E-Learning can and should significantly enhance science teaching and learning.
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Ten Tips and Best Practices for Developing and Teaching Distance Education - 2 views
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Ten Tips and Best Practices for Developing and Teaching Distance Education
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I believe number 4 might be the most critical: Organization is essential. I recommend having reviewers who are unfamiliar with content provide feedback before ever running a course if possible - make sure learners can find and understand what they need to do - Consistency in overall approach to the course so they spend time learning instead of searching or trying to figure out what they need to do :)
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Best Practices in Distance Education - 0 views
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Nontraditional Student Drop-out Rate Improved by Distance Learning? - 1 views
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As we move into a new era of non-traditional students at the post-secondary level, is online learning a way to retain students through graduation?
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As a teacher that uses this method in high-school, I can honestly say it's amazing what some students will accomplish when we "remove barriers". We do our best to eliminate reasons or "excuses" why they are not being successful in "traditional" classes. It has impacted a great number of students. Like anything, it's not a best fit for all students, but with the right fit...amazing
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Science Distance Learning & Education - NSTA Position Statements - 0 views
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ut considers the following experiences to be within the scope of e-Learning: traditional classroom instruction that incorporates the planned and effective use of collaborative and/or interactive digital tools and resources, blended learning experiences that incorporate various combinations of technology-mediated and traditional classroom instruction, and distance delivered courses or programs.
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the following elements key to effective, high-quality e-Learning experiences for teachers and students
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development have the ability to provide high-quality opportunities for science educators to learn content and pedagogy.
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ollie1reppert: Iowa Online Teaching Standards - 0 views
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
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Wow, this is certainly a sentence loaded with many educational concepts. It would take me a week just define those concepts!
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I need to add a few more words to explain my interest in this passage. This passage indicates why teaching and learning aren't only important, but they can be difficult, too.
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Online instruction is growing across the nation, the main reason in the lower cost, compared with the traditional classroom; experts indicate there is not enough evidence online instruction is indicated to all teenage students. I have seen many of them dropping online classes in Plato; kids need to socialize.
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Provides substantive, timely, and constructive feedback to students
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Hopefully, that is a aspect that can be achieved through online quizzes and tests. I wonder how else it coud get done?
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Can also get consturctive feedback through google docs where you could make comments right on the document the student is working on.
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I'm hoping to see the benefits of Google docs as my district pushes their use this school year. I the idea of a comment area.
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I am looking forward to providing immediate feedback to students using some of the assessment programs.
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There is a service called crocodoc.com that allows you to mark student work, written work I should say. This will be another alternative to marking. Glogster & kidblog allow you to make comments for the students.
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Last year my son had an English class that made use of googledocs and online comments. The teacher didn't always get back to him in a timely manner. Plus, even though they saw each other everyday in class, they didn't talk about the issues on writing the essay on googledocs.
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Communicates with students effectively and consistently
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This concept could be much more difficult than what it appears, especially when it comes to typing conversation back and forth between people.
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I find it interesting that this concept is somewhat buried in the list of items. To me, it is the most important one.
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Your first point is well-taken, Brian. Add to that the difficult task of a teacher trying to communicate with their elementary-aged students in person and now attempting to do the same thing online. Not for the faint of heart!
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Assists students with technology
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Teach students where to find help rather then spending all of your time showing them exactly what to do. This is where the real learning from technology comes from
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If I might add to your astute thought, Doug, to also guide the students in determining how the information they found will be used to assist in their learning. More times than not, kids seem to grab information for the sake of possessing it without taking into consideration their intentions on how to utilize it.
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I agree with you, they really lack that thinking skill. They are very accustomed to the grab & go answer and find it hard to take risks in delving deeper into a topic.
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I find that some of my students end up teaching/showing me! They are all so good natured about helping me when they know something I don't! My favorite part of teaching however, is collaborating WITH my students on research projects and sharing in theri excitement when they discover great resources in unfamiliar places.
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different needs of students, including different learning styles
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A different set of challanges in an online course. Harder to find out different student needs.
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Yes, but I think this will open up more alternatives for students to learn & get more involved in the learning process which should help eliminate behavioral issues.
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This is a great opportunity to incorporate youtube videos for visual learners, "guest lecturers" available through podcasts for audio learners and various "hands on activities" for the tactile learner. Having instant access to such a wealth of multimedia information/activities should make it easier to accomodate multiple learning styles. However, this will require additional research and time on the part of the teacher to find appropriate resources to include.
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student feedback data to improve the course
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This is an area I wish to improve this school year. Instead of a basic exit survey that doesn't tell me much, I'd like to either find or create something in the way of feedback that I could actually use to improve my lesson or unit in the future.
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I could improve in this area as well Mike. I don't like using tests because they are a quick view of what they know. Much of what my students do is very open ended projects and it's hard to grade these until you figure what a student is capable of.
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I have created a course evaluation that I use for students at the end of the year and I find it to be valuable. I'm sure there are better ones, but I would be happy to email/share a form I have created for students. Obviously it could be edited and should be to fit the changes I make each year to my class.
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Sue it would be great to get a copy of that evaluation. It could be put into your moodle class as a survey through survey monkey.
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Our principal has begun to create a student exit survey that could be used school or department wide. This was created using survey monkey. The science department "field tested" it in the spring. The way that the questions were worded and the feed back provided was able to give us great insight into what was working and not working as well as what the students appreciated in terms of learning activities and levels of rigor.
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standards for student behavior
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Our district unveiling a new district-wide student-use policy this August. Though I know they're needed, the problem I see with these policies is that after you've spent the time agreeing on and writing up the rules it can already be considered outdated due to the rapid expance of technology.
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We also have a newly written AUP and it is hard to keep them updated so if well written it should be able to adjust for the times. Many districts don't revise these very often. I think they should be revisited a minimum of every 2-3 years to allow for changes.
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I might be wrong, but the policies probably need to be updated every six months to sort of keep up with new technology. That or the policies will have to be very broad, which has positives and negatives, too.
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Understands the differences between teaching online and teaching face-to-face
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This is interesting. There is definately things to consider in an online classroom that you don't in a face-to-face classroom. However, as a classroom teacher, adding an online compenent to my course has required me to be more thoughtful, organized, explicit, and available. All of which have helped me meet more of my students' needs.
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I don't know how to be an online teacher yet....I love what I do in my classroom and I think I'm a really effective teacher, but I'm always eager to improve. I think I have more to learn about the difference between the two. This is the first on line class I have taken and though it is frustrating when I don't understand, it is forcing me to stick with something longer/ problem solve more on my own!
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The more that I discuss online learning, the more I think about the face-to-face teaching. I feel that this tows a fine line as we all have a variety of learners in our classroom. Balancing the face-to-face and online instruction is an element of teaching that also depends on the age level you are teaching. I think that the older the learners are, the more content they be exposed to online.
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
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Promotes learning through online collaboration group work that is goal-oriented and focused
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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.
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Creates a safe environment, managing conflict
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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.
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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Are some school districts going to have to open up the restrictions on chat and remove some of their filtering to allow teachers access to some of these capabilities.
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Deb, I think that you are correct, school districts will have to "loosen up" a bit. The other concern is access to technology/internet for students that come from low income families or families that might be homeless and do not have regular access outside of normal school hours.
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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uses techniques to engage students
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techniques for dealing with issues arising from inappropriate student technological use
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Teachers need to know the AUP and what administration will do when inappropriate action is discovered. All teachers should be in agreement with the course of action.
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I think the biggest obstacle for out district is Catching the little perps in their misconduct. lol --is that appropriate in an anotation?
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Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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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.
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Selects and uses technologies appropriate to the content that enhance learning
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This is the area I am struggling with. I am not a technology native and I am not well read or experienced with technology. I get overwhelmed by so many options, I freeze up. I need to have someone help me identify one or two tools that I can understand and use effectively in my curriculum and then focus on just those 2 pieces of technology until I gain more confidence.
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5
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iNACOL
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Online Teaching
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There is a broad spectrum of independent studies and diverse mediums to channel them; distance learning, correspondence, hybrid classes, computers, teleconference, cell-phones, educational television, etc. I guess standards would need to be adapted to each type of class.
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Jorge, I agree with you that the phrase on-line teaching incorporates a broad spectrum of courses/means of delivery. Each type of course whether hybrid, distance learning, etc is going to have its own unique intereactions and pedagogy. As a result, it might be necessary to visit and re-evaluate these standards as times and technology change.
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Incorporates social aspects
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I like the rewording from "classroom management" to "incorporate social aspects", mostly behavioral ones; there is a lot less need for classroom management in the online instructional process; in eithe setting, it is crucial to count with the elements of engagement and social skills in order to accompllish the academic goals.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
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I think this is so important. I am curious how many district require this in a syllabus or something similar at the beginning of the year?
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That is a great point! My guess would be that there are not many requirements, yet. If there are, I am sure they are rather vague at the moment and will be getting more in depth in the upcoming years. Speaking from the standpoint of my district, I can say that most technology "extras" or resources are not required, but many are encouraged.
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Continuously 2uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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Continuously 2 uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
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Has experienced online learning from the perspective of a student
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I am finding a whole different point of view as I use Moodle as a student rather than as a teacher. I find I have more questions about where components of the assignments are, and kind of worry about keeping all the tasks straight. I really want to think about this as I design my own course.
