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Leslie Roberts

Ewan McIntosh's Blog - 1 views

edu.blogs.com/edublogs

moodle_iowa

shared by Leslie Roberts on 11 Oct 10 - Cached
  • Leslie Roberts on 11 Oct 10
     
    Ewan McIntosh is a teacher, speaker and investor, regarded as one of Europe's foremost experts in digital media for public services. He has been an educator for over 25 years and has some interesting articles and personal reflections on his blog
Marcia Jensen

Another Look at the Weaknesses of Online Education - 0 views

chronicle.com/...29888

online_learning moodle_iowa

shared by Marcia Jensen on 29 Jul 11 - No Cached
  • Marcia Jensen on 29 Jul 11
     
    The responses to my last post (both online and off), in which I questioned the supposed strengths of online learning, were so well informed and provocative that I think I have no choice but to return to that topic. The supporters of online learning are simply bringing me around to their way of thinking. They also have the advantage of having either taught or taken online courses, while I have only experienced a traditional college education, on both sides of the classroom. From the blog " Innovations - The Chronicle of Higher Education"
Erica Larson

Khan Academy and the mythical math cure - 1 views

blog.genyes.org/...khanacademy

misconceptions How Students Learn Constructivism

shared by Erica Larson on 16 Apr 11 - No Cached
  • Erica Larson on 16 Apr 11
     
    This blog post has some intriguing thoughts about how people learn math and science.
Jill Carlson

PLE Articles - 3 views

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

shared by Jill Carlson on 05 Apr 18 - No Cached
  • I could stand to be more savvy in my own organizing of online learning and networking:
    • krcouch
      krcouch on 05 Apr 18
       
      This is so me! I really need to create a personal learning environment for myself with everything in one place.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      I know that I do not take full advantage of these and I should! It just needs to be my go to and make it a habit. It totally makes sense to have everything in one place.
    • dykstras
      dykstras on 06 Apr 18
       
      Right on sisters! I wonder how many of us DON'T feel this way?!?!?
    • brarykat
      brarykat on 07 Apr 18
       
      For me taking the step after doing more of my own PLE would be to help my staff.
    • tifinif
      tifinif on 08 Apr 18
       
      Exactly. How is it that I can create a Symbaloo and resources for teachers but can't find the time to do it for myself. I feel like a chicken with my head cut off some days trying to remember all my favorite places and websites that I use for different lessons.
    • dassom
      dassom on 08 Apr 18
       
      I am terrible at this to. I have lately been creating folders on my bookmark toolbar to get more organized. There are so many resources that we have learned about from each other and this course that I have forgotten about and I wish I would have come up with some way to organize them as I was learning about them.
    • carlarwall
      carlarwall on 08 Apr 18
       
      DITTO! I find myself going through many bookmarks on my computer daily. Need to get things organized and manageable.
  • ou can embed media (images, videos, and Slideshare presentations) in a tile, as an instructor, you can make a webmix quite interactive.
    • krcouch
      krcouch on 05 Apr 18
       
      Love that this can be done especially so kids don't have to go to various websites all the time and try to navigate which can be tricky even for us adults at times.
    • brarykat
      brarykat on 07 Apr 18
       
      Symbaloo has improved options since I was first introduced to it.  I'd like to help staff create their own!
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I agree with the ease of it and having others use it. I think it is imperative they have a full hour or more to work with it. I would recommend they come with sites/images/links they definitely want to include before work time. They may spend more time on that and not finish it. Suddenly, it gets pushed back and not used.
  • allows students to direct and manage their own learning experience while pursuing educational goals.
    • krcouch
      krcouch on 05 Apr 18
       
      Nothing says great learning more than this...they decide how to reach their educational goal. great!
    • brarykat
      brarykat on 07 Apr 18
       
      Agreed.  It makes sense that students with invested interest in their education and ability to make choices will be more successful.
    • emmeyer
      emmeyer on 21 Apr 18
       
      Exactly. This would motivate the students more than anything else.
  • ...31 more annotations...
  • Learning isn’t germane to structured classroom environments alone; it occurs in both formal and informal settings.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      This has been true for centuries, yet our schools still function with the thought that things must be learned in the classroom. That thought is starting to shift and progress has been made, but we still have a long way to go to change some mindsets.
    • brarykat
      brarykat on 07 Apr 18
       
      I love getting updates from friends teaching through outdoor classrooms or non traditional settings.  They always share the successes but also acknowledge any difficulties.  Trouble shooting is key for those making shifts to PLEs.
  • The employ of PLEs in the classroom can go horribly wrong if teachers fail to prepare students and set usage parameters. PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      These are critical steps! We can't just assume students know how to do it. We have to teach them the skills either at first or as you go along. Throwing students into the situation is setting them up for potential failure.
    • dykstras
      dykstras on 06 Apr 18
       
      Agreed Kim! I also made a comment earlier about student motivation factoring into this too
  • What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      I use symbaloo for my library resources. I am able to embed it on my library page. What I like is that it gives the students the direct link to many of the resources without them having to hunt for them. There are times that I want them to do that, but sometimes it just needs to be quick and Symbaloo works well for that.
    • brarykat
      brarykat on 07 Apr 18
       
      I like the links readily available for a teacher's specific unit. Symbaloo helps students stay connected to assignments and increases efficiency of finding information.
  •  I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      I really like this idea. I have never really explored Symbaloo enough or thoroughly enough to use it with students. I would like to explore that possibility more as part of my personal learning plan
    • brarykat
      brarykat on 07 Apr 18
       
      I thought that was an interesting idea also.  We've discussed Symbaloo for years but I hadn't considered students creating their own.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I like the clean look of it. People get easily lost in many online sites. Symbaloo forces you to find the key sites. This can really force you to find the best of the best.
  • Students engaging in networked learning have to learn to be more self-directed than in the typical classroom
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      This is definitely a concept that we need to teach our students. Cooperative/group learning was something that I did not like growing up as I was usually the one most responsible in the group and ended up doing most of the work. We need to teach all of our students how this concept works so that it can be successful for all.
    • brarykat
      brarykat on 07 Apr 18
       
      Very true for this to be successful.  I think a step before that is to do an in-depth training for staff.  So many times new methods and teaching tools are dumped in our laps without training, supports, or guidance.  PLEs could have lasting, powerful effects on students so I'd make sure it's all staff not just teachers to benefit from training.
  • 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.
    • dykstras
      dykstras on 06 Apr 18
       
      Interesting ... a PLE isn't a physical environment at all, but rather a method ... hadn't thought of it that way before reading this article.
    • blockerl
      blockerl on 08 Apr 18
       
      I think what is also crucial to think about is how to get students to effectively research. We find this as a battle a lot. I wonder, though, if students are picking their own path that we would have more time to teach and reinforce these skills with them.
  • These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles.
    • dykstras
      dykstras on 06 Apr 18
       
      What? You mean our kids don't like to physically come to school, sit down, listen and learn anymore? And we are to adjust our 'teaching' to best fit their learning, including the delivery methods and mediums?!?!? Now that takes a GROWTH mindset!
    • brarykat
      brarykat on 07 Apr 18
       
