Emory College Strategies for Online Teaching

"This research study provides new insight into how teachers use social networking sites, such as Twitter, as professional learning networks." Article was published in The Journal of Online Learning and Teaching (JOLT).

Interesting little query.

This is about more than than her specific issue. It shows the many dangers of thoughtless texting and the potential repercussions.

I watched this unfold as it happened-such a cautionary tale, not to mention an exercise in slow-motion cringing. I like what this article has to say about the online "shaming" culture, which sometimes seems to be operating under its own inertia at this point.

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.

Introduction It is generally agreed that learning involves interaction and that it is a communal activity (McMillan & Chavis, 1986; Sarason, 1974). The traditional setting where communal learning activity occurs has been the in-person classroom; however, with the advent of technology that is no longer the case.

Applying the Community of Inquiry Model (Teaching presence, social presence, cognitive presence) to on-line doctoral education. Socialization and mentoring needs identified as rationale for blended designs.

Results of the 8th Annual Survey of Learning Tools is a survey of over 1000 educators in 61 countries. Spoiler alert Twitter is #1. This to me negs the question how deep can learning get in 140 characters?

In this interview it is pointed out that technology should always follow pedagogy (not other way around) BUT, at the end of this 5 min interview, the speaker says the semantic web (where intelligence added to social and informational) is the wave of the future for education. Something to think about. I always differentiated between training and education...are they merging?

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.

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".

faculty development specialists must pay close attention to the aspects of course development that are critical to the success of student learners. The likelihood of success is greatly increased when instructional design is integrated with the course's delivery tool. At ISU such integration is facilitated through the use ofWebCT, the course management system (CMS) supported by the university. Does Emory have such a tool?

reasons to use diigo - personal learning system - collect, highlight and remember

an account of using diigo vs. evernote

Thanks Leah, I have been playing with diigo this week and am sure that eventually it will become a "go to" site, as Evernote currently is for me. Unfortunately, I am not tech savvy, such as the people who write these commentaries, rather I am like the "old dog" who has mastered "one bone". Having become familiar with my "bone" no matter how chewed-up it is, and how old it is... it is comfortable. In this lies perhaps my biggest challenge with technology - I am not comfortable jumping from one platform to the next and transforming my "work" into new platforms at what appears to be constant speed! Is this type of classroom rendering perhaps more appropriate for younger generations??

I think it might be just like buying a car: Most will get you where you want to go, but you have to take it for a test drive to feel if it is right for you. I've not used Evernote, but now I will certainly kick the tires on it to see how it compares. When designing sound for theatrical productions, I often use Audacity, a free program, over more sophisticated programs such as Amadeus and Logic, because it is quicker to move through the interface. It cannot do as much as the other programs, but the comfort level is higher with the "get you where you need to go" mantra. And then I use the more sophisticated programs as necessary.

Provides convenient links to search engines that can locate creative-commons-licensed images. Students can use these images in their work as long as they attribute the source correctly.

"Encouraging Creativity in Online Courses." Though a bit older, I think this article makes some interesting points made in terms of the approach to course development. "Looking at the other side - rather than looking at boundaries, look for the solution outside the assumptions."

The American Council on the Teaching of Foreign Languages (ACTFL) and Weber State University (Ogden, UT) have developed an Online teaching methods course that reflects state-of-the-art research and practice in foreign language education. This course is offered through WSU Online. For information concerning registration or to see an outline and syllabus, go to http://www.weber.edu/ForeignLanguages/Student_Resources/Onlinemethods.html.