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I'm struggling with those issues just for this one class. I couldn't imagine trying to keep more than one online class going on at a time. That may be the product of my non-digital native bias. Maybe for the present youth it will be no big deal. I struggle with the different technologies I'm expected to use as a teacher: Powerschool, gmail, igoogle, google docs, google class web site, Smartboard, etc. On the other hand, maybe having to learn and use new technology will help to prevent or slow Alzheimers. : )
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
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Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
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Demonstrates ability to enhance academic performance
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A key phrase in this is "to enhance academic performance". This means that we, as teachers, need to be utilizing these online strategies to help students learn and perform better than they would without access to these resources. Many times teachers attempt to try something new simply to say that they've tried a new activity, but our goal with doing something new should be to improve student learning over where it has been previously.
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including rubrics for student performances
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shared by Dennis OConnor on 24 Jun 11
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Emerging Asynchronous Conversation Models : eLearning Technology - 0 views
elearningtech.blogspot.com/...asynchronous-conversation.html
emerging asynchronous conversation models elearning technology
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The standard model for asynchronous conversations is discussion forum software like vBulletin. I've talked before about the significant value that can be obtained as part of Discussion Forums for Knowledge Sharing at Capital City Bank and how that translates in a Success Formula for Discussion Forums in Financial Services. I also looked at Making Intranet Discussion Groups Effective.
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However, I've struggled with the problem of destinations vs. social networks and the spread of conversation (see Forums vs. Social Networks).
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Talkwheel is made to handle real-time group conversations and asynchronous ones. It can act as an instant messaging service a bit like Yammer, HipChat for companies and other groups, but the layout is designed to make these discussions easier to see, archive, and work asynchronously.
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Talkwheel’s design makes class conversations easier to follow, more interactive, and more effectively organized. It eliminates the problem of navigating multithreaded conversations, enables real-time group conversation, and makes referencing asynchronous conversations much easier. Talkwheel’s dashboard organization allows teachers to organize all their classes and projects in one centralized location, while Talkwheel's analytics helps teachers and administrators quantitatively monitor their students’ progress throughout the year.
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Quora is a Q&A site nicely integrated with Facebook that has done a good job providing a means to ask questions and get answers.
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Quora has been able to form quite an elite network of VCs, entrepreneurs, and other experts to answer questions. They've also created topic pages such as: Learning Management System.
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Finally, Namesake, is a tool for real-time and asynchronous conversations. It's a bit like Quora but more focused on conversation as compared to Q&A and it allows real-time conversation a bit like twitter. You can see an example of a conversation around phones below.
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Threaded discussion is an old technology. It's inspiring to think of new ways we can talk together at a distance that allow integration of both synchronous and asynchronous technology. I often thing we'll look back on the course management systems we use today and think of them as something like a 300 baud modem. Eyes Front! What's over the horizon line?
Distance Learning: Best Apps, Tools and Online Services - 0 views
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iowaonlinelearning - Teaching Standards - 94 views
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Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
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I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
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This is so important---as a special educator I also feel it is important to also consider the impacts of a child's disability in light of their online experiences as well.
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I agree that being an online student will help me create a better online course. I think that is true with most anything we ask students to do. I try to complete my own work (usually essays) for some of my assignments that I give and by doing so, I can revise the assignment much more meaningfully.
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I completed my master's program entirely online 2 years ago and certainly "lived" in online learning. I believe that online learning has evolved significantly since then with many more tools available to make online learning more effective. There was some differences between how the various instructors delivered their coursework online. Being an online student certainly gives one an idea of what does and does not work and what one likes/dislikes. However I think we need to keep in mind the generational differences in learning; what I may not like about online learning as an older learner may be a very valuable online learning tool for a young student that has grown up with technology as being a natural part of their learning.
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Not only is it important for an online teacher to experience online learning from the perspective of a student, but I think it is important for them to return to the role of a student from time to time. Each time I take an online course, I am reminded of the feeling of being overwhelmed by a long list of lessons/assignments and very little time to actually complete everything. It a great reminder for me as a teacher to be careful not to overload my students. Adding enrichment items might be a great way to achieve balance.
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Think about a traditional face to face enviroment that we all have experienced as children or as adults, with these experiences we have gained learning. As teachers we now know how we will or will not proceed because of our experiences. Online learning should be no different. You need to walk in others shoes to experience their success and/or difficulties
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The perspective we get from our experiences colors the way we look at everything. Kind of like "your perception is your reality" Meeting the different needs of students (such as learning styles) seems unlikely with on-line learning.
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My struggles in catching up and staying on track with this online class will definately have an impact on how I set up my own classes.
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I feel taking an online course is the very beginning of an online instructor's process for becoming effective. Being on the learning end helps an instructor know where to enhance assignment directions, proper amount of assignments for an online course, and types of assignments that are better understood from a distance learning perspective.
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I have experienced online learning and in most cases the experience was good. From the student side, it seemed pretty easy. From the teachers side it is quite complicated to create an easy to follow and interact with a good class.
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I believe looking at things from a learner's perspective is also very important. I have sat through too many inservices and other learning opportunities thinking "there is no way I could ever teach like this and expect kids to learn" and other similar things. Observing other teachers helps a great deal too. Before I try some activities now I try to run them by my wife or other faculty members to get feedback and doing the same thing with an online course should really help.
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It is important for teachers to have had experience as an online learner before teaching an online class. Taking this online class is a new (and frightening) experience for me, but I believe that I am benefiting from this experience.
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I could not agree more Carol! I tried to develop a Moodle and kept running into roadblocks. Now I am learning the problem was not with my content but rather with my lack of understanding as to how to fully use the learning platform.
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I think this standard is just part a good teaching, be it online or in a regular classroom. As teachers, we need to also think about how the students will be engaged during our lessons (online or face-to-face). Being a student in an online course helps the teacher develop strategies to make their online course as engaging as possible. Learning and working with a variety of online tools (Moodle, screencasting, Diigo, blogs, etc) helps the teacher build a course that will hopefully meet their needs and the students learning needs.
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
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This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
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i AGREE THAT THERE IS A LEARNING CURVE FOR TEACHER AND STUDENTS. Having the teacher monitor the student's initial work might help get them started.
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Learning is different for each individual. I watched my daughters take gymnastic lessons and compared their learning to the students in my classroom. Two of my daughters were flexible and learned well from their coaches. One of my daughters struggled, but kept trying to keep up. In the classroom, it really seems unfair to expect the students to all learn at the same pace. Online learning allows students to work at their own pace.
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Differentiation is a tricky topic. Look up research on learning styles and you will find mixed messages and limited empirical evidence. I do appreciate that I respond to visual supports, so that might increase my focus or my engagment, but after 12 months of considering learning styles in my grad work, it is hard to say that is the end all be all for tailoring instruction. Sound research and or evidence based practices...which are limited...can be generalized usually to increase student outcomes. Considering how to embedd interests and preferences is instructionally sound and can be a goal, but that may or may not include tailoring instruction. Take a look at this piece if you want to rethink learning styles as a strategy www.youtube.com/watch?v=sIv9rz2NTUk
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I think this is a two-pronged issue - there is tailoring content to meet the entry points and learning styles of students, but there is also the technology piece of this with online learning. As an instructor, it will be important to provide support for using the technology & tools so that they don't become a barrier to accessing the content.
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An on-line lesson that would give the content in multiple ways, assess the learning in multiple ways may still be too much for the students who struggle with technology issues.
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I agree that tech can really help us with DI. My district has done some stuff with DI and I am trying to incorporate some of that in my classroom. With the knowledge from this course I hope to do more in the future.
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I love that Moodled DI (did I just make up a verb?) allows for both helping the strugglers, but also for challenging the brightest so that they are not slowed down by the mundane.
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students who need reteaching or more direct instruction would benefit from online learning. i see this as a tool for me to help my AELP students with expanding their knowledge of my content area. i also enjoy using technoloyg and know that the kids in the middle, who we often forget about :( would like to use technology too.
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All students deserve to have differentiated instruction. This really grabbed my attention because I feel strongly that all students can learn and deserve to have instruction to meet their needs
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This standard seems especially important to me, given that my class will be about accessibility and engagement for all students. I will need to model what I preach!
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Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
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This seems to be exactly what we are trying to do. The collaboration component of the class should provide all of us with a lot of different ideas, websites, and critiques that will save us time and effort. This is a tremendous asset.
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I appreciate the use of the term "appropriate", often times technology is selected because it's the new thing, not because it's what is most appropriate for your outcome....
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I agree with you about the appropriate use of technology. It must be used with a specific purpose. When technology is overused / inappropriately used students get burned out on it just like any other teaching strategy.
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I agree with you as well...it's not necessarily a good idea to use technology simply for the sake of using technology and a teacher can go overboard and use it too much. For example in a HS setting it could get annoying if every teacher was having students participate in a blog.
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In the class I am currently taking, there have been several discussions that discuss not only "what" we teach but "why" we are teaching it. I really enjoy learning about technology myself and enjoy integrating it into my curriculum; however, I think that we need to remember that many of these resources are tools for our toolkit. They are not meant to the be the staple of the classroom. Stan, you gave a great example with blogs. Teachers need to remember that is it just as hard for students to remember different logins and passwords, especially if they have different ones for different classes. I myself do not like it when my usual username/password combination has to be altered; it is inevitable that I will forget it or lose where I wrote it down. It will be interesting to see how the next couple of years change with professional development and how they work to buffer the gap among teachers with their comfort level in technology.
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I too am curious as to what type of technology the students would like to use in their "moodle" assignments.
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As being 'newer' to all the on-line tools, I think this is where we have to pull in our 'experts' and be able to tell them what we need the tool to do and then get their feedback/have a discussion about what tool will best help meet our needs.