      Lol!  I have a small group of students everyday.  Because of the numbers I let them choose where we work each day - comfy loungers, table with rigid seats… I also let them make decisions on as many things as possible every period.  I like to think these students feel empowered, valued, and appreciated because of these simple tweaks to my teaching style.  However, realistically I believe this would be more difficult for me in a class of 30.  I want to learn strategies and then help other teachers to take the leap.
  • This encourages students to apply their learning in different venues which creates a culture of lifelong learning.
    • dykstras
      dykstras on 06 Apr 18
       
      This to me seems like the greatest benefit to a PLE, but still relies HEAVILY on learner motivation. If a student is not motivated to learn (individually or otherwise) a PLE seems like it could be a way lose touch with that student
    • brarykat
      brarykat on 07 Apr 18
       
      I agree with this also.  Motivated students are not my concern.  It's my middle school students that project their lack of interest, refuse or struggle to learn in the traditional setting, and those that show apathy toward any aspect of learning.  These students may benefit the most from PLEs but how to convince them in a class of 30+ is daunting.
  • facilitation of students’ “active role in the learning process”
    • dykstras
      dykstras on 06 Apr 18
       
      I think a lot of modern day teachers (will) struggle with this ... moving from the keeper and giver of knowledge to facilitator of knowledge. We don't 'teach' them anything anymore that they can't learn on their own ... if they WANT to (even the quadratic formula). The challenge to me is how do we motivate and teach today's kids to WANT to learn on their own?
    • brarykat
      brarykat on 07 Apr 18
       
      Yes, how do we instill the intrinsic value of personal growth and learning?  I see one way is connecting to real-world implementation.  Students ask "why learn this" and "when will I ever use this".  I agree that some or many teachers will struggle shifting from keeper to facilitator because it's out of comfort zone and control issue.
    • dassom
      dassom on 08 Apr 18
       
      I currently have a few students that would be ready and do well with this learning environment. How do we change the mindset of those other students that think school is useless and would do nothing all day long if given the opportunity? I'm afraid the "active" role may need to be more facilated that what we have been reading about so far.
  • The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • bbraack
      bbraack on 07 Apr 18
       
      I think this is important because some people might think that having a PLE for a student, then the teachers role is done. The teacher still has to provide what students need to learn, standards, but it is the student who decides how and the teacher is there to be a facilitator.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I second this comment. This concept would take a lot of background and professional development. Teachers may feel threatened and some may worry about losing jobs as the internet can replace everything. Understanding it is not meant to replace is essential.
    • carlarwall
      carlarwall on 08 Apr 18
       
      So important to know that the teacher still plays an important role in this type of environment. Especially as students who are so used to the traditional learning environment move to a PLE.
  • Teachers, she explains, are no longer the primary or even the best source of information available to students
    • bbraack
      bbraack on 07 Apr 18
       
      This is so true! With all of the ways students can find information using technology, the teacher is more there to help or facilitate a students learning if needed. Unlike "back-in-the-day", when students relied on the teacher or library for almost all of the information or learning.
    • emmeyer
      emmeyer on 21 Apr 18
       
      Truth. While the teacher's job has changed greatly, they are still very necessary. Now however, the need to teach students how to find the information and find good and trustworthy information.
  • Not every student is ready for this responsibility,
    • bbraack
      bbraack on 07 Apr 18
       
      It would be nice if all students would be able to have a PLE, but some are not mature enough or motivated enough to work independently. Some students still need to be "pushed" to get work done and stay on task.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      There has never been one way for students to learn. We have to be flexible and offer different ways. I agree, this does not fit all students. We can still integrate pieces of this for students but use traditional means as well!
    • dassom
      dassom on 08 Apr 18
       
      The concept of PLE's seems really appealing to "lazy" teachers and it will unlikely work. For those of us that use technology frequently in our daily instruction you know that it takes a lot of pre-planning to incoporate technology appropriately. If you add the element of a student not being ready to take this step you either have teachers never try or really really fail.
    • carlarwall
      carlarwall on 08 Apr 18
       
      I agree that some teachers may think that using the PLE will be an easy out for them in regards to planning and instruction. If it is done well, the teacher who is part of the PLE actually should have more work to do as they monitor students on their individual work.
    • emmeyer
      emmeyer on 21 Apr 18
       
      Even while this does not work for all students, a modified version would still beneficial for all students. Some would need more guidance while still setting goals and completing projects.
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      I would totally agree that not every student is ready, but isn't this the point of personalized learning?
  • PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field.
    • bbraack
      bbraack on 07 Apr 18
       
      I think when students are able to customize their learning, then they take more ownership of it and are more inclined or motivated to do it, share and work with others wanting to learn the same thing or similar things.
  • clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
    • tifinif
      tifinif on 08 Apr 18
       
      I'm in an elementary school and use Symbaloo in my library site. The kids and teachers love how easy it is to use and find the sites that they use quickly. I even have teachers accounts linked to our school page so that specific ages can go to their own class symbaloo.
    • blockerl
      blockerl on 08 Apr 18
       
      That's smart! I bet it is really helpful for the elementary students! :)
    • carlarwall
      carlarwall on 08 Apr 18
       
      I have been out of the classroom for a couple of years. I would love a chance to share these ideas with some of the new teachers I coach in my work.
  • Because Symbaloo is web-based, you can access your favorite webmixes from different computers.
    • tifinif
      tifinif on 08 Apr 18
       
      Teachers and kids love this at my school. I even give families the link so that they can use at home. They know that if I put a resource on it, that it is safe to use and they don't have to be roaming around looking for stuff that may end up being inappropriate.
  • Instead of a teacher providing resources that everyone uses, students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      This is such a win, win. The students are finding what interests them, helping others, and also helping the teacher. All too often teachers spend a large amount of time finding the resources. This works much better in the upper levels as it is essential to talk about reliability and good sources. I think it is essential to look at databases provided by the AEA and others purchased. These are reliable and good places to go. In the elementary, I send them here for reading levels and as they don't have the same ability to search online.
  • PLE by creating blogs, wikispaces, prezi presentations and photo collages as final projects; thereby diversifying instruction.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      This is where I get frustrated in the elementary. Most sites are for students ages 13 and up. I won't allow them to create their own prezi, animoto, powtoon, etc. accounts. So I have them use my login & password which is likely breaking copyright rules. These social media platforms (including Pinterest), need to create student friendly ones for ages 7 and up (just threw out an age) so that we can integrate similar style of teaching.
    • dassom
      dassom on 08 Apr 18
       
      I agree. If we wait until they are in middle school to have them "appropriately" use websites they have already developed their sense of digital citizenship without the proper instruction we know they need.
    • schma3
      schma3 on 15 Apr 18
       
