Teachers can store files, images, videos, and other information in a special teacher access controlled area of the classroom Wiki.
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Teaching-with-Technology - Wikis in Education - 1 views
Cool Cat Teacher Blog: Wiki Wiki Teaching- The art of using wiki pages to teach - 0 views
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moodle_iowa wiki web2.0 teaching wikis education
shared by Jason Endress on 14 Aug 11
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5 Strategies for Using Wikis in the Classroom: Engaging Students in Technology Projects... - 1 views
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50 Ways to Use Wikis for a More Collaborative and Interactive Classroom | Smart Teaching - 1 views
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When To Use a Wiki? | Online Community Report - 4 views
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Springnote - your online notebook based on wiki - 1 views
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This site could be useful for students in a writing course. Students could keep track of story ideas and thoughts in the personal notebook. For collaborative groups there is a group notebook. Groups would have the opportunity to build off of the work of others.
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A free online notebook based on wiki. Create pages and share files. Allows group members to easily collaborate. Advanced search, numerous templates, and 2GB of free file storage.
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Lesson: Articles on Visual Design - 5 views
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A successful visual design does not take away from the content on the page or function. Instead, it enhances it by engaging users and helping to build trust and interest in the brand.
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This statement was important to me because I want to make the page interesting but need to be selective to ensure the element enhances rather than "decorates".
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Great point Nancy! I need to keep this in mind as well that the focus needs to be on the content with the design supporting and not distracting.
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White space is used around text and between sections to allow the page to breath
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When navigating a good design, the user should be led around the screen by the designer. I call this precedence, and it's about how much visual weight different parts of your design have.
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List out the different types of tasks people might do on a site, how they will achieve them, and how easy you want to make it for them. This might mean having really common tasks on your homepage (e.g. 'start shopping', 'learn about what we do,' etc.) or it might mean ensuring something like having a search box always easily accessible.
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The more options a user has when using your website, the more difficult it will be to use (or won’t be used at all). So in order to provide a more enjoyable experience, we need to eliminate choices.
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This statement spoke about providing too much choice. I think it also applies to find text about the subject, so I think providing an easy to see and use filter or search box is important. I think about my lessons and if students want to review a specific part of the lesson, I want to make it easy for them to find it.
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Instead users satisfice; they choose the first reasonable option.
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the web-page should be obvious and self-explanatory. When you’re creating a site, your job is to get rid of the question marks
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Buttons to travel around a site should be easy to find - towards the top of the page and easy to identify. They should look like navigation buttons and be well described. The text of a button should be pretty clear as to where it's taking you. Aside from the common sense, it's also important to make navigation usable.
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I think this is important in my lesson as I want the users to be able to navigate around the pages according to where their interests lead them.
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I agree that navigation gives users a chance to move around more freely. It appears within SoftChalk you are limited to the options of top, previous and next. I'm still in the early stages with learning about the tool so still am curious if you are limited too just those three options.
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Consistency means making everything match. Heading sizes, font choices, coloring, button styles, spacing, design elements, illustration styles, photo choices, etc. Everything should be themed to make your design coherent between pages and on the same page.
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Occam’s razor is a principle urging one to select among competing hypotheses that which makes the fewest assumptions and thereby offers the simplest explanation of the effect. To put it in the design context, Occam’s Razor states that the simplest solution is usually best.
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Users don’t read, they scan. Analyzing a web-page, users search for some fixed points or anchors which would guide them through the content of the page.
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Users want to have control. Users want to be able to control their browser and rely on the consistent data presentation throughout the site. E.g. they don’t want new windows popping up unexpectedly and they want to be able to get back with a “Back”-button to the site they’ve been before: therefore it’s a good practice to never open links in new browser windows.
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Visual design must strike a balance between unity and variety to avoid a dull or overwhelming design.
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Web design ain't just about pretty pictures. With so much information and interaction to be effected on a Web site, it's important that you, the designer, provide for it all. That means making your Web site design usable.
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Without knowing ANYTHING about these circles, you were easily able to rank them. That’s visual hierarchy.
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Here’s what the golden ratio looks like:
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Conclusion Effective web design and art are not the same. You should design for the user and by having a business objective in mind. Using these web design principles you can get to aesthetically and financially rewarding results.
