Group items tagged

This is a really basic standard, but so important to remember in an online course.  The instructor has to be savvy with educational strategies and content but also with technological skill.

With so many tools to use available, this is one of the hardest things for me.  It's important to remember that the tool just has to "get the job done" sometimes, not necessarily be the flashiest or most current.  If it works, use it, right?

Agreed - I am doing this on a personal computer because I cannot load software to my work laptop that is connected to the state network.

previous comment by B Gigar

The criteria seems to be addressing specifically materials (such as online lessons or resources) that you might use in the classroom. Just because a resource is labeled "coolestthingever" doesn't mean it fits within your class. Though it might not be addressing technology, per se, we have to align our tech use with our objectives as well. In this case, not only do we want the tool to get the job done, but also do it in a way that is simple for students (as Barb mentioned... can't be having too fancy tools when you can't install them)

So important!  This is one of the benefits of taking the OLLIE courses.  I have already been able to realize some things that I should change, just based on being an online student now instead of the instructor.  Great standard.

I'm going to admit I had a similar experience. I actually interviewed for my job at Heartland thinking it was for technology integration (the positions that Tyler, Marisa, Erica, and Alex have). Then they mentioned it was for online learning. Small problem... I had never taken an online course before. So now, I was "helping lead" agency policy on online learning with no experience whatsoever. I took an online class... an awful one, and learned a few things of what not to do. But taking other online courses has helped me tremendously in being better versed for what makes good online teaching.

It seems that choice has a big part to play in this standard.  Having lots of tools available with technology helps the instructor to provide this choice.

I agree having choice increases engagement, however, as this is stated, I would rather have technology increase authentic engagement not compliance.  

Choice does increase engagement and students online need to know that they have choice about how they are learning and what ways they can show what they have learned from the content.  Writing may not be everyone's strong suit and videos may fit best for others.

I think of this as formative assessment. This seems to be one of the most effective tools we have for student learning.

In essence, it is. Some people define formative assessment to be all about helping assess the student. This is about self-assessing your work as a teacher (and the teaching that you are doing). The tough part here is gathering data that allows you to evaluate effectively.

The core of good teaching is WHAT we teach and how we teach it. Making sure we align with the Iowa Core solidifies WHAT we teach.

Good point!

It is very important that students share what they are learning with both the instructor and each other.

Yes! building the social interactions (so very important for adult learners) can easily be done in an online format, but must be done with intention!

I have received several comments from course evaluations that the best part of the course was assignments that allowed them to share their experience with other participants and learn from each other.

Previous comment from Shannon Hafner

I think students in online classes really like the opportunity to share, but it isn't a given that sharing = meaningful experience. Sometimes, sharing is just posting and others are ignoring it (or replying "I agree!"). Creating activities that elicit good collaborative feedback are challenging to do, but the payoff is that the course is highly meaningful.

This is one of my favorite aspects about teaching online. I love the team collaboration. As teachers and professionals, we need to learn from each other. No one knows all the answers and what might work for one person might work for others. I am always willing to share new ideas and would hope to instill that on my students that would be taking my class.

I think this is especially important in online courses. Teachers need to consciously incorporate opportunities for collaboration into any course (online or face-to-face), however it is even more important in online courses. A certain amount of collaboration will always occur in a face-to-face course, even if it is not facilitated by the instructor. However, an online environment places a few more limits on the opportunities for collaboration unless they are incorporated in the course.

We want to give students an experience that is even better than face-to-face. In other words, we don't want to given them less or be missing anything they would be getting from face-to-face instruction.

This is so important!! I get so frustrated with people who say "I teach this face-to-face so I can just put it online" Not everything is appropriate in every venue!

I agree that not everything can be taught in an online fashion. There are just some areas that need to be face-to-face but yet there are others that can easily be adapted to online teaching. I think about a lot of science courses that would require lab work so that would require some face-to-face time. I took this into consideration when thinking about what course I was going to put together. I really wanted to do something with Team Teaching but I don't think it is really appropriate for an online course but it could be done if thought about for awhile.

I believe online learning has a lot of potential for effective differentiation. The teacher doesn't have to be the one to deliver all of the instruction. Students can have access to different tasks and resources depending on ability, interests, and work habits.

Online learning can be leveraged in ways that allow students to access their own resources and their own learning opportunities. However, there is a law of diminishing returns here. If there are too many opportunities or too little guidance and delivery from the instructor, it can become the wild west. Every time we offer this course, many participants comment that the Cool Tools site is so overwhelming. That is in the context of a guided lesson and a guided activity by the teacher, for adults. I can see how K-12 students can easily be wandering without quite a bit of guidance.