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I like this one...the right tech for the right learning outcome. We have been working at Kent State to define purposes and rationales for Web 2.0 tools. So when is a wiki the best choice vs. a blog. Is mandatory number of postings in a threaded discussion more likely to lead to higher order critical thinking and or engagement and dialogue in on online environment. Is there really a Web 1.0, 2.0, 3.0 and beyond and what difference does it make? Does online interaction lead to different outcomes than face to face? It is nice to get past the novelty and consider the function and intentionally select the right tool for the right experience.
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I think this is very important, but yet also poses a challenge to online instructors. We do need to be able to choose the appropriate tools. The challenge (but a good one) comes in keeping up with the new and improved options that become available in this rapidly changing environment.
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Appropriate tools will help with clarity and assignment directions. However, one of the better tools for distance learning is the ability to do screencasting so screens can be shared when more technical help is needed. Trying to explain how to do something can be very frustrating to a learner, when showing him/her would be a much better approach - screencasts.
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I agree Toy, screencasts are very helpful for clarifying how to do something online. I am looking forward to learning how to use a screencast tool myself and believe it will make more efficient and effective use of my time. Currently I type up directions step-by-step..which takes way too much time and increases the chances of error. Screencasts make sense!
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The number of potential tools for incorporating in online instruction seem limitless. I'm amazed at what is available, yet also deterred by the time it takes to locate quality resources that i envision helping me engage learners in more rigorous inquiry and achievement.
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• Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
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I think this is one of the best features that online learning provides. With many of the programs I use students get immediate feedback, not only the correct answer but the reason that answer is correct, as the student completes the lesson. This is essential to today's students because too often once they receive a final score, they fail to read any notes or explanation from the teacher or to question why their answer was not correct.
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I would agree that the immediate feedback that online learning can provide is a real asset. Students will know results right away so they don't end up practicing or learning the wrong way.
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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Understanding individual student motivations may be difficult via online instruction. I think this would be a challenge.
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I agree with you, Rebecca; however, it can be just as powerful for other students. There is a fine line that I think is going to be ongoing learning process for teahcers.
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I believe that there too must a learning curve for the students! They will need to feel comfortable with on line learning and the teacher needs to find out what motivates them in this platform.
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I think that students like this technology and will use it to enhance their learning.
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Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
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Networks with others involved in online education for the purpose of professional growth
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Networking is vital! The one thing teachers never have enough of is TIME; I think having time to network would be another constraint for some teachers. When you are taught something new or given something to play with at a class it seems great at the time, but often seems like you need to debrief after wards. Getting involved are the two key words in this standard for me. We have been always told that practice will only make things better; in order for educators to grow professionally, we need to be just as involved as we want our students to be.
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Ashlea, agree! I need to practice new learning. I need to talk to other learners. Kids are the same. It does all take time.
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Have learned a lot from others already! Both through this class' forum but also through others, such as the GHAEA 21st century learners conference! One presenter shared what she does with jing to "edit" and record narration when she provides feedback to students on their writing assignments.
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Understands and uses data from assessments to guide instruction
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I believe this is one huge advantage of online courses. Online test give students immediate feedback, but maybe more importantly online data allows educators to analyze it and then use it to guide their instruction. If most students missed certain questions on a test and the teacher knows that immediately then the following day he/she can re-teach some of those concepts or ideas.
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I agree - in this generation of instant response or gratification a teacher can incorporate that into the online lesson by giving that quiz that has an instant reply. Then while it's all in one place the teacher can utilize it reteach immediately.
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This is another standard the is not only important in online teaching, but teaching altogether. Through an online course you need to learn different tools to assesst students' understanding of content. This can been done in simple and easy ways using polling and quizzes or responses to questions through a discussion forum.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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I think this is important in an online course because it is more difficult to build strong relationships and communicate effectively when people do not see each other face to face daily.
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As we never talk face to face, making connections with the instructor, the online social presence is critical. This piece of 'online classroom management' will be interesting to experience through this course and to determine how to create it in our own course(s).
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As we continue to expand PBIS in Iowa and AEA 267 as part of statewide RTI and the Department of Education's goal to have 100% of schools implementing PBIS, it will be much more difficult to provide face-to-face opportunities for schools to learn and network, particularly after they have completed the 3 years of core PBIS instruction. Social media opportunities will really assist in providing ongoing positive opportunities for PBIS schools to interact, share resources/tips, and trouble shoot challenges with PBIS implementation and sustainability.
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I feel that you could be on 24/7. When I am taking a class or teaching one, I find myself checking in many times. That can be both good and bad.
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Utilizes a course evaluation and student feedback data to improve the course
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If any educator wants to improve they need to consider students feedback and data and improve upon their classroom practices. I think educators who do this become more effective then those who don't.
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I agree that we need to consider student feedback, but you need to look at all of the feedback and not zero in on 1 negative one. It is always helpful to re-evaluate our teaching periodically.
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
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It is essential that we know what our districts goals are. technology should be infused whenever possible into classrooms. students are familiar with it and like to use it
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Alignment with the Iowa Core is imperative especially since the advent of the Common Core. It will ensure the rigor needed to ensure all students receive a quality education.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
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It is great to have a learning environment where the students and teachers are on the same page. Students need to work together amongst themselves, to learn collaborative techniques. It is also important to work with the teacher, so both teacher and student are getting the most out of the class. If the student works with the content this will ensure they are covering everything they need to.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
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This is why I am taking this course. I want to enhance my students learning and I feel that greater incorperation of technology will allow me to do that. I
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I agree I want to have students have a resource outside of the classroom to use to enhance their learning. Technology helps me do that and keeps their interest
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Understands the differences between teaching online and teaching face-to-face
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The more that I discuss online learning, the more I think about the face-to-face teaching. I feel that this tows a fine line as we all have a variety of learners in our classroom. Balancing the face-to-face and online instruction is an element of teaching that also depends on the age level you are teaching. I think that the older the learners are, the more content they be exposed to online.
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I have appreciated the recent opportunities I have had to participate in face-to-face instruction that utilize on-line tools, like moodle. It has been a good way for me to transition to using on-line learning opportunities. I find that I continue to be a little more slow and cautious as I am taking and applying my new learning. I am motivated to push my learning by the fact that I see my MS and HS daughters jump into using web 2.0 tools with ease, and know that I must keep up with the times if I am going to cpntinue to be effective in engaging with student and adult learners in a much more technology-based world.
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In my on-line teaching, I still have one session that is face to face. I need that time to show equipment that I do not feel can be adequaately done on-line. That is the way that I still feel like I'm dabbling my feet in the water.
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I've been looking at different stuctures, like the Khan Academy, which makes "face to face" more like "sitting next to" and doing work alongside--just a different viewpoint.
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Sets and models clear expectations for appropriate behavior and proper interaction
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This benchmark is essential! Without setting and modeling clear expectation, the classroom atmosphere and learning experience will be choatic. Content and engagement are two addends to create learning. The sooner these elements are introduced to the students, the better the interaction will be for the students and the teacher.
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the learning environment needs to be purposeful. i think many of use have tried to incorporate on line learning and it does become chaotic and like a game, when we want it to be purposeful and meaningful to students. setting clear expectations will help students understand that they are learning, just in a different way.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B
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Understanding material on the internet is easy to access but is not necessarily "free" to use any way we want is important to understand. Teachers need to model this and teach the students copyright law and fair use.
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I believe that we need to have a good understanding of fair use and intellectual property rights. Our students have to be taught how to be good digital citizens and follow the guidelines so that they can apply their digital literacy skills in all that they do. If we model these skills, then it shows our students how important it is to comply with the guidelines.
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I am very curious to know how much the students will like to communicate with the teacher and themselves using on line learning.
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I too would like to know about this. I think learning needs to be collaborative. Collaboration would have to be very different. I find it overwhelming trying to collaborate here. It is like everyone is talking at once.
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I like the word "creates" used twice in this standard. Teaching is more than a degree. It is an art that combines compassion, passion for learning, and acceptance with the belief that everyone learns everyday!
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Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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I hope the students would appreciate the on line communication that takes place regarding each graded assignment! Teacher feedback SHOULD MOTIVATE THEM.
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Feedback is key, at all stages of learning, for all types of learners. Hopefully when students work online, they will access the feedback and refer to it during their learning process.
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including rubrics for student performances and participation
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However, most rubrics I see seem to be rather subjective. They use words like several, many, one page....without defining them with perhaps numbers!
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Good rubrics are difficult to make and more so to keep relevant to what you want your participants to accomplish.
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Rubrics make sense as a classroom teacher, so that students can see the highest expectations and the lowest grade they can earn. Rubrics for online learning are just as important.
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Detailed rubrics outline or should outline what is expected so a student knows the expectations. The rubrics should be user friendly and easy to understand by the student and pass a stranger test (if another teacher read it, they would understand and be able to use it).
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I feel that generating a good rubric is very difficult. It is important that we are tweak and change our rubrics so that our expectations are very clear for our students.
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Knows the content of the subject to be taught
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How many times have you been asked to teach something and had to 'come up to speed' before you could do it?
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On the flip side, I work with teachers in the area of PE/special needs, who have no background and are unwilling to ask or accept assistance. It is not a reflection of them personally but in the student's best interest.
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Assists students with technology used in the course
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I think many times staff are overloaded with 'initiatives', asked to implement technology and lack the staff development they need, including practice time, to implement it, yet are expected to be able to assist the students with that technology. Many educators successfully implement new technologies, but have spent many, many hours of their own time making this happen.
