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Ron Russell

ollie1: Iowa Online Course Standards - 0 views

moodle.aeapdonline.org/...view.php

shared by Ron Russell on 27 Sep 11 - No Cached
  • Instructions make clear how to get started and where to find various course components
    • Mary Beth Murrell
      Mary Beth Murrell on 27 Sep 11
       
      It is important that all instructions regarding one task can be found in one place. If we need links, information or skills from prior learning we need to provide links back to that. It can get very overwhelming quickly.
    • Susan Parker
      Susan Parker on 28 Sep 11
       
      This is a major point for me--I find that I am still a note taker and if the info is scattered, it impedes my learning.
    • Ron Russell
      Ron Russell on 10 Oct 11
       
      Yes - I am rather "left brained" and my learning style online would want a very sequential presentation, where "what's next" is crystal clear.
  • Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
    • Susan Parker
      Susan Parker on 28 Sep 11
       
      Will there come a time in the future that proficiency in using online learning will be expected and that part of the course will not have to include this and instead can get to the "content" of the course offered? I am grateful that I had support--this is just a question for the future.
  • The course architecture (CMS) permits the online teacher to add content, activities and assessments to support the learning objectives of the course.
    • Susan Parker
      Susan Parker on 28 Sep 11
       
      I am so glad to see this here, but I do wonder how flexible online courses/instructors are--do we see things added/deleted according to the formative assessment of the learners? I do hope so, so I like this point.
  • ...4 more annotations...
  • The course intentionally emphasizes 21st century skills in the course, including: using 21st century skills in the core subjects, 21st century content, learning and thinking skills, ICT literacy, self-directed learning, global awareness
    • anonymous
      anonymous on 03 Oct 11
       
      This seems fitting.
  • The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material.
    • anonymous
      anonymous on 03 Oct 11
       
      The eXe tutorial and the Soft Chalk exemplar give me some visuals or ideas about what this might look like.
  • The course structure includes a wide variety of assessment procedures to assess students’ mastery of content
    • Ron Russell
      Ron Russell on 10 Oct 11
       
      In the OLLIE courses, I look forward to looking at different assessment techniques that will be effective in an online course. In a class like this one (how to develop an online class), assessment is very authentic - we build a course! However, using Moodle to deliver other content will be more challenging in terms of developing meaningful assessment. Teachers taking courses need to be accountable for their learning, but will expect meaningful assessment activities, rather artificial types of assessment that seem like busy work.
  • opportunities for appropriate instructor-student interaction, including timely and frequent feedback about student progress based on the learning targets
    • Ron Russell
      Ron Russell on 10 Oct 11
       
      I look forward to learning more about this standard during our OLLIE courses. How much direct instructor-student interaction is necessary/appropriate in asynchronous courses? Do best practices dictate that there must be some "face to face" interaction (via Skype or other video chat methods) or would discussions, forums, and e-mail methods only be appropriate?
Cindy Menendez

TechSmith | Jing, instant screenshots and screencasts, free tour page - 0 views

www.techsmith.com/free

moodle_iowa

shared by Cindy Menendez on 30 Sep 11 - Cached
  • Cindy Menendez on 30 Sep 11
     
    I plan on using this tool because I believe my students will need some modeling of how to operate within my moodle. (much like we have been provided.) :-) Does anyone have any hints in using this tool or recommendations of other tools to do the same job more effectively?
  • Cindy Menendez on 30 Sep 11
     
    Jing is pretty cool!!! I have downloaded and can't wait to try it!!!
Seth Denney

ollie1: Iowa Online Teaching Standards - 3 views

moodle.aeapdonline.org/...view.php

shared by Seth Denney on 19 Sep 11 - No Cached
  • Tailors instruction to meet the different needs of students
    • Marcia Boberg
      Marcia Boberg on 19 Sep 11
       
      The majority of trainings I am involved in are ones that require participants to use some type of technology from low to high tech. Knowing where my participants are starting at is so important to my planning and being able to individualize techniques to meet them where they are comfortable. This is the only way I get buy in and eventual implementation.
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      Totally agree. How have you assessed their prior knowledge?
    • Marcia Boberg
      Marcia Boberg on 19 Sep 11
       
      I started using Google Forms a couple years. Since all my trainings revolve around technology I like to get a feel for whether the learner (typically adult) is a technology novice or an early adopter. Have had the full range.
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      If I'm in a face-to-face training, I usually start with a five-finger assessment: rate your knowledge of this thing from zero to five, and hold up that many fingers. Just by looking around the room, you get a feel for their comfort level. A Google Form would be a very easy way to do the same thing.
  • Understands and uses data from assessments to guide instruction
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      I think this would be difficult in a course you set up prior to instruction..how to be flexible and responsive to learning..
    • C Richardson
      C Richardson on 02 Oct 11
       
      I'm thinking about that too, how would you set up a course that could be responsive to each learner? I was thinking part of the responsiveness might occur with pacing. That if you're skilled at one of the 'assignments' you wouldn't have to spend time on all the tutorials. What I don't understand is how an instructor would change an online course once it is created and students are enrolled...?
    • Anne Michel
      Anne Michel on 24 Oct 11
       
      We do an assessment at the beginning of our courses to see where teachers are with the content.
  • Provides substantive, timely, and constructive feedback to students
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      Challenging if you have a hundred participants. Also requires very clear targets so feedback can be about the LEARNING.
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      You have made a good point Kim. I also think from a students perspective if you are taking the class for credit timely feedback is highly important to know if you are matching teacher expectations. I can see how for an instructor this would be very difficult with a hundred participants.
  • ...27 more annotations...
  • Assists students with technology used in the course
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Sometimes it's hard for me to remember that I use technology all the time, and many people don't. I have to remember to provide scaffolding for people that are not only learning the content of my course, but are also learning the technology I'm using to deliver the content and assess their learning.
    • Marcia Boberg
      Marcia Boberg on 01 Oct 11
       
      This is so true. One of the big challenges I am facing this Fall is not only how to provide support to staff on the use of iPad apps, which does lend itself to some online PD, but how do I demo and assist attendees with the divice navigation piece? I don't seem to have the correct tools to do a live demo or recorded demo showing such things as pushing the home button twice, practicing gestures etc..
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      This is one I was going to place an annotation on too. If a student gets stuck on the technology that I have embedded in Moodle then I need to be able to be an expert and walk them through it. There is nothing more frustrating than being a student, having questions on not the content but the tools in the course, and a teacher who is unable to assist and send you to someone else.
    • Vicki Carr
      Vicki Carr on 07 Oct 11
       
      You're absolutely right. It's very frustrating to have difficulty using tools that seem to make understanding the content difficult.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Maintaining an online social presence can be very time consuming, depending on your other job responsibilities.
    • Deanna Etherington
      Deanna Etherington on 27 Sep 11
       
      I agree with both of you that it's important to keep it manageable.  I think facilitating an online class could be a good lesson in time management.  I like the idea of online office hours and the ability for your to reach you in multiple ways.  I think you need to make a multi-faceted plan and stick to it as a personal commitment to yourself.
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      I am currently teaching a fully online course for Morningside right now, and I am finding that I have to force myself to stop and not spend so much time online. Students think they need immediate feedback, and I typically feel as if I need to give that feedback. Noticing I have more to do with this class, work, and family, I just can't be online 2-3 hours every night addressing their questions. I'm learning to set boundaries and making students accountable for deadlines.
  • Has experienced online learning from the perspective of a student
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Hmm, we seem to be doing that right now...
    • Andrea Danker
      Andrea Danker on 29 Sep 11
       
      I appreciate so much more the student perspective and it will make me more consious of trying to develop an understandable format to improve their opportunities to learn online.
    • Terri Bush
      Terri Bush on 03 Oct 11
       
      If we can empathize with a student, it make the relationship that much stronger...
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      I am one that has never taked an online class before this. It is necessary to experience an online class to be able to construct a decent class for others to take online. I am learning so much by doing this.
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • Deanna Etherington
      Deanna Etherington on 27 Sep 11
       
      I agree with some of the other posts that it's important not to use technology for technology's sake.  Just because you can, doesn't mean you should include it.  Sometimes I am "wow"ed by a technology and find it tempting to use without thinking about whether it's the most appropriate in a particular case.  That's one reason why I hope to gradually learn a wide variety of online tools so I can better determine which tool to use when - and if at all.
  • uses techniques to engage students
    • Seth Denney
      Seth Denney on 27 Sep 11
       
      We have to remember that technology alone isn't enough to engage students. Just because it has a screen and buttons doesn't mean people will learn.
    • Terri Bush
      Terri Bush on 03 Oct 11
       
      Student engagement at a high level will be key in improved student achievement.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Amen!!!! If students are not engaged in the methods being used to teach them or in the learning process in some way, teaching becomes a mute point!
  • sessment instruments that are a
  • uses techniques to engage students
    • Andrea Danker
      Andrea Danker on 29 Sep 11
       
      I think young learners especially will be extremely engaged in an online learning environment and easily able to manipulate the technology and get the most out of their learning.
  • opportunities that enable student self-assessment and pre-assessment
    • Marcia Boberg
      Marcia Boberg on 01 Oct 11
       
      I have not mastered this at all, but I do keep trying! So many times I have found that staff participating in trainings I conduct, come with the feeling that they have no background knowledge in what I will be addressing. I view it as my responsibility to help them draw connections between what they are already doing or know how to do and what I will be presenting. Ideally I try to develop a pre assessment the uses their current knowledge and will help them make the connection to what the training will entail. When I succeed at this anxiety levels are lowered and the training goes smoothly and retention seems to be improved.
  • 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 (SREB C.14, Varvel V.F)
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      I think it is very important to keep the technology structured. When you are teaching face-to-face there is usually an agenda, planned breaks, planned activities, etc. Careful considerations need to be taken when structuring an online course too. I am finding with this class a consistent set up helps me feel much more comfortable and I can focus on content and not get held up on the technology.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      This is going to be very important especially in just beginning to teach online classess. Feedback will help improve the course and improve the chances of participants recommending the course to others. Colleagues of mine put together a course, asked for feedback, and learned their quizzes weren't working on every section. Pretty important to know but nobody said anything until they were asked for feedback.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Vicki Carr
      Vicki Carr on 07 Oct 11
       
      We can't assume that all teachers have a deep understanding of the content to be taught
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Are you referring to the teachers taking the course or the teacher teaching the course? If a teacher has choosen to teach an online course, I would hope they have a deep understanding of the material/content being taught otherwise they shouldn't be teaching the class.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • Jody Albertson
      Jody Albertson on 09 Oct 11
       
      I think this standard is particularly essential to teaching online successfully. We have to realize that online learners have different needs than students we are teaching face to face, and our instruction must change accordingly.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I agree completely! After taking a couple of online courses and then teaching face to face courses, it is a completely different teaching and learning experience.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Jody Albertson
      Jody Albertson on 09 Oct 11
       