Moodle offers a safe controlled evironment that fosters collaboration with other students. Even when students are working outside the walls of a school they are still can be learning along side others. It is important to embrace that feature. 

This is a good point. It is the "walled garden" approach, allowing you a lot of freedom to learn/explore/collaborate within, but keping you safe from things outside. There are places where you want students to interact with things "outside", but those have to be well thought out.

For some reason my highlighting and comment isn't work so I will put a sticky note here instead.  - Understanding and using data is important in all learning environments. 

This is important both both face to face and in an online learning environment. I believe it is easier to provide it online because they can provide so many more resources guided towards their needs and interests. 

It does require the instructor to pay attention to posts and requests, and to do some specific questioning of participants to provide the appropriate resources.

previous post by B Gigar

A well crafted online course can absolutely meet the different needs of students, learning styles, interests, and students with special needs, but it is a lot of front-end work. What's great about the online classroom is that you are aware that your students are connected and being in the connected environment allows for greater flexibility on the fly.

The lesson "Introduction to Online Tools" has helped me sift through some of the most popular tools and their primary functions/purposes. For example, one time I was using a wiki in a course...when a discussion forum would have been much more effective. When i go back and review the purpose of a wiki it became a lot easier to see that I had chosen the wrong tool.

Building rapport with participants is so important. It will prevent participants from falling through the cracks.

If a participant feels comfortable contacting the instructor for guidance at the beginning of the course, the supportive attitude will continue throughout the course.

Previous post by Shannon Hafner

Agree. Online rapport is essential. (Kathy Perret) 

The instructor does need to be available to answer questions and allow flexibility (depending upon the learning group).  The instructor should take into consideration the students, their environment, and motivation to learn the new material.

Another crucial aspect to being an online instructor. You must have an online presence that establishes the rapport that you would typically do in the face-to-face classroom. However, I think norms must be established because being online 24/7 is not a reasonable expectation for the instructor. A set of online office hours might be important or a dedicated time to communicate via a #edchat or something might be a good way to connect with your students.

Setting clear expecations on assignments and assessments will help you get the evidence of learning that you need and also help ensure student success.

I agree that having clear expectations is key to student success. We have always posted a detailed syllabus but found students still had a lot of questions - so, we added a webinar in the first week of the course that explains the course policies and requirements and always time for questions and concerns. This webinar has been very well accepted and has reduced the value of individual questions.

Previous post by Shannon Hafner

Shannon, I like your example here. This is a good illustration of how it takes multiple approaches and some customizing by the teacher to make things most effective.

Including course policies is a good idea. Hopefully, they aren't needed, but in the event that an issue pops up it is good to have course policies to fall back on.

Agreed, it's better to have developed policies in advance rather than not have a plan to deal with problems if they arise.

AUP are important for online courses. I think they should be short and sweet and should be easily accessible in case of an issue that needs to be resolved.

This is very important early on in the course to assure student success throughout the course. Often the student is so afraid of not meeting course requirement, they just need a little boost of confidence. Once they settle into the routine of the course they gain confidence and can focus on digesting the content and collaborating with others.

Can't get my name to show up if I share to OLLIE Iowa - B Gigar

I like that the Proposed Online Teaching Standards align to the Iowa Teaching Standards. This is helpful so that teachers don't feel they are being asked to do something different. 

Online learning must include ways to communicate and learn with and from others (just as this DIIGO assignment is asking us to do!) 

Yes, great point! 

This is an important point. As the points above mention the importance of data in evaluating courses and instructional strategies, this provides evidence (data) of student learning. This data demonstrates the level of learning, which is important for students and can also contribute to the evaluation of instructional strategies implemented within the course.

The design elements in online learning are essential. I'm looking forward to learning more about this and designing my course to reflect STUDENT LEARNING rather than dispersing my knowledge on a subject. (Kathy Perret) 

Networking is a critical component of any online learning - whether it be a formal course or being a connected educator through tools like Twitter, Blogs, Voxer, etc... Learning needs to be dimensional and collaborative! (Kathy Perret) 

My ISU cohort has been an essential part of my learning during my Master's program.  I believe that a cohort has been the best way for me to go through my master's program because I developed relationships with individuals from across the state and nation.  These individuals have supported and challenged my thinking.

It is important to build skill not only to work with willing learners, but learners who push the limits. Effective online learning utilizes effective classroom management practices. (Kathy Perret)

This is something I had not really thought about. How to deal with inappropriate technology use.  I look forward to learning how to deal with these situations.