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I don't have a problem with my content or teaching it. I can definitely say problem solving the technology will be the most difficult part of teaching an on-line class.
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I agree with Marcia. I have a handle on the content that I am teaching but do not have the basic understanding myself to problem solve. Where is that warm body who understands when you need them?
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how to teach the content
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I think this standards gets to both sides of effecticve teaching. As Clair stated at the beginning of this standard, people are asked to teach content they have to 'get up to speed with' and then we have the other realm which I face frequently in my work with teachers...they know the content, but don't know how to make it comprehensible for student learning or how to deliver the content effectively.
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I agree. I think this is a process that will take some time and purposeful learning by the the teachers. Our school is implementing AIW, which seems to be on track with this.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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Using data is so crucial in knowing what our students need. I can see where being knew to teaching on-line I will have a lot to learn about effectively using data to evauluate my on-line courses!
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It makes sense that we continually use data to assess our effectiveness. This is the criteria we hold ourselves to in the face-to-face classroom, so it makes sense that data is used to show results in the online environment. Just because we like using technology, doesn't mean students are learning.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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This was not something we prepared for in my Math Methods class, circa 1986. The PC had been invented, but barely.
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#8: Rather than dealing with "issues arising from inappropriate student technological use," this standard should encourage a proactive approach with prevention as the focus. Clearly defined expectations of how students will handle the equipment to using online resources should be established as part of the instructional protocol.
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Demonstrates growth in technology kno
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As educators, we need to stay ahead of the game, we must stay current with emerging technologies, but I don't think all schools are requiring teachers to stay current in technology and use technology with their students and their learning.
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Staying current in online technology and face to face methods plus the curriculum is a daunting task, but most teachers are meeting the challenges.
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I agree that teachers need to be required to stay up to date with the ever changing technology. It is the method that our students love and are engaged in.
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As educators, we do need to stay current with emerging technologies because our students are using every new thing they can get their hands on. We need to be comfortable and familliar with these technologies so we can help students learn in the way they know best.
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emonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
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Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
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student self-assessment and pre-assessment within courses
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There can not just be one type of online strategy used. We must use the tools appropratly and efficently. When I plan professional development I try very hard to meet the needs of my learners no matter what my comfort level may be, of course the more I try new facilation techniques the better I get at using them. I think technology strategies and techniques should not be any different.
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I couldn't agree more that we need to meet the students where they are and take them to where they need to be. I would say that the participants that are more advanced in technology will be the ones who keep me awake at night trying to meet their needs.
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Creates or selects multiple assessment instruments that are appropriate for online learning
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learning outcomes and expectations
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I need to continuously refer back to this one. What is the PURPOSE? What is the INTENDED LEARNING? Not, what cool stuff can I put online for my class...
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This is a reminder for me as well! I get excited about new tools and resources and sometimes forge ahead with using them BEFORE I consider what I want students to learn. I need to put that in "reverse"!
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So important that students and educators are on the same page--meeting expectations on both ends.
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Expected learning goals need to be the driving force when we design a course.
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the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
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Creates a safe environment, managing conflict
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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this is a must for 8th grade students who need to know how to use the Internet appropriately. i would hate to see students bully eachother in an on line environment that is supposed to be purely academic, not like facebook which is social
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All students need to know the expectations and be taught appropriate netiquette.
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I believe that this should be explicitly taught to all students. I think that often times teachers think that students know what is appropriate and what is not, but I am not so sure that is the case.
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Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SRE
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5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
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inappropriate student technological use
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students with special needs or whom are language learners
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Communicates assessment criteria and standards to students
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in order to stay current with emerging technologies
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds,
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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Aligns assessment with course objectives
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A) • 1Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and 1
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1 Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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After having been on online student and now an instructor, you really have to learn how to teach differently. It seems that while you are planning a class you have to predict all of the possible instructions that a variety of learners may not understand. Since you do not have immediate feedback as you would with face-to-face instruction, you really have to be more deliberate. You also have to be checking your class to see how you need to differentiate to meet their needs.
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1 Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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Understands the differences between teaching online and teaching face-to-face
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Certainly and important bullet point! However, from personal experience, I would say this happens over time. The more online learning/teaching experiences you have provide you with clarity regarding the differences in these two teaching venues. I think I learned as much about great and not-so-great online teaching from my experience as an online learner as I did from my few experiences as an online instructor.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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corporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
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I feel this is especially important as many or my students have much more experience with learning on-line than I do. They may not have taken a course of study this way yet, but they are more familiar with gathering information with this medium than I have.
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I am very glad that I am taking a moodle course online before I am having my students do this because it allows me to see the stumbling blocks as well as the potential for expanded learning.
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I am learning so much about what I thought I knew about online learning and how it's actually occurring. I appreciate the fact that I can access prior assignments, information and tutorials to refresh and clarify my learning.
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There is a delicate balance of what tools to use and how to utilize them so all students can achieve. It is important to use tools that help students further investigate and gain a deeper knowledge of the subject.
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I can so relate to this standard whenever i am navigating the waters of change. It is always exciting to entertain new ideas and to learn about different approaches, but such is not without a bit of stress. Recognizing that transitions aren't always clean or easy helps me move forward.
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Learning needs to be continuous and with variety. A teacher needs to experience what it is like to be a student periodically to continue developing and renewing the skill of empathy.
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ollie1 (Peterman): Iowa Online Course Standards - 3 views
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Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
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The course content and activities are of sufficient rigor, depth, and breadth to teach the standards being addressed
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Instructions on how to access resources at a distance are sufficient and easy to understand.
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The course makes maximum appropriate use of current online tools outside of the LMS (including email, web 2.0, chat, and synchronous/videoconferencing) to enhance learning
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These standards are from iNACOL's standards for online courses, and include alignment with Quality Matters and Rubric for Online Instruction
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online1: Iowa Online Course Standards - 10 views
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What information do we have about this group? Looks like the research is very new - http://www.inacol.org/research/reports.php Makes it sound like deep undercover reporting, but I was just curious. I had never heard of INACOL. :-)
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iNACOL was originally NACOL (they went "international" in 2008). They have been around about 8 years now, and are recognized as the national leader in organizations build around quality online learning. They are analogous to an ASCD. In Iowa, Gwen Nagel from Iowa Learning Online is a member and contributor, as is Marcel Kielkucki, director of Kirkwood Community College's High School Distance Learning Program. Marcel and Gwen presented last November at iNACOL's conference on the current setup of online learning in Iowa. You are going to find that most research in online learning is extremely new. The reseach du jour is comparing online to F2F, in which case there are many (many!) studies that have come out. None of the studies are older than 2006, and most have come in the last 18 months.
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The course instruction includes activities that engage students in active learning. • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences.
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Engagement at a level you would expect in a traditional classroom is key. Online instruction has to be differentiated, and not a "dump" of information.
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Online instruction might more readily provide an environment in which students can take different paths for learning.I am thinking it might be easier to incorporate UDL (Universal Design for Learning) in this environment.
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The course makes maximum appropriate use of online tools outside of the CMS (including email, web 2.0, chat, videoconferencing, and whiteboard) to enhance learning
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Moodle certainly has a number of built in tools for the course developer to to use. There is an internal blog and wiki available, but perhaps, wikis and blogs that are available outside of Moodle will better serve the needs of the participants. We need to choose what is most appropriate to meet the objectives of our course. What will best enhance the learning experience for our students? In order to do that of course, we'll need to have an awareness and also a certain amount of expertise to have students utilize these tools.
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I agree--we need a certain amount of expertise. It's so discouraging to participants when the tools we're trying to use don't work as expected.
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Just as in a face-to-face classroom, there are techniques for engaging learning. Those techniques need to be mastered in order to be effective. The same with online tools - they must be mastered and understood in order to effective. The great news with any learning is that it is quite collaborative - students learn from teachers as much as teachers learn from students. I think this is certainly true in the online environment.
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The added challenge is that there are new tools constantly available. Keeping up on the new tools and their uses worries me!
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Proposed Online Course Standards
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Evan, are these the standards that will be used to vet proposed courses for the statewide moodle through Heartland? At AEA 267 we were discussing how course proposals would be evaluated and approved.
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Yes and no. The standards will be used for instructional designers/instructors as they build courses, and by evaluators as they review courses. But they are not formally part of the course proposal process.
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STUDENT ASSESSMENT
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This is one that I'm finding somewhat challenging. If I am asking teachers to implement, how do I provide sufficient feedback? Reading a lesson plan is not the same as seeing them implement. I'm wondering if AEA consultants around the state might cooperate in some observations.
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Here's an idea: digital video of the teacher in the classroom that could be submitted/uploaded to the course site (i.e. the ever-popular Flip video). Feedback could be given by using an audio overlay of the video (almost like the audio commentary track on a DVD) or posting comments to a forum (if it was group feedback).
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I have actually used that technique as a student in a online course. We (class members) were able to provide feedback to each other on the submitted videos. We posted comments to a discussion board, we did not have the technology at that time to use an audio overlay. It was very effective and quite entertaining to get lots of different perspectives on our experiences.
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Linda- Were you given a rubric or other reference to compare other students' work against? I wonder if without something like that, if students would give the "nice job" and "great" feedback instead of something more constructive and meaningful. How do you guard against that?
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students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
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In science, we are always looking for ways to engage students in higher-order thinking skills. I'm sure it provides different challenges when you are teaching online.
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I would agree that engagement with online is a challenge when I compare it to engagement in an inquiry based lesson where there is active interaction between students working with hands on materials.