      This is another critical standard. Online learners can feel very disconnected and disengaged from the course. They can feel like it is difficult to communicate with instructors or classmates. Instructors need to communicate effectively and frequently to keep our learners engaged.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      First, if we have students go to a link or a tool that is no longer accessible for some reason, that could be a bit of a problem and would hold the class up. Also, staying up-to-date on new technologies and skills provides many more opportunities to incorporate tools into a course to make the delivery of the content of the course as accessible and appropriate as possible
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      I think this would be an area that would be easy to find yourself getting into trouble with. We need to give credit where credit is due, and gain permission from owners of sites, materials, etc. before using them. With so much information out there, we want to make sure we have quality information, without trampling on the rights of those who created the material.
  • ifferent learning styles, different interests and backgrounds, and
    • Pam Elwood
      Pam Elwood on 09 Oct 11
       
      Learning styles is an interesting concept to be included in teaching standards. Recently I have been studying the research for another class. I have always trained PD considering learning styles and consider myself a "visual" learning, I also have taught Gardner's theory to teachers, however there is little empirical research to support this concept. In fact in our years of Every Child Reads work, they had this listed as a myth to reading strategies! If you want to consider this as a myth, here is a link you might be interested in; www.youtube.com/watch?v=sIv9rz2NTUk
    • Pam Elwood
      Pam Elwood on 10 Oct 11
       
      Link not working. Search Youtube for learning styles a myth and you will find it.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Maybe rather than referring to the visual, auditory or kinesthetic needs of a learner, they are referring to whether a student learns better by reading material and "digesting" it on their own vs. collaborating with others over the material read; showing they have an understanding of the material by video taping a lesson in their classroom vs. writing a learning log of the lesson: lesson description, what went well, what they would change, what didn't work, etc. Just a thought!
  • Demonstrates effective instructional strategies and techniques, appropriate for online education
    • jquandahl
      jquandahl on 09 Oct 11
       
      Our OLLIE courses will be important in helping me to be able to meet this standard. I need to explore the instructional strategies and techniques that are appropriate for online education and find the ones that will best meet the needs of students in my courses.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • jquandahl
      jquandahl on 09 Oct 11
       
      It is always important to align resources and learning materials with learning goals and choose the things that will enhance learning. I find that it is easy to get caught up in all the cool web 2.0 tools out there and I need to remind myself to focus on the things that will help students meet their learning goals.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I believe it is so important for a teacher to constantly evaluate the data being collected in their "classroom" - whether it's an assignment or journaling, etc - to evaluate if the instructional strategies that they are using to teach the course are actually helping the students to learn or causing more confusion! It is only by analyzing the data collected from the students in various forms that a teacher can truly know if their methods are helping the students learn and if they are not, by changing those strategies or methods so that the information is more accessible/understandable to the student. Teaching is only truly effective if the students are also learning!
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I wish ALL teachers would do this, including middle school and high school teachers!! I feel it is so important to make sure students know what they are going to be learning in a course and the expectations of how they will be learning the material presented. Otherwise, students are going in blind to the reality of what the course is all about and how they will be expected to learn the information.
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      You are so right, Andrea. In my learning about formative assessment, I have learned that it is critical that students know what the expectations and the learning goals so that they will know if they are on the right track. It is very difficult for students to self-evaluate if they do not know what the learning goal is.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      A teacher is only teaching if the students are learning! I believe it is so important for a teacher to look at their class data (coursework) to determine if the students are learning or able to learn the material being presented. If all the students or a majority of them are failing, it's probably not the students fault as much as it is the teachers. Teachers need to be open to changing their instructional strategies based on the needs of the students, and if the students are not learning then it's time for a change!!
  • • Aligns assessment with course objectives
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      Through learning with formative assessent the assessment must be aligned with the course abjectives. It is entirely unfair to assess something that is not a part of the objectives, and students will be quick to point that out. The course objectives must be the guide for all that is done in the class.
  • 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)
    • Belinda Blackbur
      Belinda Blackbur on 12 Oct 11
       
      The idea that one might start an online course AND learn the content at the same time seems like a recipe for disaster to me! While I consider mystelf a lifelong learner and there are new things to learn all the time, if I had to study conetent to stay one step ahead of my students in an online course AND develop the tools, it would be one daunting task!!
  • management software
Betty Brummett

ollie1: Iowa Online Course Standards - 0 views

moodle.aeapdonline.org/...view.php

shared by Betty Brummett on 19 Sep 11 - No Cached
  • interaction with the content
    • Marcia Boberg
      Marcia Boberg on 19 Sep 11
       
      So important for clients learning to use new devices/software. Actually experiencing the use of materials in nonthreatening environment with guided practice, supports future use.
    • Terri Bush
      Terri Bush on 03 Oct 11
       
      If content is meaningful student will be engaged...they have to know why...
  • Instruction provides students with multiple learning paths
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Providing multiple learning paths is essential if we are to teach for learner differences. Sometimes online learning can be very formulaic.
    • Terri Bush
      Terri Bush on 03 Oct 11
       
      Being open to all learning styles will be important when designing an online course....
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      Learning how to address the different learning styles through the online format will be the challenge for me.
  • The course is easy and logical to navigate
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      I have seen LOTS of online courses that do not have easy and logical navigation.
    • Anne Michel
      Anne Michel on 24 Oct 11
       
      I've taken many online courses that were very difficult to navigate.
  • ...7 more annotations...
  • higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways
    • Seth Denney
      Seth Denney on 27 Sep 11
       
      Don't forget about communication and collaboration skills!
    • Pam Elwood
      Pam Elwood on 10 Oct 11
       
      HOT is a hot subject right now. Using a planning tool like Bloom's taxonomy when writing outcomes may support moving from recall to application!
  • Sufficient learning resources and materials to increase student success are available to students
    • Marcia Boberg
      Marcia Boberg on 01 Oct 11
       
      I am wondering if there is another word that could be used. I am thinking back to the Cool Tools for Schools site, and others I have encountered as resources, including what I put together and there may a tendency toward too many resources. My online trainings are and will continue to be with adult learners, they respond best to targeted, quality resources that are easy to negotiate and retrieve information from.
  • The self-introduction by the instructor is appropriate and available online, and students are likewise asked to introduce themselves to the class.
    • Jody Albertson
      Jody Albertson on 09 Oct 11
       
      I think this seems like a simple thing to do, but it really matters to online learners that they get to know their instructors. It also provides a nice model for participants when instructors post an introduction first.
  • The course content and assignments are of sufficient rigor, depth, and breadth to teach the standards being addressed
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      I think most of us have a good idea of what this looks like in a face-to-face class. The challenge will be to make sure the activities and assignments provided during this class meet all of the same opportunities. It might be easy to ease up on the rigor because multiple choice type tests are easy to set up and grade automatically in Moodle. A balance needs to be present, esuring that students are engaged in higher order thinking.
  • The course structure includes a wide variety of assessment procedures to assess students’ mastery of content.
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      Just like in face-to-face classrooms, it is important to use formative assessments as well as summative assessments. These might include forums, quizzes, feedback, etc. Like I mentioned in another annotation, it is important that we don't stick with the easy to grade assessments. Online courses have the potential to have more students than a classroom might be able to hold, but as instructors we owe to our students to make sure we ask questions that probe their thinking more.
  • The instructional materials are aligned with the content and module/unit learning objectives, and this alignment is clearly explained to the student.
    • Pam Elwood
      Pam Elwood on 10 Oct 11
       
      Backward syllabus/course planning will ensure that learning outcomes and course activitites are aligned and relevant. Fink has some great resources on backward design elements for all types of instruction.
  • • Instructions make clear how to get started and where to find various course components.
Angie Graham

ollie1reppert: Iowa Online Course Standards - 0 views

moodle.aeapdonline.org/...view.php

shared by Angie Graham on 17 Jul 11 - No Cached
    • Sandra Campie
      Sandra Campie on 17 Jul 11
       
      Since we are learning online this has to be especially clear. When it is vague, students will have trouble meeting the goal.
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      Do you have any suggestions or guidelines to make that happen? I find that to be a challenge when I'm teaching face to face with some students. That has been a challenge taking this OLLIE class the first week.
  • The course is easy and logical to navigate, including self-describing links
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      This is crucial. Every time a specific step is given, the next step has to be easily seen and describe. It is like the instructions for assembling an item.
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      YEs, and if ever made models like I did as a kid, how many times did you sjip steps to get to the more interesting part? Students today, I find, do the same exact thing in their learning. Lack of patience? Too short an attention span? Lousy instruction by the teacher?
    • susan strube
      susan strube on 20 Jul 11
       
      I'm starting to see more of a connection between what Robert is having us do in our moodle course and what this standard is expecting. Who knew that just the layout of a course on line would be an expectation?
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I agree that this is one of the most important things in the expectations of an online course. When I get frustrated by the layout, I tend to give up. I think students do the same.
    • Brian Sauerbrei
      Brian Sauerbrei on 22 Jul 11
       
      It must take hours and hours and hours to set up a long-term online class. My tech person at school there are education computer platforms(programs) that are built on teachers being able to click, drag, and drop links, assignments, blogs, etc. into certain areas of a web page. The computer does all the setup tasks, so the teacher doesn't have to spend the time.
    • Sandra Campie
      Sandra Campie on 17 Jul 11
       
      I think it is important that pages are not too long and it doesn't take a ton of clicking to get where you need to go.
  • ...11 more annotations...
  • Sufficient learning resources and materials
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      No doubt that suffucient resources are needed, but with the major belt-tightening education is under will we, the teachers, be forced to use the Internet for everything in the way of resources and materials? Will our kids in time lose touch with other ways to research topics or create non-tech learning models?
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      We are struggling to get the technology resources we want/need. We were initially told 15 computers per classroom which got changed to 15 computers per three classrooms. This has been a huge challenge in my freshmen course that does not have a text. All of it is suppose to be teacher generated but many days due to lack of technology we are making a lot of paper copies.
    • susan strube
      susan strube on 20 Jul 11
       
      We are luck to have a grant that funded our 1:1 computer initiative for next year. Now if we can just troubleshoot in a timely fashion. Technology isn't effective if it doesn't work, so I hope the snags are minimal. Planning lessons around and with technology very frustrating if it doesn't work as planned.
  • The course provider offers orientation training.
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      A vital component, but I wonder if sometimes we take for granted how technologically-developed our students are without taking into consideration that they still need proper inservicing to get the most out of what we're offering. This class is a perfect example of that.
  • The self-introduction by the instructor is appropriate and available online, and students are likewise asked to introduce themselves to the class.
    • Kristina Greenfield
      Kristina Greenfield on 19 Jul 11
       
      I never thought about the community component of an online course until we had to introduce ourselves. I originally was skeptical of collaborating with other people via the internet because I didn't think it would feel like a community or that I would get to know my fellow students. However, I've been surprised at how I already feel like I'm communicating and collaborating with my group members.
  • • Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
    • susan strube
      susan strube on 20 Jul 11
       
      Unfortunately this is a problem for some teachers who believe they only have to be competent in a content area and do not feel able/competent to address reading and writing and reserch standards integral to all education . It appears more and more that teachers need to be "general practitioners" as much as they do "specialists" in their content area.
    • Angie Graham
      Angie Graham on 24 Jul 11
       