These situations are a part of my everyday job.  We have an AUP but making sure students, teachers, and staff are following through with these expectations is difficult at times.  Appropriate consequences for the behavior are also important.

Timely feedback is an essential part of online (and face-to-face) learning. (Kathy Perret) 

Providing descriptive, timely feedback is a necessity in any course. Learning is limited without feedback. Relevant feedback promotes more learning from a task and helps to limit misunderstanding of content and/or the expectations of the teacher.

It is important to include a variety of assessments. I can see how it would be easy to fall into the habit of using a couple of forms of assessments within an online course, but a variety of tools provides a better measure of student learning.

Sharing the annotation here

Evaluations and feedback are essential for effective design and delivery of a course. Upon completion of every course I teach a survey is made available for participants to complete (the return is around 80%). Questions presented to the participants are related to the course content, materials, connections to the curriculum and state standards as well as instructors knowledge, organization, support and availability. The information received from the survey will often times result in making some modifications within different unit/modules along with changes in the amount of time spent on a specific topic area. A pre-assessment (survey) is also sent to participants ahead of class to gather information on internet access, technology skills, knowledge of content, grade level and curriculum area. There survey includes an open ended question for other concerns. This has been helpful in gauging the amount of time needed for instruction along with customization towards curricular areas.

Knowledge of the content for instruction is significant. Participants for a course rely upon each of us as experts and look for us to provide the highest level of training possible. The worst impression one can present is the inabilitiy to respond accurately to a question or fumble through the content being delivered. We need to be continuously on alert and checking for changes or updates. I will often spend the night or morning before a class checking websites and links to make sure something hasn't been changed or removed.

Technology can be overwhelming to our students and if we are asking them to utilize specific tools we need to be available to provide support as needed. There are a number of databases that are utilized in my courses and teachers sometimes find it difficult to set up teacher accounts, create folders and save content to specific folders. I have already seen the value of creating a short video to walk-through the steps, instead of a phone call or face-to-face meeting. The short video used to demonstrate highlighting and annotations has spark the idea of creating video to set up teacher accounts among other items for certain databases used in my course.

Kathleen, I agree with you that technology can be overwhelming to students…adult or school age….maybe more for adults.  Right now I am teaching the Para Certification class to 42 adults, and I am amazed that some people do not know how to do the basic functions on the computer. But, I am determined that everyone will be successful.  Being new to online learning, I can identify, though, with the feelings of inadequacy or panic that my adult students have felt. When taking Ollie: Introduction, I was so appreciative of Mary's patience and help with technology.  Now Evan is assisting.  The video clips are very helpful.  A participant can see, hear, and then do which is multisensory.

I agree that video clips can be very helpful. My experience in trying to talk my mother through navigating her new iPad over the telephone reminds me of how futile and frustrating for all this can be. Providing a video and screenshots can be extremely helpful in helping to guide people in using technology that is new to them.

I appreciate the flexibility of the feedback and timely grading- when the assignment is done. This has been very helpful in trying to balance a career, household, and extracurricular schedules.

Timely and constructive feedback to enhance learning has been well documented in educational research for face-to-face instruction. I am finding as a student taking part in online learning, it is critical for me to have feedback to enhance my learning.  It is not about the grade.  I want to learn.   I want to know that I am understanding what is being taught and I can apply that learning. 

I think this is really interesting becuase I never really thought about how necessary it is to have a basic understanding of web design when one is an online instuctor. I guess it makes sense becuase you have to figure out ways to visually represent content to your audience. It seems as though the best online instuctors wouldn't necessarily be those with the best understanding of threir content, but rather the best understanding of how to communicate that content in an effective, visual manner.

I think this is a really important expereince for an online teacher to have, and maybe one that is taken for granted. Online teacher need to have the experence of what it is like to be an online learner to understand what works in online instruction and what doesn't.

Test post

At this point in my online learning, as a student going through this class it is very apparent what the differences are between online teaching and face to face. I think that each instructor should be required to take an online class such as this to help guide them in how to be a more effective and helpful instructor.

Once again experiences help us deliver good instruction. So if we are taking classes and learning we in turn become better teachers and know what struggles may happen or what worked and what didn't

Up until this course, I honestly had no idea how difficult it was to do everything for a course on the computer. Despite being very tech savy, I find myself somewhat challenged to manage the different windows required.