      Heather- I did some digging into Symbaloo's privacy policy and it looks like as long as you have obtained parental permission, students under the age of 13 can create an account- but I would look into a creating a pro account. I know I'm going to check it out! "By making any such personal information available to Symbaloo, you acknowledge that you have obtained the consent of a parent and/or guardian of that individual to provide such personal information, and that you have taken reasonable precautions to prevent individuals under the age of 13 from falsifying such consent"
  • Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      Organizations/schools have always tried to increase communication. Parents have always continued to want more understanding of what students are learning. Using this type of format and inviting them into the learning is crucial. They can give feedback, see how to help, and also feel confident in what students are learning and the type of projects/products. The trick- how do we integrate families without internet? That is not impossible (especially if they come pick at school and allowing access in the library), but something to seriously think about. Rural areas can't go to McDonalds 20 miles away to do homework. We must have a policy to help those without internet.
  • supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I was elated to read this quote. I think we can focus too much on the what verses how do we grow and improve our resources. The sheer number of resources is overwhelming and can cause people to shut down. I think the key is to teach how to evaluate a resource and think about if it fits the current need. Curating is not like liking or making comments everywhere. We need to teach people how to decide.
  • teacher centered classrooms to more learner centered classrooms
    • dassom
      dassom on 08 Apr 18
       
      When we can get teachers to put the focus back on what the student needs, ideas and classroom revolutions like PLE's or flipped curriculum become much more likely.
  • teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
    • blockerl
      blockerl on 08 Apr 18
       
      This is extremely important. If we want to do something well, we must have good support and good training. It makes more sense for the teacher to initiate the training because there will be more buy-in.
  • I decided to revisit Symbaloo, which I first discovered about a year or so ago through my colleague and friend Wendy Drexler.
    • blockerl
      blockerl on 08 Apr 18
       
      Our teacher librarian uses Symbaloo to organize the library resources like databases, the library link, etc. It's a nice visual.
  • Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play
    • carlarwall
      carlarwall on 08 Apr 18
       
      I think it is great that this type of learning will help to shift the mindset of the students to one in which they think learning can happen anywhere.
  • Study group resources
    • schma3
      schma3 on 15 Apr 18
       
      I saw this being used with Freshman- this was a way for them to organize their resources for a research paper.
  • Symbaloo EDU
    • schma3
      schma3 on 15 Apr 18
       
      I was doing some research on Symbaloo EDU and it looks like they have created something called Learning Paths- https://www.symbalooedu.com/learning-paths/ This would be a way for students to move through learning at their own pace.
  • You can share with the public or with a select group of individuals (via email).
    • schma3
      schma3 on 15 Apr 18
       
      I like how easy it is to share web mixes with others. You could use Google Classroom to share different symbaloo's with different sets of students.
  • let’s never forget it is an ongoing balancing act. 
    • emmeyer
      emmeyer on 21 Apr 18
       
      This is true of teaching in general, especially when they are doing PLE!
  • sharing with others.
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      This reminds me of the first grade blogs, I used to have my students do years ago. They loved the feedback from their parents and grandparents.
  • The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      What would be the best social media platform to use for lower elementary students?
  • Symbaloo
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      I love Symbaloo and the fact that it is user friendly enough for first graders to use!
r kleinow

online1: Iowa Online Teaching Standards - 43 views

205.221.40.124/...view.php

shared by r kleinow on 05 Sep 10 - Cached
  • Proposed Online Teaching Standards
    • Evan Abbey
      Evan Abbey on 05 Sep 10
       
      These standards are non-evaluative. They are meant to provide guidance in nationally recognized best practices for teaching online.
    • ksteingr
      ksteingr on 15 Sep 10
       
      I'm getting ready to work with a group of teacher librarians and we are starting by looking at our guidelines from Dept. of Ed for school library program. I think each year, as we add new tools, strategies, we have to not lose sight of the progress we are making on any standards or guidelines. Seeing how close we are to best practice, only helps us focus on what work we have to do. So, they may be non-evaluative, but maybe also not "optional". Does that make sense? Kristin
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      I think that makes sense. There is a proper procedure (I'm assuming) inclusive of the BoEE, SAI, and ISEA on setting standards that would be evaluative... and therefore necessary for licensure. These haven't gone through that process. One of the best things about the standards is exactly what is being done on this page... they lead to good discussions about what is great teaching.
  • 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)
    • denise carlson
      denise carlson on 12 Sep 10
       
      This is not unique to the online teaching standards. It would seem prudent to align anything we teach to students and/or adults with the Iowa Core or the newly adopted Common Core Standards in reading and math.
    • bonnie smith
      bonnie smith on 19 Sep 10
       
      I agree; with so much to teach these days, the classroom time needs to be tightly tied your Content Area Standards (in my case Reading) and Technology. My students will be in a world quite different from mine, so more Technology use is needed. They are already experimenting with Online usage but without supervision and guidance. The Standards will help me as a teacher to focus on ethics for Internet use and help in guiding them into the best pratices.
    • Julie Townsend
      Julie Townsend on 18 Jan 11
       
      The teaching standards have always provided me with guidance when selecting content to teach my students. When I taught Art, Science or Social Studies. Technology knowledge is critical to everyone, including students in special education. I was unaware until taking this Moodle course, of the online teaching standards. I agree that it is a good tool for teaching.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I have always had a strong interest in knowing and aligning the instruction with the goals. It is very easy to fall in to the practice of doing things because: "they have always been done", because I found an exciting new tool, or it is the catch phrase of the month, I feel it is good practice to regularly revisit the desired goal to better assure the alignment of that goal and the instructional opportunities to achieve said goal. I am glad this is here and glad it is at the top, intended or not.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Aligning insturction with the goals is somethign I have always had an interest in. I think it is very easy to fall into the practice of: always having done it that way, or trying the new exciting tool, or jumping on the catch phrase of the month with out considering the learnign goal. I think it is very important to regualry revisit the learning and achievement goals to make cetian that the instruction is aligned to that goal. I am glad to see it mentioned here, and intendedl or not, glad to see it at the top.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree that aligning the instruction with the goal is an important and often over looked piece of instruction. Way to often instructional practice is done because; "that's the way it has always been done, or because we found a new exciting tool, or because of the catch phrase of the month. I am glad to see the 'goal-instructional alignment" piece mentioned and glad to see it at the top.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • Evan Abbey
      Evan Abbey on 21 Jan 11
       
      Checking to see if this note goes through.
    • r kleinow
      r kleinow on 21 Jan 11
       
      test
    • linda vann
      linda vann on 22 Jan 11
       
      I too was unaware of the online teaching standards, but they make perfect sense. If we expect to bring students into the 21st century classroom, then using standards to guide that work will help all stakeholders. Otherwise, there is really no way to measure our effectiveness in the online environment.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • denise carlson
      denise carlson on 12 Sep 10
       
      This one puts a bit of trepidation in my soul. I want to use technology well when I teach adult learners. However, I know that I still have a lot to learn in this realm.
    • jalfaro
      jalfaro on 13 Sep 10
       
      It's impossible to stay trained and current on all of the available tools. Just pick a few that work for you and work with incorporating those. You are better off knowing a lot about a few tools than knowing a little bit about hundreds of tools.
    • Leslie Roberts
      Leslie Roberts on 13 Sep 10
       
      I agree that it is impossible to stay current and trained on all available tools, but I don't think this is what the standard is saying. My interpretation is that it just encourages online educators to be lifelong learners and stay abreast of changes. I also agree that it is better to find the tools we like the best and learn to use and apply them to our course objectives.
    • Pam Buysman
      Pam Buysman on 15 Sep 10
       