      I believe that technology will force teachers to step out of their comfort area.
    • Angie Graham
      Angie Graham on 27 Jul 11
       
      I believe that technology will force teachers to step out of their comfort area.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences.
    • susan strube
      susan strube on 20 Jul 11
       
      I believe this addresses differentiation, which is an emphasis in our district right now. I find this to be one of the most difficult parts of education.
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      Differentiation is a key element in all learning, but can be difficult when trying to master each of these elements. Teaching at the intermediate level, I do worry about meeting all of the different individual student needs. At this level, I try to use technology to enhance the student learning and help reach mastery, but not rely on it.
  • Each lesson/unit includes content and activities, assignments, and assessments to provide multiple learning opportunities for students to master the content. Each 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.
    • susan strube
      susan strube on 20 Jul 11
       
      Making my content, activities and assesments available to students on line has given the students greater awareness and control over their education.
  • The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I chose this because I think that the higher order thinking is always a goal, but my students seem to look for course content that is the old "chug and puke" method of learning. I am struggling trying to change the mindset of students from "Tell me what I need to know..." to "Let me figure this out and apply it to a situation..." That is a struggle in my classroom. Anyone else have this problem?
  • • The course design provides opportunities for appropriate instructor-student interaction, including timely and frequent feedback about student progress based on the learning targets.
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      My students always want immediate feedback, which I completely understand as a learner. However, when I am correcting papers and tests, I like to spend some time evaluating what they have gotten wrong, what I think they have learned, and why they have perceived the answer to be what it is. I am hopinng that technology will allow me to do this more effectively, but I am concerned that it will be more of a strain to look at everything in a paperless classroom.
  • Proposed Online Course Standards
    • Deena Fries
      Deena Fries on 24 Jul 11
       
      If this is proposed. Does anyone know when it may be implemented and required? Anyone in the High School Reform groups? Iowa Core groups?
  • web 2.0
    • Deena Fries
      Deena Fries on 24 Jul 11
       
      I know this sounds odd but, I have never really understood the 2.0? Does someone else have insight to why it's 2.0 and not 4.0 or 10.0 or even version 2.1213132?
    • Robert Reppert
      Robert Reppert on 27 Jul 11
       
      2.0 just means that you are using the web in an interactive way. It's kind of like saying the types of sites we are talking about are an "update" to the typical way people use the web (to get information). So, it's similar to when software companies update their software, they change the version number. :)
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use
    • Angie Graham
      Angie Graham on 27 Jul 11
       
      This is very important to remember and teach students. It is so easy to copy and paste that we need to remember that citing your work is important
  • Sandra Campie on 17 Jul 11
     
    Instructions for setting up a course
  • Brian Sauerbrei on 18 Jul 11
     
    Instructions for setting up a course
  • Mike Adair on 19 Jul 11
     
    Instructions for setting up a course
Cindy Crall

ollie1roberts: Iowa Online Course Standards - 0 views

moodle.aeapdonline.org/...view.php

shared by Cindy Crall on 28 Jun 11 - No Cached
  • Sufficient learning resources and materials to increase student success are available to students
    • Tracey Matt
      Tracey Matt on 28 Jun 11
       
      It is imperative that students are given appropriate resources to be successful.
    • Nancy Healy
      Nancy Healy on 08 Jul 11
       
      There seems to be endless online learning resources and materials that instructors can investigate as options for their own classes. However, it takes a great deal of time to investigate online opportunities and may seem overwhelming at times.
  • Each lesson/unit includes content and activities, assignments, and assessments to provide multiple learning opportunities for students to master the content. Each 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.
    • Tracey Matt
      Tracey Matt on 28 Jun 11
       
      Content, Instruction, and Assessment should all be included in every unit.
  • The course is easy and logical to navigate, including self-describing links
    • Charmaine Power
      Charmaine Power on 28 Jun 11
       
      Important for students to be able to naviagate the course so they don't give up on what they goal really is.
  • ...7 more annotations...
  • The results of peer review and student evaluations of courses are available.
  • • The course goals and objectives are measurable and clearly state what the participants will know or be able to do at the end of the course
    • Mary Allen
      Mary Allen on 28 Jun 11
       
      Definitely a participant must have patience and an awareness of manipuling programs and sites to complete. It's all feasible but sometimes confusing. Once accomplished, the goals and objectives are feasible and measurable to complete the class.
  • • The course content and assignments are of sufficient rigor, depth, and breadth to teach the standards being addressed
    • Mary Allen
      Mary Allen on 28 Jun 11
       
      Yes, the assignments are sufficient and provide rigor and relevance. Persistence is a key factor in completing this Moodle course.
  • The course structure includes a wide variety of assessment procedures to assess students’ mastery of content.
    • Nikki Gerling
      Nikki Gerling on 07 Jul 11
       
      I think this one will be easier with online quizzes and grading and collaboration. The students and myself can see immediately how they are doing.
  • The course instruction includes activities that engage students in active learning.
    • Nikki Gerling
      Nikki Gerling on 07 Jul 11
       
      Getting the student(s) actively engaged is sometimes a problem. I am hoping that our 1:1 computer initiative will help this and that we will be able to do more to get them engaged and make it all seem relevant.
    • Nancy Healy
      Nancy Healy on 08 Jul 11
       
      I think online learning creates more opportunities for engaging, active learning. Online learners are put in charge of their own learning and work through a process to achieve this learning. The online instructor needs to develop interactive content and assignments that help students move independently through the learning process.
  • • Instructions to students on how to meet the learning objectives are adequate and stated clearly.
    • Cindy Crall
      Cindy Crall on 20 Jul 11
       
      This is important enough to be a course standard for the clarity of direction. Without the classroom meeting to interact with questions, the expectations need to be quite clear.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences.
    • Cindy Crall
      Cindy Crall on 20 Jul 11
       
      Although important in all instruction, this is especially important in online courses as the teacher does not have the benefit of looking into the students' eyes for feedback on understanding to determine the need to switch directions so the variety needs to be their right from the beginning.
Perry Bekkerus

ollie1sweetman: Iowa Online Course Standards - 2 views

moodle.aeapdonline.org/...view.php

shared by Perry Bekkerus on 27 Jun 11 - No Cached
  • Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
    • Andrea Accola-Sabin
      Andrea Accola-Sabin on 27 Jun 11
       
      This will become an integral part of the curriculum when you are using online classes.
    • Jean Bontemps
      Jean Bontemps on 13 Nov 11
       
      As it should be. The problem is going to be making sure there is enough teacher training in the right areas to assist with this process.
  • • The course is organized into units and lessons. • Each lesson/unit includes content and activities, assignments, and assessments to provide multiple learning opportunities for students to master the content. Each 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.
    • Janelle Schorg
      Janelle Schorg on 15 Nov 11
       
      Do all courses would need to be set up week by week? Could a course be completed as you go with a deadline at the end.
    • A Hughes
      A Hughes on 15 Nov 11
       
      Courses could be completely independent except for the forum collaboration. The students would have to be on the same schedule in order to discuss.
  • • The course structure includes a wide variety of assessment procedures to assess students’ mastery of content. • Specific and descriptive criteria, including rubrics, are provided for the evaluation of students’ work and participation. • Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson.
    • Bret Larson
      Bret Larson on 12 Jul 11
       
      This is a good standard and makes sure that we test students in a variety of different ways to make sure they are progressing. Frequent assessment will allow us to see if the student is ready for the next lesson.
    • Jean Bontemps
      Jean Bontemps on 13 Nov 11
       
      I agree that we need a variety of ways to assess them. I also like giving students rubrics ahead of time so they know exactly how they will be assessed.
  • ...4 more annotations...
  • • The course is easy and logical to navigate, including self-describing links • Aesthetic design presents and communicates course information clearly throughout the course. • All web pages are visually and functionally consistent throughout the course. (CP) • The course meets universal design principles, ADA compliance, Section 508 standards and W3C guidelines to ensure access for all students.
    • Bret Larson
      Bret Larson on 12 Jul 11
       
      The teacher needs to do a good job of designing the page so the students can easily navigate from one item to another.
  • 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.
    • Janelle Schorg
      Janelle Schorg on 15 Nov 11
       
      This can be a problem or maybe a misundertanding that some students/teacher have about moodle. Some think they have fulfilled the requirements by completing the assignments. Should effort only be documented by time?
  • 21st century assessments
    • Perry Bekkerus
      Perry Bekkerus on 22 Nov 11
       
      This seems like a "buzz word," that may sound silly in a few years.  It's kind of like hearing about the Sputnik science and math push of the 60s....good at the time, but horribly outdated now.
  • accessible to students
    • Perry Bekkerus
      Perry Bekkerus on 22 Nov 11
       
      Does this mean "learnable" by students, or "available for use" by students?  If it means "available," that is a major sticking point for many of my students.  As fast as technology is growing, there is a definitely growing divide between those that have the advanced technology and those who don't.
gfrolekclark

Using Moodle: Inline display of images captured with Jing - 0 views

moodle.org/...discuss.php

shared by gfrolekclark on 28 Jun 11 - Cached
    • gfrolekclark
      gfrolekclark on 28 Jun 11
       
      Anyone ever try this? I am thinking there has to be a way to get this posted.
  • After you capture and save your image to the Web, Jing gives you a popup letting you know that it has put the (non-embeddable) URL on the clipboard. That popup also contains a link to a page on screencast.com where you can manage the image (e.g., rename, delete). That page displays a link to the embeddable URL. You can right click and copy link location from there. It's an extra step, but it's acceptable.
Deb Vail

22 Twitter hashtags for higher education news | Education Dive - 0 views

www.educationdive.com/...42533

moodle_iowa

shared by Deb Vail on 24 Jan 14 - No Cached
  • #moodle—Find out how educators are using this open source e-learning program in the classroom.
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      Might be a good hashtag to follow.
  • #onlinelearning
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      Another to follow
  • #edtech—Stay up-to-date with discussions about developing e-learning technology.
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      Adding this one my TweetDeck
anonymous

10 Ways to Make Learning Fun for Students - 0 views

www.thoughtco.com/w-to-make-learning-fun-2081740

moodle_iowa

shared by anonymous on 15 Sep 19 - No Cached
  • anonymous on 15 Sep 19
     
    I think as we build our LMS/moodle sites, we need to remember the students on the other end and how we can make learning fun. This article looked interesting. PM
mpercy

Implementation in a Secondary Classroom (Articles) - 0 views

moodlesw.aealearningonline.org/...view.php

shared by mpercy on 29 Feb 20 - No Cached
  • in each of the four major academic subjects, students are offered choice as a means to motivate them and to enable them to take charge, even in small ways, of their own education
    • Wendy Arch
      Wendy Arch on 29 Feb 20
       
