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J.Randolph Radney

Powerful Learning Practice | Connected Educators - 3 views

connectededucators.org/...powerful-learning-practice

learning practice connected educators

shared by J.Randolph Radney on 21 Jan 12 - No Cached
  • J.Randolph Radney on 21 Jan 12
     
    Building a community of educators around networking
J.Randolph Radney

Ten Tips for More Efficient and Effective Grading Practices | Faculty Focus - 2 views

www.facultyfocus.com/...ps-efficient-effective-grading

tips grading practices

shared by J.Randolph Radney on 04 Feb 15 - No Cached
  • Bank Comments: Keep a bank of comments about frequent errors students make and organize them in groups for easy access. Consider grouping comments according to module, assignment, and chapter, or grammar, content, and organization. For example, if an instructor sees frequent errors regarding point of view, keep related comments grouped in the same area to access them easily.
  • Less is More: Instructors should avoid the temptation to respond to everything that calls for adjustments or changes. Brookhart (2011) reports, many struggling students need to focus on just a few areas or even one item at a time. If a student backs off from his or her paper because he or she is intimidated by the number of instructor comments, then all is lost. It is better to target two or three areas that need to be addressed for the student’s success on future papers.
  • Questions for Reflection: Consider inviting reflective, critical thinking and further conversation in a productive, scholarly exchange with the student. Instead of telling students what they did “wrong,” ask them to rethink their approach. For example, consider using a phrase such as “What is the most interesting aspect of your essay?” Or “What would draw your attention to this topic, as a reader?” This way, the student is not only prompted to make more thoughtful revisions, but also is given tools to use when considering how to write a hook for future essays.
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  • Douglas B. Reeves, author and educator, said, “Technology sometimes encourages people to confuse busyness with effectiveness” (Reeves, 2010). Instructors sometimes equate certain grading practices such as an authoritative tone, strong criticism, or copious comments with being effective. In fact, the more conscious and deliberate an instructor is when delivering feedback, the better that feedback tends to be. Instructors often feel as though they must sacrifice effectiveness for efficiency, or efficiency for effectiveness. By honoring these guiding principles, instructors will realize that they do not need to make a choice between the two.
  • J.Randolph Radney on 04 Feb 15
     
    Standard approaches to evaluation of work, but with a few nice (and new) ideas.
Dr. Nellie Deutsch

Teach Online with Moodle - 3 views

www.integrating-technology.org

Moodle for Teachers

shared by Dr. Nellie Deutsch on 17 Dec 11 - Cached
  • Dr. Nellie Deutsch on 17 Dec 11
     
    Dear Members of IT4ALL, 2012 is going to be a great year for teaching and learning with technology. You are invited to learn how to enhance your class with technology by learning to teach and be the administrator of Moodle course and learning management system. There are many free and low cost workshops on google docs, blended learning, learning to install and use wordpress.org, how to create WebQuests, Writing Academic Papers, creating e-portfolios and how to integrate technology into your classes. You are invited to join our small group (under 20) low cost 6-week workshops for Moodle for Teacher Administrators at the basic ($150) and advanced ($120) levels.The two workshops provide participants with two Moodle labs to practice as administrators of Moodle. One lab is for 1.9 and one for 2.2. Participants learn how to install and manage Moodle as administrators and facilitate their own online courses. Each participant receive individual attention throughout the workshop. For more information, please contact me and the course syllabus: https://docs.google.com/document/d/198FgVeVX26bZatNBNJehHWc_inCV90w2u85TsnYroqk/edit?hl=en_US and https://docs.google.com/document/d/1WtfoGZgPKnMnVg2UDuSbszva2FrPOA4WQRAxy3KJtqA/edit?hl=en_US Have a wonderful holiday season and a great 2012!!! Warm wishes, Nellie Deutsch, Ed.D
Dr. Nellie Deutsch

Course: Moodle for Teacher (M4T) Introductory Course - 2 views

www.integrating-technology.org/...view.php

shared by Dr. Nellie Deutsch on 07 Sep 12 - No Cached
  • Dr. Nellie Deutsch on 07 Sep 12
     
    Join the next 2-week Moodle course for teachers on September 15 an learn about and practice the resources, activities and blocks available on Moodle 2.2.3: http://www.integrating-technology.org/course/view.php?id=370
J.Randolph Radney