      I think this goes back to the discussion we had last week. Knowing what tool will work best in a particular learning situation is important. I try to stay current, but that really is almost impossible. Just in the first week, others in class referenced many online tools that I wasn't familar with, but wanted to learn more about. Using Diigo is another example. I've used this tool for awhile and that is evident by looking at my bookmarks. However, I have not utilized the group function nor have I used the discussion feature. I think this would be a wonderful tool to use in the online environment!
    • ksteingr
      ksteingr on 15 Sep 10
       
      I think the focus here makes a good point. An online class will be by definition part of synchronous and asynchronous communication. So instructors and students have to work with tools such as Skype, meebo, Adobe Connect for webinars, videoconferencing, etc. In the case of Skype, this morning I worked with a partner in South Carolina and we used Skype to share screens, send messages, but we didn't use the web camera because seeing each other for this meeting wasn't necessary. We only needed to hear each other and see items on our desktops. And secondly, (although you have it listed first), if you are online, you need a CMS - in this case, Moodle to tie it all together. Teachers need to practice in this environment - set up a meeting with someone to use Skype, register for a free webinar, etc. Expand your learning! :-)
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      I think the modifier "knowledgeable" and the "ability to use" instead of "has mastery of" is crucial. Those that wrote the national standards recognized what everyone here has said, that technology changes so much, mastery is not only impossible, but foolish to seek.
    • bonnie smith
      bonnie smith on 19 Sep 10
       
      As a Reading Teacher I expect myself to be knowledgeable and have the ability to use (though mastery would a goal), but are these Standards for the classroom teacher or the teacher of Technology?
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      "has knowledge" is a beginning point. Some of our group members don't feel "knowledgeable" even though they have used many of the Web 2.0 tools. Those wise folks know exactly how big the "ocean" of technology is - that's why there is a bit of discomfort. When that discomfort or thirst for more knowledge leads one to a class like this, IT's a Very good end result!!!
    • Cheryl Mullenbach
      Cheryl Mullenbach on 20 Jan 11
       
      Like anything else, you can always find someone who is more knowledgeable, but you can always find someone is less knowledgeable than you are too!
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      Too bad these standards are for online course teachers only. Wouldn't it be wonderful if we were moving to blended classes everywhere? It would be for me-I'd like to see a lot more use of online resources. There are so many simulations, games, virtual environments that students could be exxperiencing. And, then having conversation about outside of the classroom. Wouldn't that be an improvement on a worksheet for homework?
    • linda vann
      linda vann on 22 Jan 11
       
      This is a rather daunting standard at first glance. Keeping up with technology is not an occasional event. What it does say to me is that we have to be willing to make this an ongoing effort and not become complacent with learning just one or two tools, but to stay open to trying new tools. I think the key is matching the technology to the learning goal.
    • Jeny Schoenhard
      Jeny Schoenhard on 24 Jan 11
       
      I was wondering the same think as Bonnie, are these standards for the classroom teacher or the teacher of Technology. I feel that we should have some basic knowledge of a tool before introducing it into a classroom full of students, however being that we are all lifelong learnings it is a given that the students will find things within that tool that we didn't know about and be able to teach us something. I just feel that if I wait to master something before bringing it to my students they will never experience it.
  • ...53 more annotations...
  • Understands and uses data from assessments to guide instruction
    • denise carlson
      denise carlson on 12 Sep 10
       
      Is this speaking to formative assesment/assessment for learning? How can we be sure that all readers of this document have the same definition of "assessement"? Lack of a common vocabulary sometimes leads to misconceptions and misunderstaindings.
    • fgmcveigh
      fgmcveigh on 17 Sep 10
       
      That's a very critical issue! There are way too many assessments "given" that are not used! And then who gets to decide which assessments should be privileged over others. Reliability and validity do need to count as major players in the decisions!
    • Kim Wise
      Kim Wise on 18 Jan 11
       
      Good points. Lots going on in this short sentence. I would hope that the intent would be around student learning and not just completion of tasks. This would lead the instructor to be a critical consumer of what data would help him/her accomplish teaching for understanding.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree this is an important and, for me, challenging aspect. I am guessing this is implied but I think it is crucial to use data from valid and reliable assessments (whatever that means) as many times I hear of decisions being made based on data that has little to do with the actual skills and abilities we would like the learner to have. Finding easy to use assessments that can provide meaningful data to guide instruction has been a challenge for me but one that I think can help to be addressed by the influx of technolgy tools and their ability to collect and provide graphic representations to aid in analysis of the data. On the simpler side I think it speaks to the importance of the instructor learner relationship. If learning is going to be advanced the instructor must have and use information of where the learner currently is and then instruct accordingly.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Using data to guide intruction is another area that I have a great deal of interest in. I am a fimr beleiver that the single most important thing a teacher needs to know is to find out what the learn knows, figure that out then instruct accordingly, and this would need to be an ongoing process. The challenge, for me, is to find assessments that can efficiently provide that information but I think technolgy tools can can certainly help in that area with alll that can be doen to collect and organize data for easier analysis. A key piece to that being certain that I am collecting data that is well aligned with what the learner needs to know and be able to do, as I often see decisions that seem to be made based on data that seems to have little to do with what we really want learns to know and be able to do.
    • r kleinow
      r kleinow on 20 Jan 11
       
      I would agree that this is a key piece. I am a believer that the single most important thing a teacher needs to know is what the learner already knows and then to teach accordingly. Collecting and using that information is an important part of any learning process.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
      r kleinow on 20 Jan 11
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • Evan Abbey
      Evan Abbey on 20 Jan 11
       
      I'd reiterate what Denise said... it is a critical question to ask!
    • Evan Abbey
      Evan Abbey on 20 Jan 11
       
      This is a valuable question to ask, Denise!
    • Matt Townsley
      Matt Townsley on 21 Jan 11
       
      Kim, you said, "I would hope that the intent would be around student learning and not just completion of tasks." I couldn't agree more! This is assessment FOR learning (formative assessment) as we know it in the Iowa Core characteristics of effective instruction. (I think denise mentioned it in an earlier sticky note, now that I look back at it...). Effective instruction in a face-to-face environment seems to be similar to an online environment, too...to some degree.
    • Evan Abbey
      Evan Abbey on 21 Jan 11
       
      This is a good question you posed, Denise!
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • jalfaro
      jalfaro on 13 Sep 10
       
      This step is crucial. It's very tempting to set up a course and never touch it again. Given the constantly changing online environment, it is even more necessary to stay current with a regularily-scheduled course review process.
    • Leslie Roberts
      Leslie Roberts on 13 Sep 10
       
      I have been in online classes where the instructor has taken a course and just "refried it" from offering to offering. Links are no longer valid, dates are incorrect, technologies have changed, etc.
    • denise carlson
      denise carlson on 15 Sep 10
       
      That would be terrible. I'm spending so much time putting together my course. I want to be positive everything is in top working condition so participants won't face any frustration.
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      "Refried it". I've never heard that term before... it's now part of my lexicon! Denise, what you mention is so true. There is a bit of pride involved in a course, whether online or F2F (at least I should say you can tell the teachers who take pride in their work very quickly). On the other hand, links expire without notice very quickly, and updates are made to Moodle servers behind your back that all of a sudden change the way your course looks. It's tough to keep up sometimes.
    • bonnie smith
      bonnie smith on 19 Sep 10
       