      This is the ideal, but the logistics are insane. At a former district, the English department tried our own - very pared down - version of this. I like to believe it was a success. We scrapped all the old courses and created entirely new courses based on themes we thought would appeal to teenagers, divided them into 2 framework categories, divided all the 11-12 grade band standards between the courses, and let students choose. They had to take at least one course from each framework before the graduated, so we still covered all the standards. The curriculum and pacing were traditional, but we required at least one literature circle or free choice book per course. At least, in some small ways, students had ownership of their learning.
  • let go and allow the kids to experience the consequences of their choices. And maybe there’s a failure. Maybe a kid was trying to do a vodcast and he couldn’t get the video to work correctly on the computer. That’s a learning opportunity for that child. Because it was his choice, he’s going to try to figure out a way to make it work—sometimes with the help of a fellow student.”
    • Wendy Arch
      Wendy Arch on 29 Feb 20
       
      This 1000%! As a society, we are trained to fear failure, yet we learn most when we fail. Sometimes the difference between future success and failure is learning to cope with past failures in a healthy manner. We're going to keep failing in large and small ways our entire lives. The sooner we learn to cope with and learn from our failures in a healthy way, the better off we are as individuals and a society. The hardest part of this is justifying the "failure" to parents or administrators looking at numbers. As a parent and a teacher, I know how hard it is to tell a parent that their child has failed a course. As a parent, when my own children's teachers have communicated a failure on my children's part, it feels like I'M the one who failed. The same as a teacher, when a student fails my class, I feel like I failed them. Maybe we can relearn about failure and incorporate it into a healthier society for everyone.
    • lwinter14
      lwinter14 on 02 Mar 20
       
      How do we respond to the students who do not handle failure well? I have students who would see failing as a reason to shut down and not move forward. As many times as I have tried to have that conversation with students that failure can be a learning opportunity, a lot of them still can't see past that moment of "failure." I think that the older students become, the less likely they are willing to take risks that may involve possibilities of failure. And for many of them, they are a lot less likely to let their peers know it.
  • I’m putting together a wiki where my students will have to respond a certain number of times a week to whatever they’ve read. I am going to give them a series of questions like I always do, but they don’t have to respond to those directly. The response will be very open. They can choose instead to respond to someone else’s views. Everybody will read each other’s responses. They’ll have to post a couple of responses—and post a couple of responses to responses— as part of the class.
    • Wendy Arch
      Wendy Arch on 29 Feb 20
       
      This seems like a great way to hear the voices that don't normally get heard. It also really connects with and promotes civil online discussion and discourse. THAT is something we desperately need!
  • ...15 more annotations...
  • Another key piece in preparing personalized curriculum units and projects includes mandates, such as performance standards, standardized texts, and academy themes. If mandates are seen as “something we have to teach,” they become a discouraging burden on teachers. If they are seen as ways to inspire, inform, and lend coherence to planning, they can be seen as useful. Both vertical departmental discussions and horizontal grade-team discussions are useful in mapping and creatively incorporating mandates into curriculum designs.
    • Wendy Arch
      Wendy Arch on 29 Feb 20
       
      A phrase I hear a LOT is "If we aren't teaching what we're supposed to, then just tell us. Don't make us tie everything to standards I didn't write." Unfortunately it seems, that even as educators, we can't move out of the dislike of requirements. :-P. If WE as educated learners don't like mandates and requirements, why in the heck would we think students would? It always boggles my mind when teachers act like the very students they complain about the most.
  • At the end of the project they can choose how they will present their findings
    • tkofoot
      tkofoot on 01 Mar 20
       
      I think it is great the students will have a choice on how they want to present their project at the end. I do get feedback from students on what they prefer for projects and presenting them. They are different.
  • with one student working one way, another a different way—you get the picture.
    • tkofoot
      tkofoot on 01 Mar 20
       
      This is something I need to learn to get use to, a "disorganized" classroom. I do think it has to do with working in special ed so long. I have a hard time letting kids go as not all of them can handle it. I may need to try letting go a little, but with daily goal for tasks.
  • I would gather up the two paragraphs each student wrote and take them home to read, grade, and turn back in, with nobody else getting the chance to read them.
    • tkofoot
      tkofoot on 01 Mar 20
       
      I am learning a lot of different ways for presentation through the Ollie courses. I like that it doesn't have to be just a written response as this had been a barrier for some students in the past.
    • jnewmanfd
      jnewmanfd on 03 Mar 20
       
      I think that this tool we are using here could also be useful. If you have students post their work to a site like this, and then use this tool, I wonder it you could get students collaborating across different teams or even grade levels I recently used it with the other 8th grade team so they could see how students on the other team were learning the same content. It was really cool for them to make connections to each other's work and I think it helped increase the "realness" because they were explaining their thinking to their peers.
  • they loved doing it because it was a break from math!
    • tkofoot
      tkofoot on 01 Mar 20
       
      Math can be fun. The math teacher I work with tries to get the kids moving and doing activities other than pencil to paper. Kids benefit from seeing what math can look like in the real world, like creating a graph.
  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less. You really have to be on top of things to allow the students choice since now there is more than one “right” way of doing something in the classroom.
    • lwinter14
      lwinter14 on 02 Mar 20
       
      I think that this is something that both teachers and students likely struggle with at first. Because it looks so different, teachers really have to be prepared to help 28 different students on any one thing. At the same time, students have to be comfortable with knowing that there isn't that one way of doing things to get it right. I've spoken with some of my students and I ask them what they would be interested in studying if they had some more choice and a lot of them give me the traditional "idk" answer. They want choices, but then when asked what they might choose, they realize that the decision isn't as simple.
  • I won’t lie. The journey from old school to new learning paradigm was bumpy at first. I tried blended lessons that took less time than planned, had technology failures, chose the wrong method of delivery for various types of content or skills, and generally made every mistake you can imagine.
    • lwinter14
      lwinter14 on 02 Mar 20
       
      I've definitely had some struggles along the way with trying to set up a more blended classroom. Even small things that I thought were set up correctly in Moodle and then when students go to access them, I find out I forgot to do something. However, the small successes when things go well do make the effort to shift thigns worth it. I do try to listen to the students who provide input beyond the usual complaints because they know what works best from their perspective.
    • jnewmanfd
      jnewmanfd on 03 Mar 20
       
      I hear you. I hope 9th graders are little more forgiving when things don't quiet right. Most of my bumps in the road have been setting up different types of forums. I agree the some students have provided good and useful feedback that I've used to make my Moodle site better. I can also relate the authors comment about the wrong delivery methods. I have already gone back and changed some lessons and activity types. Hopefully next year will go smoother.
    • mpercy
      mpercy on 06 Mar 20
       
      There is definitely a learning curve as you begin to blend or flip your classroom. It's great that you are using student feedback to make decisions as you continue to change your classroom.
  • Now they have access to the full unit from the beginning, so they can gauge their own pacing and get practice in time management. Completion rules also give me the freedom to have small-group or individual conferences to assess learning and make choices about future instruction.
    • lwinter14
      lwinter14 on 02 Mar 20
       
      This sounds like such a freeing way to operate a classroom. I would love to have students move through things at their own pace so that I have the opportunity to meet with small groups or individual students based on their needs. It makes me uncomfortable though, because I cannot imagine being able to have a full unit ready ahead of time that students can go ahead and dive into. I'm guessing this teacher had a curriculum that was well developed because sometimes I am planning things as I go. I also how this works from a perspective of science teaching? How does a teacher manage multiple labs within one day or anticipate when labs would be needed at times? Perhaps there is more structure that would be needed for those days and deadlines to where all students need to be at a certain point so that the whole group can do a lab and then they go back to moving at their own pace?
  • Since the project focuses on student learning that is engaging and relevant, we asked the teachers to tell us about ways they are using choice to involve students in content learning.
    • jnewmanfd
      jnewmanfd on 03 Mar 20
       
      This is such an important part in the path toward helping students take charge in their own education. Getting student voice is key. I think that too often we forget this aspect and for the most part our educational system hasn't changes a whole lot. Most of our classrooms still look like they did 100 years ago and yet the "real world" had moved beyond that. What future will our students have if they can't or won't take a hold of their own education and become invested?
  • So far the teachers have talked about choice in terms of curriculum, but choice can also, surprisingly, come into play in relation to discipline. In her first years of teaching, Julie, like just about every other teacher, would confront students sitting near each other who either were having too good a time socializing or were fighting. In either case, she would separate them by sending one to another part of the classroom. Not anymore. Now she says, “One of you needs to move. You decide.” It is less stressful to her and focuses the students on what they need to do to regain control. And if students require more serious discipline, Julie again usually offers them choices: “They could be two ‘bad’ choices; for example, one of them might be to go to the principal’s office and the other to stay in a specific teacher’s room. But if they have a choice, they’ll pick one; they take ownership.”
    • jnewmanfd
      jnewmanfd on 03 Mar 20
       
      I just plain like this part. Making the students choose. I use this a lot and for the most part is works. Sure, sometimes the student makes the wrong choice or the choice I wish they wouldn't, but it's their choice. They are the ones who have to deal with the consequences good or bad. It is also nice at the teacher when students want to complain about the situation. You simply say, well that was you're choice, and again you put the ownership back on them.
  • Instead of just giving a final exam at the end of each unit, I try to use formative assessment to enable me to give my students guidance and assistance when they need it. I use a variety of methods for this. For instance, my video lectures often include interactive questions to assess their understanding of the material. And our classroom is often noisy and active as we play a round of Kahoot, which gives me ins
    • jnewmanfd
      jnewmanfd on 03 Mar 20
       
      The assess as you go is something I've been trying to do more of this year. I haven't waited until the end to do one big assessment, but rather, I've done several smaller ones. For the most part, student don't always realize they are being assessed as the smaller pieces seem to fit seamlessly with our current activities. I think it is easier for me as a instructor to make needed changes on our learning course before it's too late. What I need work on next would be getting meaningful feedback to students. Getting better, but it's not where I want it yet.
  • Low motivation does not need to be a recurring problem in the classroom. Although teachers can draw from myriad strategies to cultivate higher levels of motivation, well crafted choices have the potential to have a powerful impact on students’ attitudes toward classroom work. When promoting student decision making, it is important to remember that some of the most motivating choices are those that promote feelings of control, competence, and purpose. Certainly, giving choice to students often mea
    • jnewmanfd
      jnewmanfd on 03 Mar 20
       
      I would say that this year, I am hurting big time in the area. My group last year loved it and they really excelled. They got to the point that they wanted to explore on their own. My group this year just doesn't want to take charge of their learning and seeks the easiest way out of work. They say things like, "...just tell us the answer or can we just read an article or something". I'll keep pushing them because I know it's worth it, but man it's a struggle.
  • All of this guidance helped me find more effective ways to lead my students while empowering them to take responsibility for their own learning.
    • mpercy
      mpercy on 06 Mar 20
       
      The goal of blended learning: giving students the tools and encouraging them to become self-motivated learners!
  • they can access and even return to my videos and screencasts when they need them most, as they are working on an assignment or reviewing for a test.
    • mpercy
      mpercy on 06 Mar 20
       