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clear, complete course overview and syllabus
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Because you are not face-to-face (or if you are teaching a blended/hybrid course and have limited face-to-face interaction), you need to make sure your course overview and syllabus are clear and complete.
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Right, Peggy. I think in the classroom I have relied on students' questions as a way to help me describe what I am thinking/asking for. In an online environment, this doesn't work. It would be a lot more pressure for me as the teacher.
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timely and frequent feedback about student progress based on the learning targets.
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How important is this! Probably even more important today when students are accustomed to instant feedback whenever they access technology.
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Feedback along the way is so important especially when one is not sure they are on the right path to meeting a targeted goal
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It is also important to not only give instant feedback along the way, but MEANINGFUL feedback. Students don't get anything out of a "good job!" or "nicely done!" I always have to put myself in the students' shoes and think of what meaningful feedback I would like and make it specific towards that individual student and his/her work.
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I agree, Kelsey, it is important to give meaningful feedback. It is so difficult to keep up with students when the numbers reach 175-180, as they are beginning to in my district.
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(CP) • The course provider offers the course teacher, school coordinator assistance with technical support and course management.
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21st century skills
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21st Century Skills has become something of a hollow buzz word to me, I'm afraid. Is it just a matter of aligning traditional thinking with new technology? Or is there something "new" here that I'm missing? And how much direction do you think students need with technology itself? How much of this in intuitive with them?
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Our 21st C. Iowa Core Skills include more than technology skills. They also include concepts and skills in civic literacy, health literacy, employability, and financial literacy. Do the additional areas make 21st. C Skills seem less hollow?
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I suppose. I get the concept, and I want to believe, but I feel like these are things they've always needed to know. Are we just re-naming what we're already doing?
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And how much will these change in the next 10 years? It seems like we need to teach more about being flexible in regards to technology.
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instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction.
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Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson.
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It seems that the ongoing and frequent assessment process is critical and I believe actually a bit easier in the online environment. The ease comes from the direct nature of the interaction between instructor-student and student-student interactions. Sometimes in a crowded F2F classroom, this can be more challenging.
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In a classroom setting, formative assessment would inform the classroom teachers thinking about instruction for the next part of the unit. How will that look in an online asynchronous learning environment?
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The course is organized into units and lessons.
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Assessment strategies and tools, such as "self-check" or practice assignments, make the student continuously aware of his/her progress in class and mastery of the content beyond letter grades.
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The course instructions articulate or link to a clear description of the technical support offered.
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This is really important! My work has been with adult learners rather than school-age students, and I think adults are more tentative and less comfortable just "trying things out" with technology that is new to them. Whether adult or school-age, learners need to know that there is technical support available when needed and how to get that help.
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Instructions to students on how to meet the learning objectives are adequate and stated clearly.
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The course is easy and logical to navigate, including self-describing links
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Most students that take an online course will have no problem nagivating through it but there will be times when it is a students first time with online learning or have to take the course online out of necessity and if the technology aspect of the learning is difficult the learning outcomes probably won't be very good.
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This is a key piece to online instruction. If you just dump all your materials online, this is not effective online teaching.
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"instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction. "
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"instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction. "
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ollie1: Iowa Online Teaching Standards - 0 views
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This is where online testing will be a benefit. Students could have immediate feedback on their learning process. Teachers will NEED to create a variety of assessments to keep students interested so they are not bored from taking the same type of test.
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I agree 100% Monte! Students DO want feedback immediately, and I truly believe this would provide for IMMEDIATE feedback, if used effectively.
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Has experienced online learning from the perspective of a student
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If teachers haven't tried the software how can they instruct the students or answer the students' questions? I am enjoying this class!
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This is the fourth online class I have taken and have definately experience online learning. Most has been very good and very easy to follow, but some has been very confusing. I do use aspects with my current classes such as blogging.
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I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
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Yes, going through the process helps us better understand how to use it. And provides us with both resources and examples.
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I am enjoying this class very much. I also believe that we as educators must experience things ourselves so that we can better help our students and understand the struggles that they might encounter.
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I definitely concur. It is vital to know the problems frequently encountered and how to trouble shoot them from experience.
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We gain student trust not only when we can help them solve technological challenges but when we can empathize with them as well.
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This class is a great experience, but sometimes I've wondered if Evan has purposely built some obstacles into the course so that we could experience the kinds of problems that our kids might experience and have that empathy going in. For example, last Sunday night I tried to finish up the first week's work, but couldn't get in to the program. While I found out later that the server was quirky, I didn't know that at the time. I just knew that my work was going to be late, and the kid in me said, "I'm in trouble!" That was a very good experience.
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Think of all the years that we have spent as students in the "traditional" classroom setting. We have watched teachers and seen so much modeling. Those experiences are still with us as we teach today. Online learning is a new avenue, but we still need to see the modeling from our teachers. It will help us be more successful as teachers.
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I have been in trouble with lates since day one....This online experience is NOT anything like I have experienced in the past. The tools out there are phenomenal...and overwhelming.
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5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
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This is where online testing will be a benefit. Students could have immediate feedback on their learning process. Teachers will NEED to create a variety of assessments to keep students interested so they are not bored from taking the same type of test.
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I have clickers in my room which does allow for immediate feedback. It can be very useful, but have had pretty significant software problems with the clickers so far.
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1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
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I think that classroom teachers are still struggling with this. We are improving our teaching styles to meet the needs and different learning styles of students, but we aren't quite there yet. My son, for example, is an auditory learner. I'd like for him to be able to have tests read to him without filling out a 504 or IEP. It should just be something that every classroom is quipped to do and the teacher is willing to do it.
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This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
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I think these online learning tools, if used properly, can help all students, but especially thoses with special needs (including TAG, ELL, etc.). I think the ability to move at their own pace would help some greatly!
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Ashely took my comments! She is dead on though. Online learning tools can be an amazing assest to students with special needs, if used appropriately. In Mary's example, podcasting or some other type of online audio program could be used to assist auditory learners.
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I am a huge fan of Howard Gardner's multiple intelligence model. As I have been searching through the "Cool Tools for School" website, I am constantly thinking of ways I could apply these newly discovered tools to my curriculum to reach all of the eight intelligences to some degree. I really think it will be vital to offer more options in an on-line course, since the face-to-face interaction will be less, perhaps making it more difficult to get to know students and their unique personalities.
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I think one way to address this is to do a hybrid course with some online aspects and other face to face. I think anytime we can have variety in our assignments, presentations and assessments, we are more likely to reach a greater number of students with at least some part of our class.
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I like the hybrid concept. Our students are diverse in the way they learn and this allows each student to maximize and individual their learning.
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Again, moderation in all things is key for learning and building relationships.
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• Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a
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Providing feedback to students in any type of course is extremely important in order for students to continue to progress. When not meeting face to face with the instructor communication and course feedback is imperative.
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Rob, I think that feedback, when given constructively to students prior to any type of evaluation, can be one of the most effective teaching tools a teacher can use!
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I think the use of technology will enhance feedback opportunities. I also think that the peer feedback opportunities could be a very enriching experience for students, in addition to teach feedback.
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I struggle with feedback within my language arts classroom when it comes to writing assignments. By the time I get them all graded and handed back, the kids look at their grade and many recycle them on their way out. Did they really benefit from all the time I spent making comments and giving them feedback?
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I think that supplementing our face-to-face classrooms with online environments (ex. Moodle) will enrich the student experience and provide the teacher with a quicker response method.
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Sherri, I wonder if students would take more time reading feedback if the feedback was on some form of online feedback. I agree many times students are just interested only in the grade as oposed to how to improve or what they can learn from the feedback. I said many times, nothing gets in the way of learning more, than the almighty grade!
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I model feedback after the Boy's town Model. Constructive feedback starts with a powerful statement of praise AND supporting details. We also have a consideration statement...NO buts...for example: I truly appreciate the aesthetic details that your writing creates within my mind due to your word choice and the emotions created. You might consider looking at us more by becomeing more familiar with your writing so that eye contact is given to your audience. I have found that many students appreciate oral feedback and most look forward to it. Naturally, I always end the feedback session after the students go. What's really neat is when students have done such a good job with feedback that it's difficult for me to add more...
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Once again, it's the relationship piece that is needed within the feedback piece. I believe we need to show students improvement through building the relationship.
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• Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
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I am TRYING to stay current with technologies provided by our staff development, and believe it is critical to stay one step ahead of students.
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I also am trying to stay current with new forms of technology. My biggest roadblock though is not knowing what is out there. That's why I was so excited to see the Cool Tools for Schools site. It was a valuable resource that I can browse through to find out what is currently being used technology-wise.
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I am constantly hunting for new tools to use. I am sometimes frustrated by sites that lure me in and then, just as I am feeling comfortable using their tools, suddenly want to charge me. Back to searching......
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Staying current with new technolgy is vitally important, however, I respectfully disagree with Deon that teaches need to stay ahead of the students, as students can sometimes be the best teachers for adults.
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I agree with rcordes, sorry Deon! We can't keep ahead we have to guide. I took the human relations course 30 years ago, and remember hearing for the first time that teachers would become 'facilitators'. I thought that was a crazy idea back then, but boy, that has to be who we are. It's great when the kids solve a problem before me, for them and for me.
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Staying current on technology is an never ending struggle. You can't keep up with all of it, but by focusing on a few things that work for you can make it less stressful.
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I agree with not knowing what is out there, especially since I am not in the classroom anymore, it is hard to find sites that are easy to navigate.
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• Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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This could be difficult for an animated personality, where actions speak as loud as words.