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6. Strive for simplicity The “keep it simple”-principle (KIS) should be the primary goal of site design. Users are rarely on a site to enjoy the design; furthermore, in most cases they are looking for the information despite the design. Strive for simplicity instead of complexity.
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7. Don’t be afraid of the white space
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The basic elements that combine to create visual designs
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White space is an important part of your layout strategy.
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Dominance focuses on having one element as the focal point and others being subordinate.
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Color contrast
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Empty space seemed wasteful. In fact the opposite is true.
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bread crumb trails,
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Font Choices — Different types of fonts say different things about a design. Some look modern, some look retro. Make sure you are using the right tool for the job.
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if text has an underline, you expect it to be a link
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The best images follow the rule of thirds:
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Hierarchy shows the difference in significance between items
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Web design can be deceptively difficult
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if there is a gigantic arrow pointing at something, guess where the user will look?
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White Space
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Golden ratio
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ollie1-cohort8: Iowa Online Teaching Standards - 11 views
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6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • 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) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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Assists students with technology used in the course
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With so many tools available, this one could be tricky. The instructor has to have content and pedagogical knowledge, while also being savvy with technology. That can be a tough mix for some.
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Videos are one way to walk participants through some of the technology tool issues. One trick I've learned is to try to be generic in my videos. This way I can reuse them in different courses. I've even shared some with other instructors to use in their courses. I wonder if it would be worthwhile to create some general criteria that technology tutorials need to include and then post them in a community space (Agora?) so that we could swap video tutorials. Hmmm...
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Technology is so important in our classrooms today. I believe that teachers need the TPACK knowledge in order to teach content and technological knowledge.
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It can be difficult to address the myriad of technology issues for a course, but having a working knowledge of the technology used and knowing where to find the answer is key. Also, it is important to stay updated on new technologies so you can be flexible with the changes.
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Selects and understands how to evaluate learning materials
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With so many tools to use available, this is one of the hardest things for me. It's important to remember that the tool just has to "get the job done" sometimes, not necessarily be the flashiest or most current. If it works, use it, right?
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Agreed - I am doing this on a personal computer because I cannot load software to my work laptop that is connected to the state network.
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The criteria seems to be addressing specifically materials (such as online lessons or resources) that you might use in the classroom. Just because a resource is labeled "coolestthingever" doesn't mean it fits within your class. Though it might not be addressing technology, per se, we have to align our tech use with our objectives as well. In this case, not only do we want the tool to get the job done, but also do it in a way that is simple for students (as Barb mentioned... can't be having too fancy tools when you can't install them)
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Has experienced online learning from the perspective of a student
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So important! This is one of the benefits of taking the OLLIE courses. I have already been able to realize some things that I should change, just based on being an online student now instead of the instructor. Great standard.
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I'm going to admit I had a similar experience. I actually interviewed for my job at Heartland thinking it was for technology integration (the positions that Tyler, Marisa, Erica, and Alex have). Then they mentioned it was for online learning. Small problem... I had never taken an online course before. So now, I was "helping lead" agency policy on online learning with no experience whatsoever. I took an online class... an awful one, and learned a few things of what not to do. But taking other online courses has helped me tremendously in being better versed for what makes good online teaching.
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Understands student motivation and uses techniques to engage students
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It seems that choice has a big part to play in this standard. Having lots of tools available with technology helps the instructor to provide this choice.
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I agree having choice increases engagement, however, as this is stated, I would rather have technology increase authentic engagement not compliance.
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Choice does increase engagement and students online need to know that they have choice about how they are learning and what ways they can show what they have learned from the content. Writing may not be everyone's strong suit and videos may fit best for others.
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Continuously uses data to evaluate the accuracy
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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I think of this as formative assessment. This seems to be one of the most effective tools we have for student learning.
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In essence, it is. Some people define formative assessment to be all about helping assess the student. This is about self-assessing your work as a teacher (and the teaching that you are doing). The tough part here is gathering data that allows you to evaluate effectively.
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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It is very important that students share what they are learning with both the instructor and each other.
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Yes! building the social interactions (so very important for adult learners) can easily be done in an online format, but must be done with intention!
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I have received several comments from course evaluations that the best part of the course was assignments that allowed them to share their experience with other participants and learn from each other.