      This is a great resource for students to have at their convenience. All of the instruction can be viewed at any time.
  • I feel that I am on this blended learning journey with them, and I truly believe it has made us all more engaged in our work and more focused learners.
    • mpercy
      mpercy on 06 Mar 20
       
      Teachers have an opportunity to model being a life long learner by looking for ways to adjust their classrooms to create a more engaging environment for students. It's great to model this for students.
mdickey95

ol101-s2020: Iowa Online Teaching Standards - 0 views

moodlesw.aealearningonline.org/...view.php

shared by mdickey95 on 16 Jan 20 - No Cached
  • 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 (SREB C.14, Varvel V.F)
    • benrobison
      benrobison on 16 Jan 20
       
      I find this to be most important in regards to meeting the needs and/or learning styles of multiple/different learners.
  • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
    • benrobison
      benrobison on 16 Jan 20
       
      This sets apart a quality online learning situation, rather than a work at your own pace, or checklist class, in which authentic learning probably isn't happening.
  • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • benrobison
      benrobison on 16 Jan 20
       
      I believe that (specifically the timely) part is critical for online teaching/learning success! Since there is such a lag-time with communication in the online setting vs. the face-to-face setting, timely feedback can ease that isolation a bit.
    • blodgett
      blodgett on 18 Jan 20
       
      Totally agree, a week goes by before you know it, and if a student isn't in front of you, the feedback can get 'lost'.
  • ...12 more annotations...
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • benrobison
      benrobison on 16 Jan 20
       
      Establishing netiquette standards from the outset will help participants be more successful. This is true of all ages, but in my opinion, these should be more stringent for the younger (high school/middle school) audience.
  • • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • blodgett
      blodgett on 18 Jan 20
       
      Continuous evaluation when you can't always see their faces to see that 'I don't get it look' is a critical part to teaching and reteaching.
  • • Assists students with technology used in the course (Varvel III.C)
    • blodgett
      blodgett on 18 Jan 20
       
      This is one of the key reasons I'm taking this course. I want to understand what technology is used so I can make sure I have a support structure in place for both teachers and students.
  • intellectual property rights and fair use
    • blodgett
      blodgett on 18 Jan 20
       
      I get asked this question all the time. Google image search has made it WAY to easy to grab anyone's content regardless of who really owns it.
  • Understands and uses data from assessments to guide instruction
    • jessed44
      jessed44 on 20 Jan 20
       
      Using an LMS such as Moodle can be helpful in not only scoring assessments, but helping to organize the data and determining which items students need further instruction with.
    • jessed44
      jessed44 on 20 Jan 20
       
      Using an LMS such as Moodle can be helpful not only for scoring assessments but for organizing the data so the teacher can make sense of it and help students accordingly.
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • jessed44
      jessed44 on 20 Jan 20
       
      I think that while professional development on pedagogy is important, sometimes our training on knowledge of the content gets overshadowed. This is too bad because the more I have learned about my content, I have been able to come up with more creative ways to teach it!
  • Communicates with students effectively and consistently
    • jessed44
      jessed44 on 20 Jan 20
       
      I often wonder about the right amount of communication with students in an online setting. Obviously you want some, but can there be too much?
    • jessed44
      jessed44 on 20 Jan 20
       
      I sometimes wonder about the appropriate amount of communication in an online course. Obviously we want some, but we also want students to work on independent problem solving as well. For example, how often do I need to respond to discussion posts? There is no way I can respond to all of them in a meaningful way.
  • Aligns assessment with course objectives
    • jessed44
      jessed44 on 20 Jan 20
       
      It is so vital to make sure we assess students fairly and that the assessments are truly what we want students to be able to do, otherwise students can get frustrated and not see the point in what we are having them do.
    • jessed44
      jessed44 on 20 Jan 20
       
      It is so vital to make sure that our assessments clearly align with what we actually want students to do. Otherwise, many students the tasks are meaningless busy work and will not be motivated to do them. Clear articulation is key!
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • mdickey95
      mdickey95 on 25 Jan 20
       
      This is the best way to increase student engagement. When students know the instructor uses their feedback to make adjustments to the course, it is powerful.
  • 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)
    • mdickey95
      mdickey95 on 25 Jan 20
       
      Because it takes more effort to get to know students online (not face to face) this may take a lot of effort at first. An experienced online instructor may be able to make some generalizations but a new instructor would need to consider how to determine the needs of the group in a particular cohort when designing a course.
  • 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)
    • mdickey95
      mdickey95 on 25 Jan 20
       
      It would be easy to create a course in which a student interacts only with articles and websites. It takes more thought and creativity to make sure interaction is built in to the class.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • mdickey95
      mdickey95 on 25 Jan 20
       
      It would be very difficult to teach an online course if an instructor has never taken one. This would be helpful in knowing how to be proactive with students instead of being reactive to their issues.
mpercy

PLE Articles - 3 views

moodlesw.aealearningonline.org/...view.php

shared by mpercy on 17 Feb 20 - No Cached
  • Write and Store Notes
    • lwinter14
      lwinter14 on 17 Feb 20
       
      This seems like a tool that would be effective for all of my students. Most of them still take notes in their science notebooks--but a few have dabbled in writing their notes digitally. The problem I see with this is that they write them in separate google documents and then do not find a way to organize them so that they can access them easily when needed. This could be a good tool for them to learn early in their high school career and then carry it on as they get into courses with a larger need for note-taking.
  • The employ of PLEs in the classroom can go horribly wrong if teachers fail to prepare students and set usage parameters.
    • lwinter14
      lwinter14 on 17 Feb 20
       
      This is definitely something that I would worry about with my students initially. Because they are used to having technology, I sometimes take for granted the skills I expect them to have when it comes to using different sites. Moodle has been a bigger learning curve for my students than expected, so I know that I would definitely need to prepare my students for setting up and using PLE first. Which also means that I need to feel comfortable explaining what it is and how it works to my students as well.
  • our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners.
    • lwinter14
      lwinter14 on 17 Feb 20
       
      I find this becoming more and more true the longer I teach. My frustration comes from where to start in supporting students so that they can become more sophisticated in learning online. For example, I use Moodle for my courses rather than Google Classroom and I run into more hesitation and complaints from students than I anticipated because it is "something different." I'm not sure if it is because only a small subset of teachers are currently pushing their students outside of their comfort zones when it comes to online learning and that's where the pushback is, but I feel like we need more teachers to buy into changing the landscape of online learning beyond Google Classroom. I feel like only then will students start to develop those skills and abilities to grow in their capacity as online learners.
  • ...16 more annotations...
  • Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning.
    • lwinter14
      lwinter14 on 17 Feb 20
       
      This is definitely a balance that I am still trying to find within my classroom and even one that I think my students are trying to figure out. There are some days where they would rather take control on their own, but other days when they want to be given more structure and told what to do or how to do something. I think this balance is hard to find depending on the particular student because some really struggle with the autonomy provided in online learning and still need those additional structures in place. Is there a formula to follow in terms of finding that balance? Does the balance vary from class-to-class depending on your students or can it be a one-size-fits-all approach? These are things I know I will figure out in time, but it can be frustrating at first.
  • teachers must pursue training and be knowledgeable of how to utilize PLEs
    • jhatcher
      jhatcher on 21 Feb 20
       
      I agree with the comment above wholeheartedly. I think this is what caused my genius hour plan to not be what I had hoped a couple years ago. I saw weak projects and kids not very motivated. This is what I want to make sure does not happen again. I just wonder will I really be prepared and confident? Will I have learned enough? Hope so!
  • Symbaloo or NetVibesas a foundation to help learners create and maintain their personal learning environments.
  • Others utilize sites such as
    • jhatcher
      jhatcher on 21 Feb 20
       
      I use Sybaloo and can definitely see how its use by students as they are creating/ learning in Personalized Learning would be useful.
  • I could stand to be more savvy in my own organizing of online learning and networking: I’ve been slow to use tools and develop skills for managing online resource, such as the use of vehicles like Symbaloo, Evernote, or Diigo, and I want to take inspiration from the 7th grade student in the video above to move forward in this way and learn and practive better these skills and with these tools.
    • kimgrissom
      kimgrissom on 23 Feb 20
       
      This is true for a lot of teachers--I think we are often slow to set up our own professional learning tools whether that's joining a professional learning network via an LMS, Twitter, or just tools to help us organize our own resources.
  • Students engaging in networked learning have to learn to be more self-directed than in the typical classroom
    • kimgrissom
      kimgrissom on 23 Feb 20
       
      Yes, passive learning doesn't get far in personal learning so we have to find ways to change the narrative and train learners to understand a new set of "success criteria." What used to look like being a good student won't work as well.
  • as an instructor, you can make a webmix quite interactive
    • kimgrissom
      kimgrissom on 23 Feb 20
       
      I've used symbaloo as a way to organize myself and I've even put together webmixes on a specific professional development topic before. Reading about Symbaloo in this context makes me rethink how this tool might be helpful in personalized learning. Building in interaction is a really interesting idea I had never considered.
  • Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learner
    • kimgrissom
      kimgrissom on 23 Feb 20
       
      What does that look like? Explicit expectations for what learning looks like, encouragement, assistance and tutorials for tools, formative check-ins to see how things are going and offer guidance. There's a lot to think about .
  • A PLE is the method students use to organize their self-directed online learning, including the tools they employ to gather information, conduct research, and present their findings.
    • Wendy Arch
      Wendy Arch on 23 Feb 20
       
      This makes a PLE sound more like an LMS or organizational tool - which I am in desperate need of! We assume students can work through a linear progression, but even adults struggle with that! I know I'm guilty of putting more emphasis and effort into WHAT students will learn rather than HOW they will learn or what the EXPERIENCE will be like.
  • facilitation of students’ “active role in the learning process” and teachers’ provision of the right balance between structured lessons and autonomy; let’s never forget it is an ongoing balancing act. 
    • Wendy Arch
      Wendy Arch on 23 Feb 20
       
      One thing I also do is forget that students have lives outside of my class. I set what I think is a reasonable amount of time for a task - but neglect to acknowledge that I'm basing that time estimate on my own abilities or on previous experiences in a face-to-face setting where students (and I) could get fairly immediate feedback on the learning (or lack thereof) occurring. While we have to balance between structured lesson and autonomy, we also have to balance between what can feasibly be done by students all alone versus students being actively guided in person.
  • Susan and I loved that students could organize their Netvibes portals in a way that made sense to them and that a page could contain a diverse range of information streams:  a webpage, an embedded document, a RSS feed, a database widget, the link tool that made a webpage “live” within the Netvibes page.  Not only could students organize information, but they could also publish content they were creating through tools like Google Docs and VoiceThread as well as original works, such as artwork and videos.
    • Wendy Arch
      Wendy Arch on 23 Feb 20
       
      Ideally, this sounds a lot like the WIki feature on many LMS. Our school uses PowerSchool, which offers a student Wiki option that allows students the same features. I can see Netvibes being a great alternative if a school doesn't yet have an LMS or uses a not fully featured LMS.
  • What Are the Potential Issues With PLEs?
    • Wendy Arch
      Wendy Arch on 24 Feb 20
       