      Each year I have had the students reflect on units covered this year...It has always been for my benefit...interesting to see it as a proposed Standard now.
    • Sara Youngers
      Sara Youngers on 16 Jan 11
       
      I think "Refried" courses happen whether they are online or in the classroom. This standard should be for all courses, not just online ones.
    • anonymous
      anonymous on 17 Jan 11
       
      I agree, Sara. Our AEA has an online evaluation for courses with participants responding to Likert scale items and given the chance to add comments. Much depends on the instructor's willingness to honestly examine that feedback, consider patterns in the responses, and make adjustments that improve the course.
  • • Assists students with technology used in the course (Varvel III.C)
    • Leslie Roberts
      Leslie Roberts on 13 Sep 10
       
      I feel that assisting online learners in a course is very important to keep them from being frustrated and spending too much on the technology and not enough time on the learning. I find that I have to deliver one-on-one help in my online class to teachers who are not as tech savvy as others.
    • Gale Zellweger
      Gale Zellweger on 14 Sep 10
       
      Leslie, I have been on the student side of this standard and totally agree with you!
    • Pam Buysman
      Pam Buysman on 15 Sep 10
       
      Leslie: I agree as well. If possible, I think it would be a good idea to have some F2F time. This might work well at the beginning of the class so participants will feel comfortable with the interface. I also think this might alleviate fears learners might have and consequently content will become primary and the technology secondary.
    • Judy Sweetman
      Judy Sweetman on 18 Sep 10
       
      Great point about the content remaining the primary focus and the technology secondary. I know I appreciate the tutorials in this course and in others I have taken when it has been provided. If I have to find my own online tutorial or read about it, it takes way too much time and I'm totally stressed before I even begin the actual assignment.
    • Kathleen Goslinga
      Kathleen Goslinga on 28 Sep 10
       
      Staying focused on the content is critical in reaching the overall goals of a course. When I first stated taking online courses I would often find myself double checking what I did to make sure a post occurred or paper uploaded. The more online courses I have participated in has yielded a comfort level with the technology tool and thus the focus can be on the content.
    • charles krueger
      charles krueger on 20 Jan 11
       
      I can strongly relate to this, I'm one of those less than tech savvy teachers. There are so many new and potentially very useful tools that it is hard to know which will be useful to me.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I agree with that helping with the technology takes the stress off. I think that tutorials over the technology being used is a great way to help both student and teacher save time. This way if something is forgotten you can go back and see what the next step is.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I know that when I have something that has to be done using technology I can get frustrated really easily. Having a tutorial like I have for the class I am in right now has been very helpful and that way if I feel like I am lost I can go back and watch the tutorial to see if what I need to do next.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I agree with the comments. I know that when I have anything dealing with technology I sometimes get a little worked up. The more I am comfortable with what I am doing the better I do. I really like to the online class I am in right now because the tutorials really help me with the assignments. They allow me to learn the technology before I have to use it.
    • Gale Zellweger
      Gale Zellweger on 14 Sep 10
       
      This sounds like "super teacher!"
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      Standards have a way of sounding like that, don't they?
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      But high expectations are really good for all learners! And if we aren't life-long learners as teachers, how will our students ever be life-long learners? (It's in most of our 35 school districts' mission statements!)
    • Mike Bevelacqua
      Mike Bevelacqua on 18 Jan 11
       
      Content knowledge is one factor that is very highly correlated with student achievement. At least in Math Eduction research...
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Judy Sweetman
      Judy Sweetman on 18 Sep 10
       
      I know this is one thing I need to work on in my classes. Because I take online classes as well as teach them, it's easy to forget to check in with the classes I teach, as I'm so worried about deadlines for my own assignments.
    • Tony Amsler
      Tony Amsler on 20 Sep 10
       
      I've really try to maintain an online social presence by.... 1. weekly "check-in's" to post tips and suggestions, 2. to setup a calendar that will attempt to keep students "on pace" between due dates, rather posting an email that everything is due tomorrow. 3. always responed to student's posting with discussion forum. I know I could do more.... always looking for innovative ways to do it... even considered meeting in Second Life (keep in mind I teach college students online ;-)
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      I think it's also important to think about the " positive and the interactive" that are built in through "community building". I've been in some on-line classes where many folks are working at the "minimum" level of participation and really don't even add much more than a sentence in response to a comment. (YES, worse than the kids when they want to know How Much they need to write!)
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      Does this also mean actively participating in social networking sites such as Facebook and Twitter?
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      I sure hope it doesn't. As much as I am tied to the computer at both work and home, I have avoided the social networking sites with diligence. I don't have a problem interacting with others regarding work related items, etc., but I have a real hesitation to 'share my personal life and thoughts' with the cyber-world. Even the ability to select those 'friends' doesn't really give me any reassurance that a link can be made to those that I don't select.
    • Steve Van Gundy
      Steve Van Gundy on 19 Jan 11
       
      I have to believe it means some type of professional site, and not Facebook/Twitter. I've avoided social networking sites like the plague, mostly because I like to be off the computer if I'm not working. And I agree with Eldon, I don't necessarily want to put my personal life out there for all to read. But I have no problem maintaining a "professional" online presence.
    • Steve Van Gundy
      Steve Van Gundy on 20 Jan 11
       
      I have to believe it's not including Facebook/Twitter or whatever else is out there. I've avoided those like the plague, mainly probably because I don't like being glued to the computer when I'm not working.
    • Matt Townsley
      Matt Townsley on 21 Jan 11
       
      I'm wondering what it *does* mean then...any ideas, Eldon?
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Pam Buysman
      Pam Buysman on 15 Sep 10
       
      I took the instructional design class this past summer. One of the things we needed to do was to create an overview/orientation for our learners. Before I took the class, I already had my course somewhat organized, but had neglected to include this feature in my course. Now, I realize how really important this is. One of my colleagues at work often uses the phrase, "go slow to go fast." I think that's so applicable here. It takes time to create the overview and you're really not having students learn content. However, by providing the necessary guidelines and instructions immediately, things will go much smoother in the class.
    • fgmcveigh
      fgmcveigh on 17 Sep 10
       
      I, too, like the "go slow to go fast"! because teachers need time to absorb the learning. That means that we have to begin with the end in mind or we won't make it to our learning destination. I often compare that to heading to Des Moines but ending up in Detroit, Michigan. They are both DM towns so that would be OK? It gives a "light-hearted" view of the necessity for the overview as you said Pam.
    • Kathleen Goslinga
      Kathleen Goslinga on 28 Sep 10
       
      How very true to "go slow to go fast". I would be one of those individuals who "absorbs the learning". I want to make sure that my skills are to a level that will benefit the learner and not cause confusion.
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      I often struggle with the phrase 'go slow to go fast' as I am not quite sure how 'fast' benefits any kind of learning. And I don't mean to equate fast to speed; but rather to equate fast to skimming the surface. In the experiences I have had with online courses for adult learners I find using a landscape post to reflect back some of their own quotes helps them think more deeply about the essential question to which they are responding. That deep thinking results in much more conceptual understanding (and dare I say paradigm shifting).
  • Has experienced online learning from the perspective of a student
    • ksteingr
      ksteingr on 15 Sep 10
       