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I think students in online classes really like the opportunity to share, but it isn't a given that sharing = meaningful experience. Sometimes, sharing is just posting and others are ignoring it (or replying "I agree!"). Creating activities that elicit good collaborative feedback are challenging to do, but the payoff is that the course is highly meaningful.
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This is one of my favorite aspects about teaching online. I love the team collaboration. As teachers and professionals, we need to learn from each other. No one knows all the answers and what might work for one person might work for others. I am always willing to share new ideas and would hope to instill that on my students that would be taking my class.
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I think this is especially important in online courses. Teachers need to consciously incorporate opportunities for collaboration into any course (online or face-to-face), however it is even more important in online courses. A certain amount of collaboration will always occur in a face-to-face course, even if it is not facilitated by the instructor. However, an online environment places a few more limits on the opportunities for collaboration unless they are incorporated in the course.
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Understands the differences between teaching online and teaching face-to-face
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We want to give students an experience that is even better than face-to-face. In other words, we don't want to given them less or be missing anything they would be getting from face-to-face instruction.
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This is so important!! I get so frustrated with people who say "I teach this face-to-face so I can just put it online" Not everything is appropriate in every venue!
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I agree that not everything can be taught in an online fashion. There are just some areas that need to be face-to-face but yet there are others that can easily be adapted to online teaching. I think about a lot of science courses that would require lab work so that would require some face-to-face time. I took this into consideration when thinking about what course I was going to put together. I really wanted to do something with Team Teaching but I don't think it is really appropriate for an online course but it could be done if thought about for awhile.
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I believe online learning has a lot of potential for effective differentiation. The teacher doesn't have to be the one to deliver all of the instruction. Students can have access to different tasks and resources depending on ability, interests, and work habits.
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Online learning can be leveraged in ways that allow students to access their own resources and their own learning opportunities. However, there is a law of diminishing returns here. If there are too many opportunities or too little guidance and delivery from the instructor, it can become the wild west. Every time we offer this course, many participants comment that the Cool Tools site is so overwhelming. That is in the context of a guided lesson and a guided activity by the teacher, for adults. I can see how K-12 students can easily be wandering without quite a bit of guidance.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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Moodle offers a safe controlled evironment that fosters collaboration with other students. Even when students are working outside the walls of a school they are still can be learning along side others. It is important to embrace that feature.
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This is a good point. It is the "walled garden" approach, allowing you a lot of freedom to learn/explore/collaborate within, but keping you safe from things outside. There are places where you want students to interact with things "outside", but those have to be well thought out.
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• Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
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This is important both both face to face and in an online learning environment. I believe it is easier to provide it online because they can provide so many more resources guided towards their needs and interests.
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It does require the instructor to pay attention to posts and requests, and to do some specific questioning of participants to provide the appropriate resources.
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A well crafted online course can absolutely meet the different needs of students, learning styles, interests, and students with special needs, but it is a lot of front-end work. What's great about the online classroom is that you are aware that your students are connected and being in the connected environment allows for greater flexibility on the fly.
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course evaluation and student feedback data
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As Evan had mentioned before, especially with changing technologies, it is more important than ever to evaluate and continually improve our courses
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We'll look at improving our courses through revision more in Instructional Design (and a bit in Assessment, Feedback, and Evaluation for those who take it as well). This course will help reinforce for us the need to continuously evaluate our use of technology, including the new updates within the tools themselves.
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I've not been in an online environment where I was the sole instructor and desired evaluations and student feedback, but I have sought this information in my face-to-face classes and found it to be extremely valuable.
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Selects and uses technologies appropriate to the content that enhance learning
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The lesson "Introduction to Online Tools" has helped me sift through some of the most popular tools and their primary functions/purposes. For example, one time I was using a wiki in a course...when a discussion forum would have been much more effective. When i go back and review the purpose of a wiki it became a lot easier to see that I had chosen the wrong tool.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
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Building rapport with participants is so important. It will prevent participants from falling through the cracks.
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If a participant feels comfortable contacting the instructor for guidance at the beginning of the course, the supportive attitude will continue throughout the course.
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The instructor does need to be available to answer questions and allow flexibility (depending upon the learning group). The instructor should take into consideration the students, their environment, and motivation to learn the new material.
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Another crucial aspect to being an online instructor. You must have an online presence that establishes the rapport that you would typically do in the face-to-face classroom. However, I think norms must be established because being online 24/7 is not a reasonable expectation for the instructor. A set of online office hours might be important or a dedicated time to communicate via a #edchat or something might be a good way to connect with your students.