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I can definitely see the benefits to teaching online, but it would be a sad foreign language class if all of the material was taught this way. There has to be social, face-to-face interactions. That's where fluency can be built.
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I totally agree. I keep trying to add more technology to my classes all the time, but I really try to caution myself to add it because it is an improvement and not just simply adding technology.
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This standard seems very vague to me. How do you determine if the instructor knows the difference between face to face and online learning? I guess I am still sorting out and determining that myself what the difference is, so may be why it is difficult for me to discern.
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• Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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I currently use numreous programs: from powerpoint and gradebook to email, smartboard, blogging, etc. In four weeks I will either be much more technologically advanced or I will be ready to give up.
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Yes, I know, but I'm willing to give it a good shot. If I fail, I fail, but I think I'll learn something useful. I guess "Nothing ventured, nothing gained" applies here very well.
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This standard will have to be updated a lot. Technology seems to change very frequently. What is advanced today may very well be obsolete tomorrow. More importantly, the variety of technology out there makes this a nightmare. You might be in one district that utilizes one type of application then go to another district that uses a totally different platform for the same task.
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I'm with you all on this. It's called information overload. Moderation in all things is GOOD. Too much drink, we know what it does. Too much food, we know what that does. Too much technology, oh nooooo what could that do. Moderation in all things will bring a balance
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Selects and uses technologies appropriate to the content that enhance learning
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I definitely need to work on this standard. Everything seems so new and unfamiliar. I hope I can learn through this course which tools are appropriate for my students and curriculum.
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Ashley, it is very difficult to determine what strategy or technology is best to use when, especially, when there are so many different options out there for an instructor to use online. I guess we just need to keep an open mind and adjust accordingly because new technology is always being developed.
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This is also something I need to work on. There are so many online tools that are available to use, but I feel overwhelmed by the number available to us.
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I am currently using Moodle for several of my classes. I don't use the "tools" to make my classes more engaging. My goal is to use the Moodle as more than a homework repository. I think we all have good intentions on adding technology , but we get bogged down in the routines. This class is a great way to explore new "tools". :)
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Technology is such a difficult thing because it is ever changing, and it seems that by the time we get it loaded on our machines, life has moved on without us. The other issue is the amount of tools that are available for use because time to explore is rather limited.
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I have not yet figured out what technology is fun, and what technology is actually useful in teaching.
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I believe a lot of teachers (myself included) are stuck in using technology as an add-on to learning. For example, my 6th grade students are currently creating Google presentations about extraterrestrial locations. The presentations are very nice and the practice of making and presenting them will help communication skills, but the creation of the presentation itself will not enhance their learning of the science content. I have simply integrated a different media for presentation. We need to use technology in pedagogy not a superficial add-on.
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Sets and models clear expectations for appropriate behavior and proper interaction
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ensure academic integrity
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It is so important to teach them media literacy. I know this is a fear that my fellow teachers have about moving to online learning, but academic integrity should be part of the curriculum!
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Academic integrity is necessary when learning online! One also needs to teach students how to filter through all the information to find the accurate sources.
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Academic integrity has been an issue long before the development of the internet. I started out as an English teacher and have several tales of the plagiarized or bogus research paper. I moved to the role of teacher librarian in '95 as the internet surged into our lives. what an interesting dynamic it is, but the issues go back to basic human ideas of right and wrong. I very much appreciate that the teaching standards, the core and the 21st Century Skills all address this fundamental issue of working with people.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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this can be difficult. but it seems that there are tools in place in our LMS's to choose to moderate what students are posting, and disallow any inappropriate comments. or at least delete them shortly after their initial posting. email alerts make this easier.
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Isn't it amazing just how little the students understand about what is appropriate and inappropriate online?
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I am constantly amazed at what a student thinks is appropriate as well. Most of our teachers are concerned about going 1:1 becasue of this reason.
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Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
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Assists students with technology used in the course
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With my experience so far in teaching it seems that the students will be assisting me with the technology. My students seem much more knowledgeable than me.
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I think they have more time to just explore than we do. What I dislike most about exploring technology is the amount of time it takes.
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I've noticed how many basic things kids don't know about technology, though. Like the one I notice the most is they do not know how to use Google - if they are looking for answers to questions, they post the full question. While I think there are a lot of things they are better at than we are, we still need to stay on top of the technology that matters most to us so they can learn the best ways to use things.
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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Engaging students is a constant struggle for me in my mathematics classes. Any appropriate technology to assist in that would be helpful.
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I also struggle with engaging students in the Language Arts classroom. Getting students to try new things isn't always easy, but I think they get bored with some technology. Finding and perfecting different technoloical ideas may help students to stay engaged.
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I also think students get bored with technology tools. The key question is...are you use the correct technology tool? Our students (or at least most of the class) will get bored if there is fluke during the lesson and will notice if the tool doesn't fit the lesson well.
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Student motivation is a concern for me when considering online learning. There is something about a living, breathing, and physically accessible educator that brings me peace of mind.
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My challenge is to translate what some of these tools do in relation to what I traditionally do with a group of students. If I think through the tool plus the strategies I use in class...what new products could be developed? Kind of boggles the mind.
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Engaging students is a little work at times. Students have developed so many skills with portable technolgoy they carry with them,the first challenge is to get them present then get them to engage??
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB
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Using online instruction for a high school class requires an appropriate balance between the online and the in class instruction.
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Finding that balance may be challenge. I have not thought deeply about some of the strategies we use in the district butI believe online might be interesting to use with AIW...both teachers and as we move to students reflecting on their work.
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informs student of their rights to privacy and the conditions under which their work may be shared with others
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Maintains an online social presence that is a
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I'm wondering about building the relationship and discussions with online students. I build on student questions and anwers. How does the time delay affect the social aspect? How will I know if the students feel I'm approachable or unapproachable?
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I have been wondering the same thing but...our instructor has managed to gain my trust and is approchable. He has done this through timely and honest emails. Thanks Evan!!
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I agree that Evan does seem very approachable and has provided helpful and timely feedback, but I too wonder how this is possible. I guess it still seems a bit overwhelming when I am not overly familiar with Moodle. Perhaps the best thing to do is have an initial activity like we had for this course where students introduce themselves in a creative manner and respond to others' introductions as well; it serves as an icebreaker.
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Contractually this one bothers me. It would almost appear that teachers will be required to work outside the contract time on a regular basis. This may lead to some legal issues.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
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Communicates with students effectively and consistently
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Time consuming???? Any ideas on how to handle this with out being on consant email surveillance?
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I've used e-mail and a blog to communicate with sophomore world history students for several years. E-mail is actually pretty fast. It's a great way for kids to ask for help. I think it's easier for the student to get my attention that way, because they're not competing for my attention, and they're not embarrassed about the help they're asking for. I respond to their blog posts privately. They receive my comments in both an e-mail and in a reply on the blog. I think your question about constant surveillance is a good one. It's easy to respond quickly to e-mail questions, but I've found that I need to establish a time to respond to their blog entries. Depending on the class, you would have to determine how often and when you'd respond. Otherwise you'd be constantly distracted.
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An organized approach to responding has been an issue for me this year. I'm likeing the model Evan is using in this course with specific days we can expect assignments to be graded and specific times he will be checking e-mail, etc. I think I will borrow from that idea. Of course, the burden is eased when we are also seeing students fact to face and not just online.
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encourages collaboration
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including student-teacher, student-student, and student-content
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With teaching middle school social studies, I am constantly changing up the dynamic of my classroom. Students work individually, in pairs, in small groups, as a whole class, individually conference with me, deliver individual and group presentation, etc. I think changing the arrangement helps middle school students to refocus and stay interested in the material. At first I though this would be difficult to accomplish online; however, I am now realizing that there are many different ways to interact through a wide array of tools.
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including rubrics for student performances and participation
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My students are always wanting to know what they are going to be graded on and how they can earn an A. Originally I thought creating a rubric would be a stressful task, but now I have found that rubrics make grading much easier. Also, the feedback provided on the rubric is more beneficial and detailed for students. I also have found that students are more productive and focused on work days, as they know my expectations ahead of time, and they know exactly what they need to do to earn the grade they desire. Certainly with online learning, a rubric would be a key communication tool in guiding students when the instructor might not be readily available to answer questions.
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Utilizes a course evaluation and student feedback data to improve the course
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My first year of teaching I had both a self-evaluation for students and a course evaluation to gain an understanding of how students felt the year had gone. I have not done this since, probably because I use several formative assessment strategies throughout each unit to gauge student understanding. I definitely think a course and/or instructor evaluation would be essential in an online learning environment, especially for those of us just starting out, so we can use students' suggestions to better improve our instruction.
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I am in agreement with you about the need for course and instructor evaluations, but I think a lot of times it gets overlooked or dropped.
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The most effective course evaluation is frequent and ongoing. Feedback from students is more specific right after an activity or unit than at the end of the school year. Perhaps a course evaluation could be divided into sections to be completed at appropriate times throughout the year.
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Having just finished teaching a college class I am awaiting the the student feedback the college requires the students to fill out under the supervison of another person. It will be informative to read what they belive my teaching had done for them.
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I use survey monkey for my evaluations. I do it by quarters. It's great because it is free, and it complies the data for you. I get a lot of good information from these surveys and would definitely continue to do this with an online course.
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I appreciate data. I appreciate the time needed to look at the data. Until we are able to become more reflective practitioners during the school year, looking at data won't necessarily happen. I know how much time I take to look at data. I am not harried during the summer. When professional development allows for time to be reflective in our teaching, I do think greater results will happen.