Working both in a school setting and outside of the schools, I see this as a standard that should come at or near the top of most instructors lists. I want my students to have an environment that they feel safe and want to come learn. I want my students to feel that instructors genuinely care for our students and want the best for each of them.

I love to give students a voice in their classroom. It can be something as big as classroom rules and expectations to something as small as a choice of what to do next from teacher selected activities, and anything in between. Giving students a voice will give them some ownership of the class and give them a reason to want to keep coming back.

I need to do this because I get set in my ways and need to find out what the students would like to learn in my classes.

Agreed! This is a very important, even though you may get feedback that is difficult to read. It is extremely helpful in knowing what is most effective from those that are actually completing the assignments. When students have a voice it makes it more meaningful and more effective.

I think there is a two-fold situation brewing here. On one end of the spectrum, we have teachers who are happy to explore lots of ways to use digital tools and processes. We see a lot of app and extension requests come in from "these kinds of people". After a while, the district has started to take a stance and wants a way to filter out the requests to the essential ones. It's a slippery slope, however, because no one has definitively decided what is essential, and even if they had, it could change overnight. On the other side of the spectrum, you have teaches who are overwhelmed by all the choices, and so they select none. They would prefer that someone tell them "THIS one" when choosing the right tool for the right job. I believe there is happy medium in the middle where vetted tools are supported. Not quite there yet. It's a bit of a jungle.

I think there is a two-fold situation brewing here. On one end of the spectrum, we have teachers who are happy to explore lots of ways to use digital tools and processes. We see a lot of app and extension requests come in from "these kinds of people". After a while, the district has started to take a stance and wants a way to filter out the requests to the essential ones. It's a slippery slope, however, because no one has definitively decided what is essential, and even if they had, it could change overnight. On the other side of the spectrum, you have teaches who are overwhelmed by all the choices, and so they select none. They would prefer that someone tell them "THIS one" when choosing the right tool for the right job. I believe there is happy medium in the middle where vetted tools are supported. Not quite there yet. It's a bit of a jungle.

Another vision for down the road is an accessible repository for high quality assessment items linked to standards which could be pulled while our collaborative teacher teams start to build their common formative assessments.

I think this is especially important because it is hard to be sincere in an electronic space. I love when teachers introduce themselves. I need the personal touch to be more invested in the coursework. Students will need that, too.

This is so critical as we move to even more online content for classes. We need to teach our students to give credit where credit is due.

I think it is extremely difficult to stay current on all of the technology tools. There are the new tech tools and then the others are continually being updated. We seem to have certain leaders who are know about certain products. We all know who to ask about Google Calendar. moodle-Iowa

I definitely agree with this!! I used to think that I was good with technology and doing well with new things until we went to ISTE last summer! That, along with these classes has really showed me how much I really don't know!

I strongly believe this is the most essential part. It is the understanding of the big picture (Understanding by Design concepts from the late 90's), assessment, and how are we going to get there is the key to any teaching. This front loading, upfront planning, and focus on the big picture will ensure more learning. It is planned and not rushed. You will always need to adjust, and the moodle allows ample ways to adjust instruction as the students need it. Technology or no technology, this is the heart of teaching.

I really struggled which to pick out as being most essential in the 2nd area and I went between self assessment and the ability to differentiate with all learners. I decided to go with the self-assessment and pre-assessment. Hattie studied thousands and thousands of strategies and found the number one way to improve learning is through reflection- knowing where I am, setting goals, and reflecting along the way. This is the nice part with online learning as it forces all students to be transparent and not blend in with the class and not engage. With solid planning for a variety of abilities in the classroom, good assessment & feedback, and constant reflection, we should see improvement in learning.

This is a demonstration note

Self-assessment are not very helpful because the user often does not answer the questions truthfully.

Joan Walton has helped me with this class. the student-student interaction has help me with this learning process.

This is why I am taking this course. I want to enhance my students learning and I feel that greater incorporation of meaningful/appropriate technology use will allow me to do that.

This is one of the items that I am most excited about using with Moodle. I want to have a way other than my classroom observations to see how students are working through problems and learning from each other. Wiki's, Google docs and forums will allow me to see who is sharing their ideas and how other students respond to them.

This is one of my concerns about online learning. I have found that students often are willing to say things in print that they would not have the nerve to say to someone face to face. I feel that I will have to devote some time in training the students on what appropriate feedback would include and not include.

I suppose this was one of the purposes of teacher portfolios, but I think evidence is growing in importance as NCLB continues to drive education and there is more pressure to prove student proficiency. This is going to require more use of technology, I suspect, to gather and maintain the data needed.