      You know this is interesting. We most likely teach as we were taught, but in reality, we need to be teaching very differently today than in the past. Our students are motivated by different things. So taking an online class is a very good idea, but I think "living" and "working" more like our students is as helpful. If they are texting their friends to set something up, are we texting our students? That is their world. Something to think about maybe!
    • fgmcveigh
      fgmcveigh on 17 Sep 10
       
      I can remember not being happy with elementary teachers who had taught my father some 30 years earlier. These times have changed. That ship has sailed! Lectures and standing in front of a group delivering knowledge are not helpful in promoting learning that leads to application and creation!!!
    • Judy Sweetman
      Judy Sweetman on 18 Sep 10
       
      I think this is an important benchmark! I know I was very appreciative of what I had learned from the many online classes I had taken before I was asked to teach one. I "borrowed" the ideas that I really liked--especially organizational ideas, and embedded them in my classes.
    • Jenny Sinclair
      Jenny Sinclair on 19 Sep 10
       
      I heard a quote recently about this exact thing and it really made me think. It was a young student speaking. He said, "Don't prepare us for your world, prepare us for ours."
    • Tony Amsler
      Tony Amsler on 20 Sep 10
       
      As I jumped into online teacher over a year ago, all the material and books on the subject stressed this very point... to teach an online class it is best to experience it from the student perspective. This certainly was helpful when it came to design and implementation of my own course. I have recently join a peer review group called Learning Triangles - 3 instructors all enroll in each other's class for the purpose of furthering improve our instruction.
    • Jason Martin-Hiner
      Jason Martin-Hiner on 17 Jan 11
       
      This standard is certainly a big reason why I'm participating in this course. Trying to prepare to teach an online course through "traditional" methods seems a little like trying to learn to swim by reading a book.
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      Once again - Jason speaks the right words! We think of how we offer PD - one of the critical pieces of teaching a new strategy or concept is to put the teacher in the student desk and allow them to experience the learning. As always - the best way to learn is by doing. "Sit and git" just doesn't make it!
    • Cheryl Mullenbach
      Cheryl Mullenbach on 20 Jan 11
       
      I think everyone who teaches online should first have taken an online course. You really need to see it from both sides.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • ksteingr
      ksteingr on 15 Sep 10
       
      Is this the only place where we mention resources? I think the type of resources works with differentiation, motivation and learning in general. Are we adding content to our classes - digital video, access to print - online, online databases? This is very important, I think.
    • Cheryl Carruthers
      Cheryl Carruthers on 16 Sep 10
       
      Yes, selection of quality resources would be important. Online resources today are vast, and we want to have our students using resources that are age appropriate, MCGF, authoritative, differentiated for learning styles, and that will advance the learning goals of the class. Students should be evaluating the resources that they find online as to validity and usefullness. Lots of opportunities for teacher librarians to work with teachers designing online opportunities for their students in the area of resources!
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      In answer to your question, Kristin, this is primarily it for the teaching standards and resources, as utilizing resources in online teaching heavily falls in the instructional design process (std. 3). Specific applications of resources are more heavily identified in the course standards.
  • 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)
    • Leslie Roberts
      Leslie Roberts on 15 Sep 10
       
      I feel that course design and presentation are very important. Using good desing techniques helps the student to become more focused on content and better able to organize thoughts. If a site is too hard to follow visually, it can be confusing, distracting and frustrating, especially for novice online learners or technology learners.
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      It's funny how something like the design of your Moodle site seems so non-academic (or non-Iowa Core-ish), and yet you are exactly right.
    • Jenny Sinclair
      Jenny Sinclair on 19 Sep 10
       
      At times I have questioned if I have addressed all of the course requirements, completed the assignments, etc. Taking a course yourself is a good reminder that someone else is going to have to follow your train of thought and act upon it. If my students are confused by the structure, it will take away from their ability to comprehend the material. I am experimenting with color on my Moodle site to see if it helps younger students. For example, all assignments that have to be completed have blue text. Additional resources, tutorials, etc. have red text. Hope that helps them...
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      I really like your color coding idea, Jenny. I have been shocked at how "un-linear" I have been in this class as I start in one place and don't necessarily go through the list. I have liked anything that says "you are done!" So anything you do to make those tasks more visible for students will be helpful!
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      I agree--color coding sounds like a good idea! Might the Heartland Moodle consider some consistent colors? So as participants move from class to class, they colors stay the same?
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      Leslie, I couldn't agree more with your thoughts on course design and presentation. I completed a hybrid online/f2f graduate program a few years ago at one of IA's regents institutions. One of the courses in the sequence was perceived by several in the cohort to be very poorly done. Why? The design, layout and navigation were much different (and perhaps less linear) than the rest of the courses.
  • 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
    • Cheryl Carruthers
      Cheryl Carruthers on 16 Sep 10
       
      Online tools provide lots of opportunites to diferentiate instruction, everything from providing resources at varying reading levels, text to speech capabilities, language translations, visual resources; technology can really be "assistive" for all learners.
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      That's one benefit of online learning that is not mentioned enough. We stress flexibility in terms of time, pace, and place, but the flexibility of access to content using online tools is such an untapped benefit for students with different needs.
    • Carla Lee
      Carla Lee on 17 Jan 11
       
      We also should talk about student engagement. Many students are much more engaged in on-line learning than in the old traditional mode. So this meets that engagement piece as well. I would also agree with both of you as far as access to different types of resouces.
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      Possibly one of the biggest hurdles to this is also the primary reason we use online instruction. The logistics of face-to-face are difficult to overcome, so we go online. We can offer many scenarios, but do we really know without the personal interaction how the participants are reacting to the instruction. Is there enough feedback opportunities to vary the instruction as needed? I don't want to seem too negative - just appears to be one of those difficulties without the f2f.
    • Tera Schechinger
      Tera Schechinger on 19 Jan 11
       
      Tailoring instruction online seems like it is much easier than fce to face. Purposeful planning is always difficult but an online environment allows the teacher to support those who need it when they need it and push those students to go beyond what they ever imagined they could do. I agree with cheryl that online tools provide teacher with many resources to differentiate for each and every student based on their needs.
    • Phyllis Anderson
      Phyllis Anderson on 20 Jan 11
       
      Even if instruction isn't designed for specific students' needs, it can be varied in ways that allow different avenues for students to gain understanding. The tenants of Universal Design for Learning fit in here beautifully.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Cheryl Carruthers
      Cheryl Carruthers on 16 Sep 10
       
      We just held a workshop at our AEA this past week on Digital Citizenship for Today's Schools that addressed this topic. Our presenter emphasized the importance ot teaching students about ethical use of technology. It becomes especially important as student work moves outside of the 4 walls of the classroom and out on to the Internet and social media. This topic ties directly into the 21 Century Tech Literacy part of the Iowa Core - Promote and Model Digital Citizenship and Responsibility.
    • fgmcveigh
      fgmcveigh on 17 Sep 10
       