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As much data as we have at our finger tips, I feel the variable that consistently comes through is the relationship piece. Teaching over the ICN is different than teaching in a face to face. As an instructor of a college level class, my evaluations have always suffered when comparing the face to face students with the students who are at another site. They really don't have any idea what I am like during the natural coffee breaks because of that relationship piece that is lacking. Having a face to face relationship is different than having an online relationship, yet I do believe it's easier to build in person. Many contacts via email doesn't necessarily build it, yet quick responses in email can help....but being that 24/7 teacher is really hard as we juggle our own lives.
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Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
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This is really a critical piece because even thought the course is online, it better be high quality educators who are delivering it through the lens of sound educational practices. One of my biggest fears is online learning opening up a venue for for anyone who thinks they would be better at teaching than trained educators.
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As a vocational instructor it is imperative to know your content and be prepared to present it in a manor that not only tranfers the knowledge to the student but in a way that it is retained- (safety)
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Well said, Jeffrey! I believe it takes cream of the crop teachers who have deep understanding of teaching and learning to teach online. It is hard for some to make learning activities meaningful and rigorous in a face-to-face setting, and to do so in an online setting would be even harder, especially when considering effective instruction for the content area.
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• Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
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This really goes along with what I wrote above. Not only do online instructors need to understand teaching and learning, they also need to have the background to teach that course. We can all be "experts" at things we know nothing about--Wikipedia is a great example of this, but the ability to "impart" this knowledge on others needs to be controlled.
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This one has troubled me lately. When I began teaching at the post-secondary level there was a certification required. Now you only have to have enough credits in the topic area to teach it. There is no certification required. This does not insure that the person teaching the course actually knows how to teach.
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I had a professor in college tell me that intelligence is one thing that separates great teachers from good teachers. I have never forgotten this, and I see it over and over. Teachers need to know the content, but also need to know how to teach. You can't have one without the other.
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Knows and aligns instruction to the achievement goals
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Provides substantive, timely, and constructive feedback to students
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I have found that timely feedback is vital for student learning. It avoids future similar mistakes and when not provided, can lead to feelings of failure on the student's part. Timely feedback can nip most problems in the bud.
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Timely feed back is very important. It allows students to grow with direction.
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Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
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I have taken "online courses" for graduate credit in which the structure of the course was nothing more than a list of assignments to complete outside the Moodle and snail mail to the instructor. Those poor examples certainly helped me understand the importance of the structure and presentation of online courses!
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I would have to say I had the same experience a long time ago with a computer class I took on line. From what I am experiencing so far this will not be that type of course. We will be experiencing may stuyles and types of learning! : )
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I'm really excited about the blended learning idea - I'm already thinking of how I can really change how I teach publications - I have some students who have had a pre-req writing class, some who haven't, some who are brand new, other with experience, and I think I can use online learning to offer more ways to make sure all those groups are learning and being challenged.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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Well-designed online collaborative learning activities, which provide a greater opportunity for a student to work at his or her own pace, may be less threatening and result in greater participation than in-class group work.
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I agree, however, it's an adjustment for students. I do feel the collaborative element is essential regardless of the modality of the learning. I work with middle school students through our AEA 267 National Day on Writing project. It's been interesting to watch some students flourish with collaboration at a distance, while others struggle working with people they can't 'see'.
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appropriate for online learning
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instruments
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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This is a BIG push in our district. They have spent a lot of time and money in data collection, and now the push is to get teachers to actually use the data to drive in struction
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I find using the data is the hardest component. We have so much data within our district, yet the time variable is needed in order to make change concerning this data.
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interaction
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age and ability level
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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I'm hoping I can use online learning to make standards and expectations clear to students upfront - currently I give them packets every unit with the plan nad assignments for that unit, and I'm hoping Moodle makes that process easier, more clear and less dead tree intensive.
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You should have chosen green as your highlighter color. :) Saving trees is great for all. Beyond saving trees, I think having something that students can always access anywhere is great. Whether they are at a friend's house, on the bus or at grandma's in another state, items posted online can be found. I think it elimnates some of the excuse that "I didn't know what was due."
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning (SREB C.15, SREB M.4, Varvel IV.C, ITS 3.e, ITS 4.f)
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
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If I struggle with any area, it is probably making sure that what I am using is not a violation of this standard. I suppose I grew up in a family that shared everything, so when it comes to the property rights of others, I share and share alike.
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I have taught that explaining it at the kindergarten level can enhance a student's ability to work the material in a manner that becomes his/her idea. It's really hard to plagarize when it's written in kindergarten terms.
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Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
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Applies research, knowledge, and skills from professional growth to improve practice
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous / asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)
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Iowa Core
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constructivism, behaviorism, cognitivism, connectivism, and group theory
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Technology and Education Online Discussion Forums: It's in the Response - 0 views
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However, web courses that include online discussion forums maximize student learning in a number of ways, promote student involvement and feedback feedback, and may inadvertently provide an outlet for students to voice frustrations otherwise saved for program administrators.
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time of actual participation in the discussion forum. This is coordinated with a separate web site for the readings and assignments of an online course. Making weekly participation in the discussion a requirement "institutionalizes" the discussion forum within the course.
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This particular use of the discussion forum, to negotiate and construct knowledge, is an example of using the technology as a cognitive tool and not simply as another kind of blackboard or one-way communication method
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Cognitive tools and environments stimulate cognitive learning strategies and critical thinking (Jonassen, 1998). Students engaged with course content in discussions and group work with other students engage in generative processing of information. Jonassen draws upon the work of Rumelhart and Norman (1978) to describe generative processing as, "deeper information processing results from activating appropriate mental models, using them to interpret new information, assimilating new information back into those models, reorganizing the models in light of the newly interpreted information, and then using those newly aggrandized models to explain, interpret, or infer new knowledge" (Jonassen, 1998, p.3)
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own teacher stories to relate to the course content. They read other student responses and interpretations and compare these with their own thoughts. This involves the processes of reflection and the construction and re-construction of domains of knowledge. The resulting kinds of learning from these processes are not a regurgitation of a lecture or reading. It is a negotiated interpretation of knowledge with student ownership. The learning is deeper and more long lasting and students refine their thinking and their voice
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As Hopperton (1998) noted, participation in online discussion forums provides opportunities for responsibility and active learning through the expectation of regular participation in online discussions. This is not a scenario for a few prepared students to respond to a lecturer while the rest of the class sits back. Participation in the virtual conference demands that students become actively engaged with the course content and through the interaction with their peers, negotiate the meanings of the content. They construct knowledge through the shared experiences that each participant brings to the collaborative discussions. The online web courses about teaching offer deeper perspectives and opportunities to learn because the participants are teachers from school districts around the state and other states. This is not a narrowing of perspectives, but a broadening of the knowledge base as experiences are shared and compared relative to teaching issues.
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Students quickly discover that their peers are also holders of knowledge and they initiate discussions and respond to one another's postings. The instructor is a facilitator in this environment and is not viewed as having all of the knowledge and the answers. Within this highly public, mostly text-based environment, social currency and value is accorded by response
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Part of a course design should include a requirement that students respond to at least 3 or more students each week and at least 1 of those should be a student not previously responded to. This helps distribute the responses.
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Instructors must be responsive. Feedback has long been recognized as critical to the learning process and timely feedback is potent. This is especially true in the online course. A student assignment, question or bid for response can come directly to the instructor via email or as part of a discussion forum posting. Feedback needs to be specific, personal, and within 24 hours of the posting. Students report checking back to see if there is a response. If they are left dangling for days on end, they lose a feeling of connection and begin to feel lost in Cyberspace. This is a negative loop that contributes to a lessening of participation in the discussions
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Summary The discussion forum is a public place for discussion that allows time for reflection. While there is a flow of discussion and it is linear, it is not subject to the tyranny of the ever present "now" of the face-to-face classroom that doesn't allow the participants the benefit of an "instant replay." The discussion forum allows as many replays as a participant wants of what was said
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Instructor response, student response are the key components to the construction of shared knowledge within the discussion forum. The deepest learning is in the writing and "talking" about the content of the course within the community of learners. It is a pedagogically sound practice, based on cognitive learning theories, to design and engage in discussion forums with our students. We provide more opportunities for students to become actively involved with the course content to construct their own deeper and lasting learning.
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In Florida, Virtual Classrooms With No Teachers - NYTimes.com - 0 views
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“There is no doubt that blended learning can be as effective and often more effective than a classroom,” said Mr. Moore, who is also editor of The American Journal of Distance Education. He said, however, that research and his experiences had shown that proper design and teacher instruction within the classroom were necessary. A facilitator who only monitors student progress and technical issues within virtual labs would not be categorized as part of a blended-learning model, he said. Other variables include “the maturity and sophistication of the student,” he said.
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Articles: Delivery - 2 views
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It is better to have the audience wanting more (of you) than to feel that they have had more than enough.
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This is very true and I have experienced the value of finishing early both as a presenter and as a participamt
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True, but in a class setting we shouldn't end class early to accomplish this. Planning other activities to enhance an early end is a good idea.
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I think we have been taught that keeping students busy bell to bell is important and that often we try to do that by being in front directly instructing the whole time. Finishing a little early with an enrichment opportunity - or time for them to dig into the other 20% would be a GREAT idea for in the classroom!
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press the “B” key while your PowerPoint or Keynote
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I don't seem to have many problems with logical resistance when teaching. However, emotional resistance often comes up with college students when I present information that challenges a belief they have about parenting, guidance or something they experienced growing up.