Teaching in Social and Technological Networks « Connectivism - 6 views

www.connectivism.ca/?p=220

teaching connectivism networks social eLearning

shared by J.Randolph Radney on 22 Feb 10 - Cached
  • Technological networks have transformed prominent businesses sectors: music, television, financial, manufacturing. Social networks, driven by technological networks, have similarly transformed communication, news, and personal interactions. Education sits at the social/technological nexus of change – primed for dramatic transformative change. In recent posts, I’ve argued for needed systemic innovation. I’d like focus more specifically on how teaching is impacted by social and technological networks.
  • social and technological networks subvert the classroom-based role of the teacher. Networks thin classroom walls. Experts are no longer “out there” or “over there”. Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
  • Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • ...14 more annotations...
  • Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      definition of amplification
  • The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
  • Views of teaching, of learner roles, of literacies, of expertise, of control, and of pedagogy are knotted together. Untying one requires untying the entire model.
  • The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      definition of curating
  • I found my way through personal trial and error. Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
  • Fortunately, the experience of wayfinding is now augmented by social systems.
  • Sensemaking in complex environments is a social process.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      Therefore, the teacher helps with wayfinding, but it is also the province of the learning community.
  • Perhaps we need to spend more time in information abundant environments before we turn to aggregation as a means of making sense of the landscape.
  • magine a course where the fragmented conversations and content are analyzed (monitored) through a similar service. Instead of creating a structure of the course in advance of the students starting (the current model), course structure emerges through numerous fragmented interactions. “Intelligence” is applied after the content and interactions start, not before.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter.
  • To teach is to model and to demonstrate. To learn is to practice and to reflect.”
  • Apprenticeship learning models are among the most effective in attending to the full breadth of learning.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • J.Randolph Radney on 22 Feb 10
     
    This is a discussion of connectivist learning, particularly the teacher's role(s).
J.Randolph Radney

eClassroom News - Strong communication key to online learning - 3 views

www.eschoolnews.com/...classroom-news

eclassroom

shared by J.Randolph Radney on 01 Jan 10 - Cached
  • Teaching in an online environment isn't the same as teaching in a traditional classroom, and online instructors need special skills and approaches to be successful. For example, communication can pose a challenge in online-learning environments, because online educators can't rely on visual cues as their colleagues can in bricks-and-mortar schools. Now, a new research brief from the International Association for K-12 Online Learning (iNACOL) looks at this challenge in greater detail, examining how successful programs and teachers are ensuring effective communication.
  • Teachers must use eMail, frequent telephone conversations, and collaborative tools, such as threaded discussions and synchronous chats, to closely connect with students.
  • Effective online teaching practices must include quickly responding to student and parent inquiries.
  • ...2 more annotations...
  • Teachers must know, and be skilled at using, web-based technologies that offer students opportunities for collaborative learning.
  • Synchronous instruction brings teachers and students together simultaneously in virtual spaces, which "implies that virtual teachers need to become skillful at using chat room and collaborative software," says the report.
  • J.Randolph Radney on 01 Jan 10
     
    This is the beginning of a report on communication needs for online learners.
Janet Bianchini

Practical 2-minute Moodle tutorials by Tomaz Lasic - 8 views

www.vimeo.com/44004

Moodle Education web2.0 learning howto tutorials

shared by Janet Bianchini on 06 Jan 10 - Cached
  • Janet Bianchini on 06 Jan 10
     
    These tutorials are great for new Moodlers to review Moodle features in bite-size chunks
J.Randolph Radney

eLearn: Best Practices - Tips for Effective Webinars - 5 views

elearnmag.org/subpage.cfm

shared by J.Randolph Radney on 01 Feb 10 - Cached
  • J.Randolph Radney on 01 Feb 10
     
    This article offers good suggestions for improving online synched sessions.
J.Randolph Radney

The Necessity & Promise of Online Learning | Powerful Learning Practice - 3 views

plpnetwork.com/...ity-promise-of-online-learning

shared by J.Randolph Radney on 13 May 11 - No Cached
  • J.Randolph Radney on 13 May 11
     
    This supports the notion of blended learning.
J.Randolph Radney

Future Ready Schools: Empowering Educators through Professional Learning toolkit | Offi... - 3 views

tech.ed.gov/...professional-learning

educational technology toolkit

shared by J.Randolph Radney on 31 Mar 15 - No Cached
  • This toolkit provides leaders with a multi-step decision-making process, practical tools, and numerous examples for setting a trajectory of positive change, moving assertively toward achievement of student learning and improvement goals.
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