      And ethical use of technology needs to be DEMONSTRATED by all staff, all the time. It's hard to "condemn" students for plagiarizing when the teacher never gives proper credit for visuals or text that may or may not be in the public domain!
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      Very well said, Fran. I've been guilty of that myself.
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      This is a convicting criteria. I did not do a very good job as a f2f teacher citing my sources - even more important in an online environment!
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • Pam Buysman
      Pam Buysman on 17 Sep 10
       
      We spent time discussing this in last weeks forum. How do you select the best technology to use in your class? How many different tools do you need in your toolbox so you have an adequate selection? In order to meet this criteria, I think we need to do our best to stay current. Obviously, that can't mean we are familiar with everything, because that would be impossible. We do need to be aware, however, about the different catagories of tools..wikis, blogs, screencasts, etc. This class will certainly help us in that endeavor.
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      When I read this criteria, I thought of the TPACK framework and some of the work done on learning activity types: http://activitytypes.wmwikis.net/ When does it make the most sense to use a blog rather than a wiki? My guess is that an effective online teacher can answer these types of questions effectively.
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      Ditto Ditto! I was very impressed, but also overwhelmed at all the tools available online. Being a 'dabbler' by nature, I have to force myself to pick a few and try to become proficient at those rather than be less than adequate at a large number of tools. A good carpenter is necessarily a good plumber!
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (
    • bonnie smith
      bonnie smith on 19 Sep 10
       
      How will this be measured?
    • Evan Abbey
      Evan Abbey on 21 Sep 10
       
      Some districts use a skills checklist or Atomic Learning-style skill inventories as a requirement for teachers (they post these in their portfolio). Others would include completion of a class, although the skeptic could say that's not necessarily showing growth. There is the actual lessons or technological artifacts produced from technology work (if you saw a copy of this class from 2 years ago to a copy of it today, you'd definitely see how I've grown in this area).
    • Kim Wise
      Kim Wise on 18 Jan 11
       
      My family's district had both students and parents fill out a technology skills survey. I'm not sure how it matched up to the skills of our teachers (we're a one to one district) but it was informing for me. My 7th grader was unsure of lots of the terms which indicated to me she wasn't using that technology.
  • student self-assessment and pre-assessment
    • fgmcveigh
      fgmcveigh on 20 Sep 10
       
      Wow! Student ownership for self-assessment and pre-assessment so it's not the teacher who is always doing the "assessing". It seems like the learner is often "left out" of a lot of assessment systems!
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      This aligns well with the Iowa Core's characteristics of effective instruction--being more student centered and using assessment for learning. Yeah!
    • Phyllis Anderson
      Phyllis Anderson on 20 Jan 11
       
      Peer and self assessment are important attributes of Assessment for Learning. They can help students develop life-long learning skills.
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      Drinda, I agree that this one reflects the research about the benefits of assessment for learning lying in the students' owning the assessment process through peer and self assessment. Do you find that students you have worked with are reflective and skilled peer and self assessors of their learning?
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      I was seeing the connection between this statement and the CEI as well. I think metacognition is woven throughout the attributes of the CEI. If you can do self-assessment well you can have a real start on teaching with CEI.
  • Creates or selects multiple assessment instruments
    • Eldon Bird
      Eldon Bird on 20 Jan 11
       
      How often are we so guilty of using the 'easiest' assessment to grade/evaluate, but it is not the most appropriate for the content and the student? Even less often do we have multiple assessment for different learners.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Kathleen Goslinga
      Kathleen Goslinga on 28 Sep 10
       
      Students need to be made aware of the criteria established for assessment. The rubric provided should clearly identify what is considered to be above, below or meeting standards. Students will then be held accountable for the level or depth of individual learning.
    • Philip Giltner
      Philip Giltner on 19 Jan 11
       
      I agree. Rubrics provides a tool for students to compare their work against the acceptance criteria allowing them to better assess there work prior to submitting it.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Kathleen Goslinga
      Kathleen Goslinga on 28 Sep 10
       
      Collaboration among students in an online learning environment needs to occur early in the course. Just we were asked to complete a profile that provided information as to position, interest, etc...the same hold true for other online courses. Students need to feel as contributing member on the group and fellow students need to be observant in responding to all over time so no single individual is omitted from feedback on their viewpoint of a question, etc...Successful collobration among students may lead to a richer discussion and depth of learning.
    • Carla Lee
      Carla Lee on 17 Jan 11
       
      No kidding. Working on line would be very important for students to get to know the other students in the classroom. Especially if they are to work together. I also think this is the way of the future and getting students prepared for the work place. Many corporations use on line meetings to cut expenses etc. If we don't start teaching this way, how can we justify that we are getting students ready for work place?
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      These would be good for teachers to use to see if the students can explain some things in a way to peers that may help in the classroom. There discussions online could really help them see diffenrent ways the material was seen online or in the class.
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      I particulary appreciate the opportunity to 'see' a photo image of the other learners as well as to 'hear' their voices through the threaded discussions when I am collaborating with others on a common online assignment/task/product.
  • Provides and communicates evidence of learning and course data to students and colleagues
    • Sara Youngers
      Sara Youngers on 16 Jan 11
       
      This is right in line with collecting formative assessments. Not only do we need to collect this information, we need to share it with class participants.
    • Sandy Kluver
      Sandy Kluver on 19 Jan 11
       
      We are collecting so much data on students now but it's very important to communicate that data to the students too! I think we sometimes forget that they can learn a lot about themselves through the data too.
    • Martha Condon
      Martha Condon on 19 Jan 11
       
      This first standard (in it's entirity) really sticks out to me as crucial for effective learning. Formative assessment and data-based decision making is the only way for students and teachers to make changes to improve learning outcomes. Online learning adds a new element, in that the instructor must be incredibly purposeful in how data and feedback is provided. With no nonverbals to assist in our feedback to learners, online teachers must become very effective "words-only" communicators.
    • Sue Runyon
      Sue Runyon on 21 Jan 11
       
      I agree that this is formative assessment that not only informs our instruction but informs students about their learning and what they can do to improve their learning
  • Creates a safe environment, managing conflict
    • Sara Youngers
      Sara Youngers on 16 Jan 11
       
      This safe environment is crucial for learners who may struggle. It needs to be a learning environment free from ridicule.
    • Matt Townsley
      Matt Townsley on 17 Jan 11
       
      Handling conflict in an online environment - that could be an entire course in itself! I'm interested to learn more about this one.
    • Jason Martin-Hiner
      Jason Martin-Hiner on 17 Jan 11
       
      Hopefully this is addressed in the course expectations - I'm noticing quite a bit of overlap between the teaching standards and the course expectations...I guess I shouldn't be surprised since the course design is so closely tied to how the course will be taught.
    • Sandy Kluver
      Sandy Kluver on 19 Jan 11
       
      I've heard college students complain about some on-line classes they took and conflict between participants was one of their main concerns. Instructors need to monitor conversations very closely but this can be hard to do when you have 25-50 participants and lots of discussions going on at once!
    • anonymous
      anonymous on 21 Jan 11
       