      An issue i don't see addressed directly below is the issue of students accessing or pulling inappropriate or inaccurate content. Maybe this falls under the "Not every student is ready for the responsibility" category. Depending on the age range, students could so easily get lost in "fake news" or general misinformation, so there would have to be appropriate media and tech literacy lessons provided.
  • The concept of PLE is not a way to replace classroom learning, but to enhance it
    • mpercy
      mpercy on 24 Feb 20
       
      As I have been reading information on the PLE, it often seems like a complete overhaul of the current educational system is necessary. It is good to hear that is not the case but changes can be made to improve the current classroom environment.
  • Some instructors empower students to use their own mobile devices such as tablets and smartphones as a means to create PLEs
    • mpercy
      mpercy on 24 Feb 20
       
      It is really ideal to have students use their smartphones to enhance their learning rather than distracting their learning!
  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness.
    • mpercy
      mpercy on 24 Feb 20
       
      This is a big concern as I see many students that don't display self-motivation and desire to achieve at a high level. Will they be successful in this environment or get left behind?
  • Teachers, she explains, are no longer the primary or even the best source of information available to students,
    • mpercy
      mpercy on 24 Feb 20
       
      The role of teacher has completely changed since I first entered the profession. As we encourage our students to be life long learners, we have the opportunity to show them what that means.
Michael Panoch

ollie1roberts: Iowa Online Teaching Standards - 24 views

moodle.aeapdonline.org/...view.php

shared by Michael Panoch on 22 Sep 11 - No Cached
  • Understands the differences between teaching online and teaching face-to-face
    • Lori Pearson
      Lori Pearson on 22 Sep 11
       
      So important and so different!
    • Peggy Hamilton
      Peggy Hamilton on 26 Sep 11
       
      I see a huge difference between teaching online and teaching face-to-face. While online learning has it's place I don't think it can ever take the place of face-to-face teaching, especially with elementary students.
    • Rick Hamilton
      Rick Hamilton on 27 Sep 11
       
      One huge difference between teaching online compared to face to face teaching is the ability to bring students from literally all over the world into a common learning environment. There are some things that could not be accomplished online, yet may overcome some obstacles that such a diverse class group of learners may experience if they were in a classroom environment together.
    • Kevin McColley
      Kevin McColley on 28 Sep 11
       
      I'm excited to see how kids interact with this new method of teaching!
    • anonymous
      anonymous on 30 Sep 11
       
      I am very interested in the benefits of online learning as well as some of the challenges facing both adult learners as well as school-age students. I've seen adult learners who have not been particularly successful in school thrive in an online environment, but they must be motivated to learn the technology and get past the fear of learning online. Their certainly are many differences between teaching face-to-face and teaching online. I'm excited to see what this will all look like ten years from now.
  • using appropriate visual web design techniques
    • Lori Pearson
      Lori Pearson on 22 Sep 11
       
      What are "appropriate visual web design techniques?"
    • Deanna Etherington
      Deanna Etherington on 27 Sep 11
       
      I found this web resource. It talks about web design with 2.0 in mind, but I think it would work for designing any web page. I'll try to figure out how to share it with everyone. http://www.webdesignfromscratch.com/web-design/web-2-0-design-style-guide/ Well, when I shared it, the link appeared above our discussion and I'm not sure that's where it's supposed to be so I erased it. I will have to continue to experiment with sharing links with our group.
  • Demonstrates ethical conduct
    • Rick Hamilton
      Rick Hamilton on 26 Sep 11
       
      It is important to demonstrate this if we expect the students to also follow ethical standards and practices.
    • Lori Pearson
      Lori Pearson on 28 Sep 11
       
      Totally agree, Rick. We have to model what we expect.
  • ...29 more annotations...
  • • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • Peggy Hamilton
      Peggy Hamilton on 26 Sep 11
       
      This is my second experience with online learning. I just thought my first experience was a stretch. This class is stretching me way out of my bubble with technology. I can understand the frustration a student would feel if they didn't understand how to do something.
    • Sue Ruch
      Sue Ruch on 27 Sep 11
       
      I found this You Tube Video entitled "How to Use Diigo for Education." A middle school teacher shares how he is using Diigo in his classroom with his students. http://www.youtube.com/watch?v=2RC3uvzv4_8
    • Phyllis Hinton
      Phyllis Hinton on 27 Sep 11
       
      Like Peggy, this is my second online class. Both have been extremely challenging, but very rewarding. I really have to know what it's like, if I'm going to expect teachers and students to incorporate online training/learning. It can be very frustrating, so customer service is key:).
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 30 Sep 11
       
      This is my first online class. I have students that work on Moodle for there science classes and are very comfortable with the format. My concern is can I catch up to where my students are technology-wise.
    • Lynnette Green
      Lynnette Green on 30 Sep 11
       
      This is the second online class I have chosen to take for this very reason. I have taught hybrid and online classes and felt that I needed to see the process from the student's viewpoint!
    • Kris Ward
      Kris Ward on 02 Oct 11
       
      I don't necessarily think it is a matter of catching up anymore. I think it is mostly the determination to continue learning and experimenting with what you find. I thought I was behind the students, but I am beginning to think it is only because I don't have the same gadgets. Much of what I ask the students to use in regards to technology they have to be taught. I like on-line learning, however, I realize from taking this course and Introduction to the On-Line Learner there is so much advance preparation and so much to take into consideration to make everything run smoothly for the learner. Fixes to struggles seems to be more immediate in a face-to-face course than an on-line one, especially if I am working late at night. Diligence would be key for an instructor.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • Lisa Jellum
      Lisa Jellum on 26 Sep 11
       
      I am very interested in learning more about assessment tools for online learning. Especially for adult professional development.
    • Phyllis Hinton
      Phyllis Hinton on 27 Sep 11
       
      I am wanting to get comfortable with building and using a wiki. Reflection is a good tool for adult learners and can expand the training opportunity, I hope.
  • including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.)
    • Lisa Jellum
      Lisa Jellum on 26 Sep 11
       
      I know this is why we are all here, to learn more about this, but reading this seems very overwhelming to me! Whew there is a lot to learn!
    • anonymous
      anonymous on 01 Oct 11
       
      Possibly it can be broken to to work on one thing, get comfortable with that, then another, then another rather than looking at them all at once.
  • Creates a safe environment, managing conflict
    • Rick Hamilton
      Rick Hamilton on 27 Sep 11
       
      Though not impossible, and absolutely necessary, I think this could be a particularly daunting task in online classes with students and would require constant supervision of the sight and the ability at times to read between the lines in some of the group assignments.
  • • 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)
    • Sue Ruch
      Sue Ruch on 27 Sep 11
       
      Differentiation is important. Appealing to students' interests is important when engaging students in the learning process.
    • Marlo Van Peursem
      Marlo Van Peursem on 02 Oct 11
       
      Each student is going to be different and it is very important that a variety of learning styles be used--especially knowing there is no face-to-face contact.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Sue Ruch
      Sue Ruch on 27 Sep 11
       
      As educators, we are always looking for the best way, the most effective way, to teach content and skills.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Sue Ruch
      Sue Ruch on 27 Sep 11
       
      I have learned about more technologies in the last week and a half than I have learned in the last year. Choosing the best strategy to meet the target is essential.
    • Phyllis Hinton
      Phyllis Hinton on 27 Sep 11
       
      With so many tools available, it is a huge task to just try and decide which tool would be best to achieve an objective.
    • Lynnette Green
      Lynnette Green on 30 Sep 11
       
      I agee....a huge but necessary challenge!
    • anonymous
      anonymous on 01 Oct 11
       
      One of the things that is difficult is the time it takes to learn the tool, let alone apply what you have learned to develop the content with it. Possibly within a school you have different 'experts' of different tools so not everyone needs to be an expert right away with all the tools. Might be worth 'assigning' or 'signing up' to learn different tools for the district - ones that are considered critical.
    • Kris Ward
      Kris Ward on 02 Oct 11
       
      What challenges me most is learning about the different technologies and then selecting which ones are appropriate for the content at hand. I feel I could read forever, so I just have to make a choice and go with it to test out how the students respond.
    • Lora Lehmkuhl
      Lora Lehmkuhl on 07 Oct 11
       
      As I am posting beyond the due date, I'm a good example of how technology has really challenged me. I didn't realize I needed to to OPEN the standards while using Firefox. Something so little can hinder progress.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 30 Sep 11
       
      This concept is nothing new. Everything we do is or should be driven by data.
    • Michael Panoch
      Michael Panoch on 12 Oct 11
       
      This component seems to have found its way into the new Iowa teaching blueprint.
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 30 Sep 11
       
      I think this is very important since technology is always changing and it is important for educators to try to stay current.
  • Provides substantive, timely, and constructive feedback to students
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 30 Sep 11
       
      Timely feedback is very important for students. But when you have 150 students, how do you make it work?
    • Kris Ward
      Kris Ward on 02 Oct 11
       
      This is where a small school is helpful. I have a smaller number of students and it is easier to meet with them during the day or in class. I wish the students knew to use the feedback more effectively.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • anonymous
      anonymous on 30 Sep 11
       
      This is one really important benefit that I see in online learning, and it is important that the online teacher creates the environment for this to happen with assignments and discussions.
    • Lynnette Green
      Lynnette Green on 30 Sep 11
       
      If this learning community is not developed, the student will feel that they are doing an independent study!
    • Paul Anhalt
      Paul Anhalt on 02 Oct 11
       
      I am trying to figure out how to get students to learn astronomy like I have over the past few years. I start with the Astronomy Picture of the Day site and just click link after link, learning along the way. I think it would be awesome if students used Diigo to help each other learn and see what other students are learning. They could share when they've found something they found helpful (if trying to complete an assignment on specific content) or just something they thought was cool.
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • anonymous
      anonymous on 30 Sep 11
       
      While knowing the content is critical, understanding how to teach it may be our biggest challenge. For instance, how many teachers are still explaining how to use a dictionary, thesaurus, and telephone book instead of teaching how to locate information with today's technology.
    • Heather Sutton
      Heather Sutton on 02 Oct 11
       
      I agree with Trista on the biggest challenge is how to teach with the changing technology and how students learn today. I found myself still teaching the way I was taught 10 years before and my school were I taught was not adapting as quickly as the students were so there was major struggles to capture the students attention.
    • Heather Sutton
      Heather Sutton on 03 Oct 11
       
      I also think it is extremely essential to know your content so you can further expand on topics as students bring up questions and ideas. Student thinking can expand a topic/discussion into more depth on a concept and lead to higher levels of learning.
  • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
    • Susie Peterson
      Susie Peterson on 30 Sep 11
       
      Unfortunately, many people don't use data to determine how to procede with instruction or redo instruction.  Instead data is used to "give" grades.  Much learning needs to happen with this standard.
    • Susie Peterson
      Susie Peterson on 30 Sep 11
       