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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Setting clear expecations on assignments and assessments will help you get the evidence of learning that you need and also help ensure student success.
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I agree that having clear expectations is key to student success. We have always posted a detailed syllabus but found students still had a lot of questions - so, we added a webinar in the first week of the course that explains the course policies and requirements and always time for questions and concerns. This webinar has been very well accepted and has reduced the value of individual questions.
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Shannon, I like your example here. This is a good illustration of how it takes multiple approaches and some customizing by the teacher to make things most effective.
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Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
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Including course policies is a good idea. Hopefully, they aren't needed, but in the event that an issue pops up it is good to have course policies to fall back on.
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Agreed, it's better to have developed policies in advance rather than not have a plan to deal with problems if they arise.
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AUP are important for online courses. I think they should be short and sweet and should be easily accessible in case of an issue that needs to be resolved.
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align with course objectives and assessment
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Is knowledgeable and has the ability to use computer programs
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Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
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6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • 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) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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This is very important early on in the course to assure student success throughout the course. Often the student is so afraid of not meeting course requirement, they just need a little boost of confidence. Once they settle into the routine of the course they gain confidence and can focus on digesting the content and collaborating with others.
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Creates a safe environment, managing conflict - Participants need to feel comfortable competing assignments and commenting back to each other. I have received comments on course evaluations from participants who stress about assignments that ask them to provide suggestions to other students. Shannon Hafner
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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This is exciting and frightening since new technologies are developed so frequently it's difficult to stay current.
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Agree. Technology is changing everyday! One thing I have found helpful is to develop a network of a variety of educators with different areas of expertise. We formed a Voxer group. They are my "go-to group" when I have questions about tools, their use, new advancements, etc... Twitter is also a good source to stay current. (Kathy Perret)
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Iowa Teaching Standards
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Provides and communicates evidence of learning
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Online learning must include ways to communicate and learn with and from others (just as this DIIGO assignment is asking us to do!)
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This is an important point. As the points above mention the importance of data in evaluating courses and instructional strategies, this provides evidence (data) of student learning. This data demonstrates the level of learning, which is important for students and can also contribute to the evaluation of instructional strategies implemented within the course.
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Designs the structure of the course and the presentation of the content to best enhance student learning
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Networks with others involved in online education for the purpose of professional growth
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Networking is a critical component of any online learning - whether it be a formal course or being a connected educator through tools like Twitter, Blogs, Voxer, etc... Learning needs to be dimensional and collaborative! (Kathy Perret)
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My ISU cohort has been an essential part of my learning during my Master's program. I believe that a cohort has been the best way for me to go through my master's program because I developed relationships with individuals from across the state and nation. These individuals have supported and challenged my thinking.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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It is important to build skill not only to work with willing learners, but learners who push the limits. Effective online learning utilizes effective classroom management practices. (Kathy Perret)
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This is something I had not really thought about. How to deal with inappropriate technology use. I look forward to learning how to deal with these situations.
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These situations are a part of my everyday job. We have an AUP but making sure students, teachers, and staff are following through with these expectations is difficult at times. Appropriate consequences for the behavior are also important.
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Provides substantive, timely, and constructive feedback to students
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Timely feedback is an essential part of online (and face-to-face) learning. (Kathy Perret)
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Providing descriptive, timely feedback is a necessity in any course. Learning is limited without feedback. Relevant feedback promotes more learning from a task and helps to limit misunderstanding of content and/or the expectations of the teacher.
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and understands how to teach the content to students
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The "and" is extremely important here. Both understanding the content and being able to deliver it in a way that is understandable to student is essential for any course.
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I believe that this has the biggest impact on student learning. Instructors (whether online, face-to-face, or some other hybrid) must understand effective instructional practices or students will not learn the material. Content knowledge is obviously important, but it does not result in student learning without a solid understanding of best practices in instruction.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
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multiple learning needs
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Applies research, knowledge, and skills
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privacy
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assessment
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multiple assessment instruments
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s ability to enhanc
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I shared this annotation because having been a student in online courses since high school, I've found this learning standard is often overlooked. The community aspect is crucial to making everyone feel a part of the learning environment and for keeping students engaged in the learning process. I've had professors/instructors who maintained little online social presence and consequently, I felt disengaged and disjointed from the course. On the other hand, I've had professors/instructors who were deliberate in attaining this learning standard and the end result was much more positive.