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I have occasionally run into resistance with my staff members. Unfortunately, it was a divided staff anyway, and I think some of the resistance came from just being bull-headed toward others. I have felt my presentation was adequate, but would actually see some staff members look around before making any comments. It was a tough group of staff members to work with!
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Acknowledge any sacrifices they’re making,
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break it into 10-minute chunks. "At every 10 minutes or so, try to reengage the audience with something different—don't just keep showing slides,"
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This is a very helpful strategy. Or I build in a pair and share, small group activity, an opportunity to use materials, etc
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The pair/share is my staple... when planning, if I can't think of something more profound to put in there, I will put in a rhetorical question and do a pair/share. It does do wonders for keeping the audience engaged.
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Practice 10 hours for every one hour
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Well, maybe for a presentation at a conference. This isn't even practical for daily work in the classroom with the teaching load and preps I have!
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Agree, that might be great if you only give a few different presentations, but I have daily hour long lectures to present just to get all the content in before the AP exam. I would never sleep!!
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I had to give so many presentations as a principal. It would have been impossible to spend 10 hours for each hour! I know I did early on when I first started my presentation career, but certainly not as it go going!
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Start strong
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come up with arguments against your perspective
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"Try to find some way to break up the presentation into manageable chunks of time,"
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give the audience's eyes a rest every so often
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Interesting thought. Images that are very busy can take time for the audience to digest, give time for them to comprehend the images and the presentation.
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I like the thought of just blacking out the slide show every once in a while using the B. It gives the audience a short time to digest and yet continue with the presentation.
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deliver your presentation and watch yourself
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I did this last year when working on my National Board Certification. It was very eye opening, I noticed everything odd that I did (speech, questions, movements).
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I found this to be the most helpful strategy during my student teaching as well!
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This is something I do a lot as a conductor, but haven't used it in presentations as much as conducting - what a good tip!
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I love doing this! I always videoed my student teachers and when I started giving staff presenations, I always had someone tape it for my own review. It's amazing what you notice that you didn't realize took place!
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passionate about your topic and let that enthusiasm come out
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individuals rather than scanning the group
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I like this technique. I think it helps create a bond with the group if you make eye contact and hold it for a few seconds before moving on. Scanning without holding eye contact seems awkward to me and insincere.
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Scanning the group seems so unnatural to me. I DO make eye contact with different audience members. Granted, I scan to find that individual but it is not a robotic look around and I do settle on someone.
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Make sure your text and graphics are large enough to be seen on the small the screen
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standard template in PowerPoint? Title and bullets
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I think they're the norm just because they speed up the preparation side; not because they increase engagement or comprehension.
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Some business places require this, I know that my sister who has shadowed me in this venture is forced to follow that outline and she hates it. It is also the format that original note taking strategies were taught decades ago, and we just can't seem to move past it despite all of the evidence that it doesn't work.
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Unfortunately, people read from their PowerPoint slides much more than they think they do, Gallo notes. "When you read from your notes or from slides," he says, "that completely breaks the connection you have with audience
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everything to do with body language and verbal ability—how you talk, sound, look and what you're wearing
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So true, I've seen the atmosphere in the classroom change on a day I wear something more casual. On the same note, I think students seem to respect our opinions more when we are more formal. I tend to start a new semester with more formal clothing, then back off to make them feel more comfortable in sharing their opinions once I've earned their respect.
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The first 2-3 minutes of the presentation are the most important.
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thank them for their input.
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remember that the people in your audience get to determine whether your idea spreads or dies.
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you want to read from them,
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"Only about 7 percent of the actual words or content is important.
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If you’ve made a sincere effort to look at the world through their eyes, it will show when you speak
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So really-make the effort to look at what you are asking them to do. Teachers are sometimes guilty of asking students to do something the wouldn't or couldn't do.
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I couldn't agree more! I feel like this is so important to remember, and that the more we DEMONSTRATE in a classroom, the more validity there is in what we ask them to do. They need to see us in action too.
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Move away from the podium
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Keep the lights on
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esistance doesn’t have to be a bad thing.
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Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present
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Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present
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Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present
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Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present
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This would be a good time for a hands-on activity or an activity that involved the audience to move around.
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I have noticed that the most resilient of students are engaged during video clips. If used appropriately and strongly, they can be powerful motivators to vest students in the information being given to them.
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In reality, though, you’re not the star of the show. The audience is. It’s in their power to embrace — or reject — your ideas.
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Most people listening to presentations tend to tune out after about 10 minutes,
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They glance at a slide just for a second to prompt them for the next piece of information," Gallo says. "And then they turn and deliver to audience. They know what's on the slide because they have practiced."
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Humans have short attention spans when it comes to passively sitting and listening to a speaker.
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This is true. It makes me think of sermons in church- my attention span is often short and my mind wanders easily when the minister says something that makes me think of something else. I find that when the presenter (or minister) holds my attention best when they keep it short and don't repeat themselves. I also find humor to bring my attention back if I do get distracted.
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Get closer to your audience by moving away from or in front of the podium.
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But it is all for naught if you do not have a deep, heartfelt belief in your topic.
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I think this is very true but sometimes we have to make presentations where we don't really have a passion. For instance, if I were a principal, I might have to present something on safety or some sort of new law or requirement. I may not have a passion for this but can probably still make it more interesting than it really is if I work at it.
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Today’s projectors are bright enough to allow you to keep many of the lights on.
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The kids in my class always ask me to turn the lights off when we do anything with a projector. I think it might be because I have a gigantic window in my classroom that lets in a lot of light. I usually don't give in and will remember this now and keep the lights on.
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I have the same problem. It is almost always a problem to see if we leave the lights on. I like the idea of creating ambiance though. I have invested in some floor lamps to use this year. I guess we will see how well that works? I am second guessing them now with this information.
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Familiarize yourself with alternate lines of reasoning by digging up articles, blog posts, and reports that challenge your stance.
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You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present.
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Above all, Gallo says, remember that the most engaging speakers have a simple secret weapon: "They practice much more than the average presenter."
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let your passion for your topic come out for all to see.
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In conclusion….
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This is so true! This happens all the time at our church. I love my pastor dearly and wouldn't trade her for the world, but she has a bad habit of saying "in conclusion" about 5 times before actually closing. I do notice these are the times I am most alert during the sermon. Naturally, an audience can only hold focus for so long before drifting. I want to try to get my students to my "in conclusion" before they lose their main focus.
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you’ll sharpen your presentation and stand a much better chance of winning your audience over.
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Hitting raw nerves will set people off.
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wants to like you and they will give you a few minutes at the beginning to engage them — don’t miss the opportunity
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and show that you’re shouldering some of the burden yourself.
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I think that as teachers we are sometimes really bad at showing kids the amount of work we put in. There is a difference between complaining and being transparent. When my students realize that I spend two hours outside of their extra rehearsals working for them, they work harder for me. It is important to go about this by not acting burdened but by demonstrating that you believe in the work so you are willing to carry the weight - they are more likely to feel the same way too.
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"When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."
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This is REALLY true and as a musician, is a great connection I can make for my students to the level of rehearsal we put in for a concert. If they can see that this type of rehearsal is important in the business world too, it may help them to find it more relevant to practice. The problem is, I don't know many people willing to put in this kind of time!
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"Look at some of the great speeches over our history, John F. Kennedy's or Barack Obama's speeches, and they're able to galvanize the nation in speeches that last under 20 minutes," Gallo says. "So do you really need to two hours to get your point across?"
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o advance your slides and builds, use a small, handheld remote
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and it’ll help you develop a deeper understanding of the topic and a more nuanced point of view.
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Fail to Rehearse
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"They don't just wing it."
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Grab your digital video recorder
26More
ol101-f2019: Iowa Online Course Standards - 5 views
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The course instruction includes activities that engage students in active learning
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The course structure has flexibility to accommodate multiple timelines
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Isn't this where different types of online education would come into play? Different course structures could allow for multiple timelines, but having no dedicated timeline for forum postings where participants are expected to interaction with one another just leads to frustration for all involved. Sometimes too much flexibility undermines rigor.
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sufficient rigor, depth, and breadth
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I think this is a part that lots of people doubt--that online learning can have as much rigor. But in our school, we've seen teachers incorporating more rigor with online work than maybe they had before because thinking about online learning sort of shakes up the way teachers do things and they have to think about how google will play into the learning.
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access resources at a distance are sufficient and easy to understand.
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This is also a key to success. There's a lot of tutorial work that has to be built into online learning--whether it's blended in the classroom or fully online. We can't just assume that kids know how to do or use things. I've used Diigo several times before and I still had to use those tutorial videos today to troubleshoot why mine wasn't working like I thought it should.
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Specific and descriptive criteria, including rubrics, are provided for the evaluation of students’ work and participation
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Rubrics, models, and clear success criteria take on a whole new meaning in online courses where teachers don't see the students working and students can't see what other students are doing. Clarity becomes really important.
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I agree. I believe that providing these to students at the beginning of the course demonstrates a transparency so that the student knows exactly what is expected and how to achieve the learning and grade they aim to achieve.
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The course is easy and logical to navigate, including self-describing links
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An instructor's communication plan is provided, including the instructor's availability, instructor response-time policy, and the methods for students to communicate with the instructor (iN 1.8)
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ach unit includes an overview that describes the objectives of the lesson, as well as introduce the upcoming content, activities, assignments, and assessments of the unit. (iN 2.2, ROI 5.d)
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Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
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• Technologies are chosen that are accessible to students
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21st century skills, including information literacy and communication skills, are incorporated and taught as an integral part of the curriculum.
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. Learner Engagement