      Having prompt feedback is a priority in any classroom setting, but especially important when you are operating an on-line class.  Without the daily/weekly face-to-face, it is difficult to have an instructor presence or establish the all-important cohort climate.  Quality feedback becomes essential to enhance the on-line learner's experience.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Lynnette Green
      Lynnette Green on 30 Sep 11
       
      How crucial this standard is for students to feel comfortable and productive in an online class!
    • Kris Ward
      Kris Ward on 02 Oct 11
       
      The students really pick up on sincerity and most of the time we need to be available in the evenings for the high school students.
    • Lori Pearson
      Lori Pearson on 10 Oct 11
       
      This is a tough one to know how far you need to go to meet the students' needs without also overtaking one's life and evenings.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 01 Oct 11
       
      I feel it is very important that teachers are knowledgable of the programs that they use. The problem is that sometimes, there is no time for training and getting help with new programs. Teachers often have to figure it out on their own.
  • Aligns assessment with course objectives
    • Paul Anhalt
      Paul Anhalt on 02 Oct 11
       
      I think that this is so obviously important but I have in the past noticed I had taught something and then never assessed it. The freedom I am hoping for in my online course may make it more difficult to come up with old-fashioned assessments.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
  • engage students
    • Heather Sutton
      Heather Sutton on 02 Oct 11
       
      Engaging students is a major concern for me in the online environment. I want to continue exploring more opportunities to engage students besides just giving a grade to go on to the site and complete a task. How do you engage students in your "classroom" when you haven't built a relationship yet?
    • Marlo Van Peursem
      Marlo Van Peursem on 02 Oct 11
       
      Great questions asked, Heather. I, too, think it is very important to have students engaged--especially with no face-to-face contact! Not sure how to answer your last question though.
    • anonymous
      anonymous on 06 Oct 11
       
      Found an interesting article on what is happening in Florida. No teachers in labs with online classes. http://www.nytimes.com/2011/01/18/education/18classrooms.html?pagewanted=1&_r=1
  • 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 (SREB C.14, Varvel V.F)
    • Marlo Van Peursem
      Marlo Van Peursem on 02 Oct 11
       
      I feel it is very important that the presentation of the content is easy to understand and follow. The process has to include exact steps in the lesson plans and posted in such a way that is clear to all.
  • 3. Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)
    • Kindall Todd
      Kindall Todd on 09 Oct 11
       
      Without a doubt, planning and design is essential for online le
  • 7. Engages in professional growth (ITS 7)
    • Kindall Todd
      Kindall Todd on 09 Oct 11
       
      Continually engaging in professional development is crucial for improving online learning experiences for participants taking my courses
  • Provides substantive, timely, and constructive feedback to students
    • David Sundstedt
      David Sundstedt on 10 Oct 11
       
      How many times have I heard students complain about how long it takes other teachers to grade papers?
  • Communicates with students effectively and consistently
    • David Sundstedt
      David Sundstedt on 10 Oct 11
       
      Consistency is essential. Students are keenly aware of fairness.
  • Assists students with technology used in the course (Varvel III.C)
  • • 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)
  • growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • Michael Panoch
      Michael Panoch on 12 Oct 11
       
      While I believe this to be an important standard, I witness daily the struggles administrators face daily with issues of inappropriate student use of technology. This is an area of need.
  • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
    • Michael Panoch
      Michael Panoch on 12 Oct 11
       
      As I teach my current class, I believe that there are times when an online class can facilitate more productive collaboration. An online format promotes student engagement and conversation rather than saying nothing during the classroom experience
  • Phyllis Hinton on 27 Sep 11
     
    Highlight Key Words
  • Lora Lehmkuhl on 07 Oct 11
     
    Highlight Key Words
  • bdowney on 01 Nov 17
     
    Ethical conduct is also listed and described with the BOEE.
sarankin

ollie1 (Peterman): Iowa Online Teaching Standards - 40 views

moodlesw.aeapdonline.org/...view.php

iowa online moodle_iowa ollie_iowa

shared by sarankin on 17 Sep 15 - No Cached
  • Has experienced online learning from the perspective of a student
    • ames726
      ames726 on 18 Sep 15
       
      I feel that this is essential for any teacher of an online course.  Just as a classroom teacher  has at some point been a student in a classroom, so should a teacher of an online course have been an online student.  It is an imperative experience that provides empathy and understanding that would otherwise be absent
    • ljhlaura
      ljhlaura on 22 Sep 15
       
      I agree with this comment. While I think it is possible to be successful teaching in an environment one has not experienced personally, having that experience makes it easier and more likely. As I take the first steps in designing an online course, I think about how I would experience certain elements if I were the student and am able to draw on personal experience.
    • clmensing6
      clmensing6 on 23 Jan 16
       
      absolutely! It is very important to me to be able to do what I ask my students to do. If I don't know what they are doing, it is my hope they can teach, or at least show, me how they did what they did.
    • kelleyneumann
      kelleyneumann on 21 May 16
       
      I agree.  I think this applies to all teaching, not only online teaching.  Whenever I assign a new project to my students, I like to go through the assignment myself so I can be ready for questions or make adjustments to avoid confusion or frustration for my students.
    • cwhitebotello
      cwhitebotello on 27 May 16
       
      The experience of being an on-line learners helps me as an on-line teacher be more sensitive not only to learning to content but also the stress new on-line learners go through.  Am I doing this right? Where do I find this? Learning to "routines & procedures" in the on-line classroom can be stressful!
  • 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
    • ames726
      ames726 on 18 Sep 15
       
      My concern here is with the word "or."  My opinion is that the correct word should be "and."  Although I believe that it is of utmost importance that an instructor have academic credentials in the field in which he or she is teaching, I also perceive it to be just as important that he or she meet the professional teaching standards established.
  • 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
    • ames726
      ames726 on 18 Sep 15
       
      I agree that learning theories are an integral part of teaching.  This ties to the annotation I made under standard 2.  Having this knowledge is an innate feature of meeting the professional teaching standards established.
  • ...47 more annotations...
  • Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
    • ljhlaura
      ljhlaura on 22 Sep 15
       
      I agree that administering varying types of assessments is important to ensuring that students who learn and communicate in different ways will have an opportunity to demonstrate what they know. Some might be most successful in responding to direct, objective test questions, while others might be more effective in writing essays. Multiple types of assessments can also reveal the depth of knowledge of any one student, regardless of learning and communication style.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • ljhlaura
      ljhlaura on 22 Sep 15
       
      I am curious to learn about complying with intellectual property rights online. While copyright law allows for "fair use" for educational purposes, online courses seem especially suited to drawing material from other parts of the Internet. At what point might a teacher cross from "fair use" into a violation of someone's intellectual property rights?
    • ames726
      ames726 on 22 Sep 15
       
      I am intrigued by this thought.  the term "fair use" seems vague and undefined.  I agree that online courses do seem particularly suited to drawing material from the internet.  Perhaps examples of acceptable use vs. unacceptable use would be helpful.
    • ramonasatre
      ramonasatre on 16 Jan 16
       
      This is a great question. I don't feel I fully understand "fair use" when it comes to using material from the internet for courses.
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      I intended to highlight this as well. Perhaps since it is already highlighted I am unable to do so as well. Fair use issues and proper citing of sources is probably something many of us need an update on. Especially now that our content will be online for people to see and perhaps even borrow in their courses, we need to be sure we are legal in what we share and use.
  • Networks with others involved in online education for the purpose of professional growth
    • ramonasatre
      ramonasatre on 16 Jan 16
       
      I think networking provides great opportunities in all field for learning. Sharing real experiences are some of the best "professional development" I have attended. Just attended the science TIC; wonderful experience of teachers sharing with teachers.
    • stitesm
      stitesm on 11 May 16
       
      You are correct.  Networking is the best way to learn.  It isn't always easy finding time to get together face 2 face but technology is enhancing our collaboration across the state in order to learn from each other
  • Understands student motivation and uses techniques to engage students
    • ramonasatre
      ramonasatre on 16 Jan 16
       
      Wish I had a clear picture of "what" motivates students. This concept in the classroom or online can be a tricky one.
  • content knowledge (including technological knowledge
    • Elizabeth Fritz
      Elizabeth Fritz on 17 Jan 16
       
      great connection to Technological Pedagogical Content Knowledge (TPACK) ...attempts to identify the nature of knowledge required by teachers for technology
    • hstaebell
      hstaebell on 19 Jan 16
       
      Technical knowledge is a hard one for me. I feel like technology changes at such a rapid pace and with not being in a physical classroom I have to rely on myself to further my tech knowledge. That doesn't happen easily.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Elizabeth Fritz
      Elizabeth Fritz on 17 Jan 16
       
      This can be a most challenging task, online group work that has true collaboration. So often we just want to be anonymous.
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • senoracoffey
      senoracoffey on 17 Jan 16
       
      As a student and as a teacher, I have found getting my assignments graded online as a student and grading them as a teacher is very time consuming. Sometimes I have even wondered if my assignments were graded by my instructors. It takes a lot of time sitting in front of the computer, opening up each student's assignment, and grading it with quality feedback. I have found that online work tends to take a lot longer to grade. 
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      We are currently using a lot of Google Docs in our classes at Woodbine, and I too have been a bit overwhelmed by the time it takes to grade work. Some resources like Flubaroo are helping me with multiple choice type work but basic writing stuff takes a long time.
    • cwhitebotello
      cwhitebotello on 27 May 16
       
      This seems to be a common theme and something that on-line teachers struggle with. Getting timely feedback as a student is important so new learning is affirmed before I move on to the next topic.  As a teacher it requires allot of time and self discipline to attend to. 
    • sarankin
      sarankin on 08 Jun 16
       
      Getting feedback on student work is key for motivating students to work hard daily.  Google Classroom has made a big difference in face-to-face classes and I believe it could also make a different in online classes.  If the assessment is a paper, then the teacher can give feedback daily or every few days instead of just grading the paper at the end when it is due.  This feedback would allow for students to know if they are on the right track as they are working on it.  
  • • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • senoracoffey
      senoracoffey on 17 Jan 16
       
      Having reliable, quality, affordable software to support learning is hard to come by. 
  • • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varvel I.D)
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      I think this would be easy to overlook in this type of class offering. Sharing student rights as it pertains to their work and who exactly will be seeing it IS important.
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      Course evaluations have been interesting to me in the past. If they are not well designed they can create a forum for feedback that is not as "helpful" as you'd hope. Putting a lot of thought into the feedback you are seeking and then asking about those things in particular with carefully worded questions might help a person avoid "extra input" that sometimes is not as helpful. (I've had students use them as a place to judge and criticize. That CAN be helpful, but it is often not the type of feedback that leads to creating change for the overall good of the course.)
  • • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      Be careful as to the questions used for bringing in feedback and think hard about whether to make it anonymous or not as well. Open ended feedback from anonymous posters is sometimes not as helpful as you'd hope it to be. :)
    • disneygal
      disneygal on 14 May 16
       