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online1: Iowa Online Course Standards - 10 views
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What information do we have about this group? Looks like the research is very new - http://www.inacol.org/research/reports.php Makes it sound like deep undercover reporting, but I was just curious. I had never heard of INACOL. :-)
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iNACOL was originally NACOL (they went "international" in 2008). They have been around about 8 years now, and are recognized as the national leader in organizations build around quality online learning. They are analogous to an ASCD. In Iowa, Gwen Nagel from Iowa Learning Online is a member and contributor, as is Marcel Kielkucki, director of Kirkwood Community College's High School Distance Learning Program. Marcel and Gwen presented last November at iNACOL's conference on the current setup of online learning in Iowa. You are going to find that most research in online learning is extremely new. The reseach du jour is comparing online to F2F, in which case there are many (many!) studies that have come out. None of the studies are older than 2006, and most have come in the last 18 months.
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The course instruction includes activities that engage students in active learning. • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences.
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Engagement at a level you would expect in a traditional classroom is key. Online instruction has to be differentiated, and not a "dump" of information.
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Online instruction might more readily provide an environment in which students can take different paths for learning.I am thinking it might be easier to incorporate UDL (Universal Design for Learning) in this environment.
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The course makes maximum appropriate use of online tools outside of the CMS (including email, web 2.0, chat, videoconferencing, and whiteboard) to enhance learning
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Moodle certainly has a number of built in tools for the course developer to to use. There is an internal blog and wiki available, but perhaps, wikis and blogs that are available outside of Moodle will better serve the needs of the participants. We need to choose what is most appropriate to meet the objectives of our course. What will best enhance the learning experience for our students? In order to do that of course, we'll need to have an awareness and also a certain amount of expertise to have students utilize these tools.
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I agree--we need a certain amount of expertise. It's so discouraging to participants when the tools we're trying to use don't work as expected.
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Just as in a face-to-face classroom, there are techniques for engaging learning. Those techniques need to be mastered in order to be effective. The same with online tools - they must be mastered and understood in order to effective. The great news with any learning is that it is quite collaborative - students learn from teachers as much as teachers learn from students. I think this is certainly true in the online environment.
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The added challenge is that there are new tools constantly available. Keeping up on the new tools and their uses worries me!
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Proposed Online Course Standards
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Evan, are these the standards that will be used to vet proposed courses for the statewide moodle through Heartland? At AEA 267 we were discussing how course proposals would be evaluated and approved.
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Yes and no. The standards will be used for instructional designers/instructors as they build courses, and by evaluators as they review courses. But they are not formally part of the course proposal process.
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STUDENT ASSESSMENT
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This is one that I'm finding somewhat challenging. If I am asking teachers to implement, how do I provide sufficient feedback? Reading a lesson plan is not the same as seeing them implement. I'm wondering if AEA consultants around the state might cooperate in some observations.
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Here's an idea: digital video of the teacher in the classroom that could be submitted/uploaded to the course site (i.e. the ever-popular Flip video). Feedback could be given by using an audio overlay of the video (almost like the audio commentary track on a DVD) or posting comments to a forum (if it was group feedback).
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I have actually used that technique as a student in a online course. We (class members) were able to provide feedback to each other on the submitted videos. We posted comments to a discussion board, we did not have the technology at that time to use an audio overlay. It was very effective and quite entertaining to get lots of different perspectives on our experiences.
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Linda- Were you given a rubric or other reference to compare other students' work against? I wonder if without something like that, if students would give the "nice job" and "great" feedback instead of something more constructive and meaningful. How do you guard against that?
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students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
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In science, we are always looking for ways to engage students in higher-order thinking skills. I'm sure it provides different challenges when you are teaching online.
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I would agree that engagement with online is a challenge when I compare it to engagement in an inquiry based lesson where there is active interaction between students working with hands on materials.
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clear, complete course overview and syllabus
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Because you are not face-to-face (or if you are teaching a blended/hybrid course and have limited face-to-face interaction), you need to make sure your course overview and syllabus are clear and complete.
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Right, Peggy. I think in the classroom I have relied on students' questions as a way to help me describe what I am thinking/asking for. In an online environment, this doesn't work. It would be a lot more pressure for me as the teacher.
