DCM) is a way to develop local standards. Teachers work with colleagues and students to build evaluation criteria. This is a link to a succinct definition developed by the Writing Program at UMass-amherst, where they practice DCM.

Since 1948 we have helped millions of students who are blind, dyslexic or have other learning disabilities achieve confidence and independence in the classroom and in life. More about our mission We work with our partners to raise awareness of learning differences.

When I was a graduate student, I volunteered with this organization (formerly known as Recording for the Blind and Dyslexic). I read fiction books and textbooks, recording in a booth on my own or with a director. Volunteers completed training to learn how to cue the audio reader to turn book pages, to transition between text and pictures or figures, and to indicate punctuations (ellipsis, quotations, subscript/superscripts, etc.). The experience helped me to improve the use of my voice in communicating to learners and the ways to chunk the information appropriate for visually impaired and dyslexic learners. as Learning ally, the organization now offers professional development for teachers to help them with utilizing the wide range of audiobooks in their collection.

This paper describes a team based approach for on-line course development- focusing on team roles in course design using theoretical frameworks to guide development and evaluation. Team roles are identified using the Quality Matters rubric.

Even though this reference seems simple, it is a nice concise outline for developing a grading rubric.

After lAst week's clAss And looking At this, I'm sold on At leAst giving rubrics A shot. I've been kind of reluctAnt About them up until now.

In brief, the study shows that yes online teaching is time consuming but NOT because of the technology involved but because it is a great time investment to interact with all students. again brings me back to my point that YES online teaching helps to 'individualize/personalize' the student learning process. Therefore, requires greater inputs and personalize mentoring than a traditional classroom engagement.

A discussion of fAir use prActices for online video. This should be helpful for Anybody who is plAnning on using video clips As illustrAtions or for discussions or Assignments.

Thanks, Dan. This is an excellent overview that offers reasonable guidelines while highlighting the gray areas within the area of fair use, a very flexible term. The focus is on intent but, more importantly, that the educational/critical aspect must be clearly defined and communicated. I do use quite a lot of video so this is very helpful to me.

Providing faculty resources and support to teach successfully online

I consider my classroom, in general, flipped. My general rule of thumb is that the more I talk the less they learn, so I really push the application process.

This is a great example of using these techniques. I see lots of application of this info in my future teaching. Thanks for sharing.