      My experience is that course evaluations for online or traditional AEA courses are often not completed. Those that are posted often do not have enough detail to help guide changes.  We have tried to send out a separate SurveyMonkey and don't get a good response there either. Would be concerned re: how this criteria would be evaluated.  AND, I would love to know how to encourage more course feedbackk!
    • Deena Recker
      Deena Recker on 24 May 16
       
      When this was trialed in my last course, I found the pre-course evaluation fairly straight forward. The co-teacher and myself had to revise the post-course evaluation a few times as we walked through the course to ask questions that provided us with usable information. 
  • Incorporates social aspects into the teaching and learning process
    • Cari Teske
      Cari Teske on 16 May 16
       
      Collaboration is key to a successful online course.  It is not enough to read content and complete assessments.  A student needs to be actively involved in the learning process.  This is where discussion forums become important as do the activities that you are directly involved with during the class.  Reflecting and responding increase the social aspects and allow for learning to go beyond the content provided.  - Cari Teske
  • 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
    • mcgillicutty
      mcgillicutty on 23 Jan 16
       
      As teachers we need to follow the 21st century technology standards.
  • • 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)
    • mcgillicutty
      mcgillicutty on 23 Jan 16
       
      It is important for students to learn in groups and for them to collaborate with each other, problem solve, and to learn good communication skills.
    • paulboysen
      paulboysen on 23 Jan 16
       
      Alignment is very important to make sure that the students are are receiving instruction to meet the local achievement goals.
  • 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)
    • paulboysen
      paulboysen on 23 Jan 16
       
      With the implementation of DSI, this area becomes critical for successful implementation of this mandated instruction.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • stitesm
      stitesm on 11 May 16
       
      Very important for all instructors on either side of the screen.  Keep current on new research by reading, taking classes, collaborating and networking. 
    • cwdorman
      cwdorman on 15 May 16
       
      Online instruction is more than just putting print up on a website (the online version of worksheets perhaps!)--one must strive to learn all aspects of the technology and use it to be an effective online instructor.
  • 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)
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • shawnaharris
      shawnaharris on 25 Jan 16
       
      Just in case the other comment wasn't posted, here it is again...All participants/students should know what is expected of them and how they will be graded and classroom expectations.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • shawnaharris
      shawnaharris on 25 Jan 16
       
      There is a HUGE difference between face-to-face and online learning/teaching.
    • Cari Teske
      Cari Teske on 16 May 16
       
      Very true.  Also, between blended and those mentioned above.  Strategies used need to be developed to provide learning to be at it's optimum.  
    • janevolden
      janevolden on 17 May 16
       
      I feel there is a definite challenge that is larger barrier than teaching face-to face.  You must get your thought across without that personal face-to-face and not loosing anything in the interpretation.  you must also feel as though you have your message getting across ....quite a challenge.
    • sarankin
      sarankin on 08 Jun 16
       
      I agree that there is a huge difference between online and face-to-face teaching.  I also believe that some people think it's "easier" to teach online and takes less time.  Actually I think it takes more time!
  • Continuously
  • evaluate
  • • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • verploeg
      verploeg on 14 May 16
       
      Students believe that copying and pasting from several sites alleviates the worry of plagiarism while never translating the material into their own words.  In addition, sometimes students have the false idea that posts are anonymous unaware that what is said online remains.  And edits and deletions may be impossible.  With this comes responsibility.
    • kelleyneumann
      kelleyneumann on 21 May 16
       
      This is a huge concern in our building since going 1:1.  Students don't understand that they can't copy and paste something word for word from the Internet.  I have had students simply change one or two words and think they can all it their own. 
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • paulboysen
      paulboysen on 26 Jan 16
       
      https://diigo.com/08anyu This is a test.
  • • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
    • paulboysen
      paulboysen on 26 Jan 16
       
      https://diigo.com/08anyu I have found assessment data to be very valuable in seeing if what you are teaching matches the goals of the course.  Data often show gaps in instruction.  It also indicates areas that may need to covered in more detail.
  • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • paulboysen
      paulboysen on 26 Jan 16
       
      https://diigo.com/08anyu I have found that dealing with the problem before it escalates usually is the best approach.  If a student is having a problem, talking with the student in a normal calm voice can beneficial.  Sometimes, things just blow up and then the main goal is to keep the students safe.
  • • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • anonymous
      anonymous on 10 May 16
       
      This corresponds to teaching mathematics. One MUST know the content at grade level, what content comes before, and what content comes after.
    • cwdorman
      cwdorman on 15 May 16
       
      This would seem to be pretty essential as one must know the content well in order to teach it effectively.
  • Selects and uses technologies appropriate to the content that enhance learning
    • anonymous
      anonymous on 10 May 16
       
      I believe that the content being learned must be the focus and not the technology being used. The technology should only be a tool that enhances student learning.
    • stitesm
      stitesm on 11 May 16
       
      Good comment!  Even with students that we work with face 2 face.... technology should not be a subject or an objective but it should be used to enhance their learning with core curriculum.  
  • presentation of the conte
    • stitesm
      stitesm on 11 May 16
       
      This can be scary for on-line instructors because it is important that you apply the correct presentation of content for students to learn and engage.
  • Understands and uses data from assessments to guide instruction
    • verploeg
      verploeg on 14 May 16
       
      Teaching is all about constantly tweaking the material to meet the students' needs.  What worked a year ago may not work at all with the current students.  
    • Cari Teske
      Cari Teske on 16 May 16
       
      Yes, reflection is always good.  But, often times it needs to happen during the course.  As instructors we often assume that others will be able to follow along with the instruction.  When that is not the case, material needs to be retaught.  In a face-to-face classroom, one can observe the students.  In an online class, it may be more difficult to see and the method of gathering understanding from participants may take a different approach.  
    • Deena Recker
      Deena Recker on 24 May 16
       
      I find it very helpful to document immediately following a lesson with a student before going on to the next. It helps keep data clear and immediate.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • verploeg
      verploeg on 14 May 16
       
      Some students are under the mistaken impression that copying and pasting from several different websites and compiling this info is NOT plagiarism.  Translating into their own words hasn't been done and yet they don't understand that they are stealing content.  We, as educators, must establish the guidelines for writing with integrity.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • verploeg
      verploeg on 14 May 16
       
      Knowing you can get a teacher's feedback quickly is important in keeping students engaged so frustration does not set in.
    • kelleyneumann
      kelleyneumann on 21 May 16
       
      This is essential to any online course.  Unfortunately, I have taken courses in which the instructor is either unavailable and/or unapproachable and it is extremely frustrating.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • verploeg
      verploeg on 14 May 16
       
      With all the technology available free, it seems it would be easy to throw in elements that really don't enhance the learning of a topic.  Prudence would need to be taken.
    • disneygal
      disneygal on 14 May 16
       
      The details in this criteria include 2 items that are recognized as cornerstones of good teaching and likely share common definitions-overviews & reviews and patterns in lesson sequencing. "Appropriate visual web design techniques" on the other hand does not have a widely held definition. Where will this come from? How can online instructors keep up with what are appropriate techniques?
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • abbys213
      abbys213 on 14 May 16
       
      It is very important for an online student to be engaged. Instructors can help by adding interactive pieces to the course.
  • Assists students with technology used in the course (Varvel III.C)
    • abbys213
      abbys213 on 14 May 16
       
      This class is helping with that!
    • mikedemario
      mikedemario on 15 May 16
       
      This is important.  I try to go through each evaluation to improve the course experience - but would love to spend some more time creating a more thorough evaluation document
    • mikedemario
      mikedemario on 15 May 16
       
      I try to have any assignment where teachers create a lesson, worksheet, unit plan, homework activity, etc - contain a component that allows them to evaluate the impact on student learning.
  • Knows and aligns instruction
    • deb loftsgard
      deb loftsgard on 16 May 16
       
      It is imperative that teachers (whether teaching online or face to face) has alignment with their standards, instruction, and alignment
  • instructional strategies
    • deb loftsgard
      deb loftsgard on 16 May 16
       
      In an online course, instructional strategies can get tricky, but it is important to keep things fresh, and keep participants engaged in the learning process.
  • planning, designing,
    • Cari Teske
      Cari Teske on 16 May 16
       
      When starting an online class is important to design it with the end in mind.  What do you want students to know by participating in this course?  Planning and designing how to get to those goals is critical.  It can often be difficult for instructors to 'unlearn' what they are already know.  In a regular classroom they pick up clues by observing the students as to whether they understand the content.  That is much harder to do in an online environment.  Therefore, it is important to carefully review your course throughout the planning and designing stage in order to deliver a clear message of instruction.
    • janevolden
      janevolden on 17 May 16
       
      I really feel that I am working on aligning my course to the Iowa Teaching Standards.  I LOVE standards....think it is such a great thing for all. 
    • matt66ludwig
      matt66ludwig on 17 May 16
       
      If instruction is not aligned to the achievement goals of the district and/or state, I again would question the intent of the lesson. Alignment ensures that we are teaching and monitoring what students need to know and be able to do.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
  • tedmallory on 15 Jan 16
     
    As a yearbook advisor, I've always taught students that you can mention film, media, music, games, etc. and you can use portions of lyrics but not whole songs or poems. Attribution is important, but doesn't necessarily let you use whatever you want. If kids want to use pictures in our book from Facebook or Instagram, I make them ASK permission from the person who took the picture. As an Art teacher, I explain to students that it gets a whole lot messier. No one blinked when Warhol parodied advertising labels or art masterpieces or when Marcel Duchamp recreated the Mona Lisa with a mustache, but Shepherd Fairy was sued by the Associate Press for basing his Hope/Change/Progress posters of Barrack Obama on one of their news photographer's images from a press conference. I encourages students to use Photoshop, Pixler or Google Drawings to create their own graphics and MeMes rather than simply downloading preexisting material, but I don't think I'll ever manage to stop them from looking up pictures on the internet to draw or paint.
  • ...1 more comment...
  • tedmallory on 15 Jan 16
     
    Okay, but don't we also need to have a feel for each individual student's learning styles, cognitive abilities, behaviors & intelligence strengths & deficits? Anyone who's been a classroom teacher for very long can also tell you that every group seems to have a "chemistry" or personality or relational dynamic which is unique too. Every year I've had to adjust because of how groups get a long or work together or respond best to. I would like to know if the social/group dynamics play as much of a role in online teaching if any. Is it like classroom teaching, something that you gain instincts about through experience? It there just as much art and science to teaching with moodle or in a chat room as in an actual school?
  • shawnaharris on 24 Jan 16
     
    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 (SREB C.14, Varvel V.F)
  • hanigand on 08 Feb 16
     
    I agree to be the best teacher you have to experience the lesson from the students perspective. Having been on both sides give the educator a much better understanding of how things should be taught.
Tim Blakeslee

Tech_Moodle TQ: Iowa Online Course Standards - 0 views

moodle.aea11.k12.ia.us/...view.php

shared by Tim Blakeslee on 07 Apr 12 - No Cached
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences.
    • Tim Blakeslee
      Tim Blakeslee on 13 Apr 12
       
      So much information and so many paths available, students need to learn to be good consumers while instructors available for guidance or direction.
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