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timely and frequent feedback about student progress based on the learning targets.
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How important is this! Probably even more important today when students are accustomed to instant feedback whenever they access technology.
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Feedback along the way is so important especially when one is not sure they are on the right path to meeting a targeted goal
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It is also important to not only give instant feedback along the way, but MEANINGFUL feedback. Students don't get anything out of a "good job!" or "nicely done!" I always have to put myself in the students' shoes and think of what meaningful feedback I would like and make it specific towards that individual student and his/her work.
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I agree, Kelsey, it is important to give meaningful feedback. It is so difficult to keep up with students when the numbers reach 175-180, as they are beginning to in my district.
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(CP) • The course provider offers the course teacher, school coordinator assistance with technical support and course management.
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21st century skills
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21st Century Skills has become something of a hollow buzz word to me, I'm afraid. Is it just a matter of aligning traditional thinking with new technology? Or is there something "new" here that I'm missing? And how much direction do you think students need with technology itself? How much of this in intuitive with them?
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Our 21st C. Iowa Core Skills include more than technology skills. They also include concepts and skills in civic literacy, health literacy, employability, and financial literacy. Do the additional areas make 21st. C Skills seem less hollow?
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I suppose. I get the concept, and I want to believe, but I feel like these are things they've always needed to know. Are we just re-naming what we're already doing?
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And how much will these change in the next 10 years? It seems like we need to teach more about being flexible in regards to technology.
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instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction.
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Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson.
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It seems that the ongoing and frequent assessment process is critical and I believe actually a bit easier in the online environment. The ease comes from the direct nature of the interaction between instructor-student and student-student interactions. Sometimes in a crowded F2F classroom, this can be more challenging.
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In a classroom setting, formative assessment would inform the classroom teachers thinking about instruction for the next part of the unit. How will that look in an online asynchronous learning environment?
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The course is organized into units and lessons.
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Assessment strategies and tools, such as "self-check" or practice assignments, make the student continuously aware of his/her progress in class and mastery of the content beyond letter grades.
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The course instructions articulate or link to a clear description of the technical support offered.
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This is really important! My work has been with adult learners rather than school-age students, and I think adults are more tentative and less comfortable just "trying things out" with technology that is new to them. Whether adult or school-age, learners need to know that there is technical support available when needed and how to get that help.
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Instructions to students on how to meet the learning objectives are adequate and stated clearly.
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The course is easy and logical to navigate, including self-describing links
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Most students that take an online course will have no problem nagivating through it but there will be times when it is a students first time with online learning or have to take the course online out of necessity and if the technology aspect of the learning is difficult the learning outcomes probably won't be very good.
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This is a key piece to online instruction. If you just dump all your materials online, this is not effective online teaching.
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"instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction. "
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"instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction. "
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Education Week Teacher Professional Development Sourcebook: Writing Re-Launched: Teachi... - 1 views
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Another distinction between the two types of writing is that while traditional writing formats, such as journaling, are frequently used for private reflection, digital writing is almost always meant for an audience.
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Tech-savvy teachers tend to agree that digital writing differs from conventional composition in ways that can spur student engagement and creativity.
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By design, pen-and-paper composition is a one-person undertaking. But digital writing is often collaborative.
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they can create a text jointly, through shared documents or wikis, or they can take turns posting on a collective blog.
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Of the many digital tools Malley uses, Google Docs has been one of the most transformational, he says. Google Docs stores documents on the Web, so they are accessible from anywhere, and allows users to share their work with others—making it easy to edit or co-author a piece.
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The caveat to using digital tools, many tech-savvy educators note, is to keep focused on instructional goals, and not use technology simply for technology’s sake.
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Outside of their classes, students most often encounter digital writing—that is, writing created or read on a computer or other Internet-connected device, as defined in Because Digital Writing Matters, the book Eidman-Aadahl co-authored. While digital writing melds visual, audio, and text, “so much of school writing is consciously in the other direction,” says Eidman-Aadahl.
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digital writing skills are critical to “college and career readiness.” Digital writing assignments “match the real world” and give students experience composing “in a form people will actually read,” she says.
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as part of their oral presentations, students were required to include a technology-based visual aid, such as an interactive poster made through Glogster or a word cloud created with Wordle.