      It would seem this is why the community building as part of the course intro is so important - to reinforce that real people - not avatars - are on the receiving end. The illusion (and often the reality) of anonymity causes some people to lose all sense of propriety and decency in online discussions. Just looking at comments on news sites and blogs is evidence. I would agree with Matt: teaching this could be its own course.
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      Handling conflict like this could be a whole new skill set for instructors. Before I read this statement, I would have assumed that this doesn't happen-that there is respect for everyone and their ideas-guess I need to be prepared and learn more.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      This needs to be a constant conversation. We recently debated for several days the difference between sharing something online in a webinar, and posting something online. What permissions did we have? Did the originator actually understand what permission we were seeking? What precedent would be set?
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      Part of this becomes bringing along your students, clients, and participants. Sometimes taking a risk with something online does not go as well as you'd like. Have you let them know what to expect? Have you asked them for feedback to improve your skills? It's not just about the teacher trying new things, it's about teachers and students as a community trying new things.
    • Sandy Kluver
      Sandy Kluver on 19 Jan 11
       
      This phrase reminds me of a phrase from the Iowa teaching standards. Very important to use research based strategies as we make decisions that directly effect the students.
  • Has knowledge of learning theory appropriate to online learning,
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      This is where I feel I am floundering. I am so glad to have OLLIE to begin developing these skills.
    • Peggy Christensen
      Peggy Christensen on 18 Jan 11
       
      Drinda, I'm right there with you. Online learning is a whole new world for me. It is definitely different teaching online than it is face-to-face.
    • charles krueger
      charles krueger on 20 Jan 11
       
      It is very difficult to know if a student "has knowledge" about anything, especially in an online venue. Best a student can do is give appropriate responses
  • 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
    • Matt Townsley
      Matt Townsley on 16 Jan 11
       
      This criteria may stifle innovation a bit, but at the same time could make the standards more credible. What does everyone else think?
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      Matt, would you elaborate on how you feel this criteria could "stifle innovation"?
    • Matt Townsley
      Matt Townsley on 21 Jan 11
       
      "meeting a standard," in my mind indicates aiming for a baseline proficiency. If moving towards the status quo is the end result (rather than above and beyond), it may be setting the bar too low and in turn stifling innovation. I think I'm overanalyzing it a bit, but that was my gut reaction.
  • Understands the differences between teaching online and teaching face-to-face
    • anonymous
      anonymous on 17 Jan 11
       
      This understanding is certainly enhanced by 7.1 - "Has experienced online learning from the perspective of a student" Having taken an online class, I am more aware of challenges students might face and have a greater appreciation of how skillful instructors anticipate and address potential challenges.
    • Julie Foltz
      Julie Foltz on 21 Jan 11
       
      I agree with you, Mary, that having had meaningful learning online is helpful to an instructor in both designing and facilitating an online course!
  • Provides substantive, timely, and constructive feedback to students
    • anonymous
      anonymous on 17 Jan 11
       
      Not meeting this standard is one of the biggest criticisms I hear about online classes. When instructors and students are not in the same room at the same time, the nature and timeliness of feedback takes on a whole new dimension.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I know that sometimes we need to get immediate feedback and this can't always be the case with online classes. We have to find a happy medium so that questions and feedback gets back in a matter that it's still important to the students.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • Carla Lee
      Carla Lee on 17 Jan 11
       
      I would be interested in understanding how some of this might be dealt with. This would be something very new to me. Dealing with behavior is one thing...dealing with inappropriate behavior in an on-line class...if it's written down, students certainly can't deny it, can they?
    • Greg Sleep
      Greg Sleep on 20 Jan 11
       
      We have went to one-one laptops in our school. We are in our second year of having laptops for our 6-12 students. We have boot camp for all new students that come into our district. In that boot camp we address appropriate use. We now have a page in our handbook dealing with our laptops. It is still new and our policies will be forever evolving with technology. We do have a scripted policy for inappropriate use and the consequences.
    • Sue Runyon
      Sue Runyon on 21 Jan 11
       
      I think that one of the issues is that what is written down is there and can't be erased! I think this addresses "bullying" - am I right or is that addressed somewhere else?
  • effective instructional strategies
    • Peggy Christensen
      Peggy Christensen on 18 Jan 11
       
      When I see "effective instructional strategies" I think of the Characteristics of Effective Instruction from the Iowa Core.
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      That is what I have been thinking of lately as well, but I have to wonder what role specific strategies in literacy, math, science, ... will continue to have for Iowa educators. I am worried that this leads to a pendulum swing to only focusing on these and possibly neglecting subject specific things.
  • connectivism
    • Peggy Christensen
      Peggy Christensen on 18 Jan 11
       
      Our Professional Learning Team at Heartland AEA is studying the idea of "connectivism" and how we might use connectivism in our work. I'm trying to wrap my brain around this whole idea of "connectivism."
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Kim Wise
      Kim Wise on 18 Jan 11
       
      I think we often use data to judge student achievement but often fail to use it to look at the effectiveness of instructional strategies. I think that may be a belief system change for some teachers--what I DO may have to be changed instead of "I taught it, they just didn't get it."
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      I think you really nailed one of the real problems in education today - teachers expect the students to learn how they learned and how they teach. It is very difficult for them to believe that much of the problem is the effectiveness of the instruction that is delivered. I don't think this is any different that f2f instructional needs.
    • Jeremy Nally
      Jeremy Nally on 20 Jan 11
       
      I agree with both of you. I have heard a lot of people say well they they just don't get. Well maybe it's not them that's not getting it, maybe they just need to try to deliver the material a different way. I know that sometimes I can get my mind set that my way is the only way and that I need to remember that students learn a variety of ways.
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      I think the information we use to judge the effectiveness of our instructional strateiges is often misaligned. We may be using a test of pure content knowledge to judge the effectiveness of our science instruction, when Inquiry instruction has so many more goals than content attainment.
    • r kleinow
      r kleinow on 21 Jan 11
       
      test
  • 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)
    • Mike Bevelacqua
      Mike Bevelacqua on 18 Jan 11
       
      Diggo goes much further with the Social Networking capabilities than other Social Bookmarking tools that I have looked at previously. Seems that the use of Diigo as a teaching practice has the potential of exposing students to this standard.
  • understands how to teach the content to students
    • Mike Bevelacqua
      Mike Bevelacqua on 18 Jan 11
       
      This is important because we are always talking about content with standards...here this document is talking about how we teach...what have proven practices produce results.
    • Martha Condon
      Martha Condon on 19 Jan 11
       
      I think this is truly essential for online learning (for all learning, really). We've all been in classrooms, presentations, etc. in which the teacher/presenter was highly knowledgeable in the content but did not know how to teach the content to others. I believe online teaching requires additional precision in the "how" to teach. We must be cautious in the tools, methods, applications, etc. we utilize to best enhance participants' learning.
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      Mike, I am curious if you see a difference in the pedagogical content knowledge a facilitator must have in a face to face classroom environment and that required in an online classroom environment?
    • Matt Townsley
      Matt Townsley on 21 Jan 11
       
      good point, Mike. we can't forget the "how." This is why I like the Iowa Core framework...both "what" and "how."
  • engage students
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      Important here that we not only engage their "doing" but also engage their "thinking".
    • Erica Larson
      Erica Larson on 20 Jan 11
       
      Glad you brought this up as I can often see the 'thinking' in the online venue; but struggle to see the 'doing'. This is where we want to learn to upload videos as evidence.
    • Greg Sleep
      Greg Sleep on 20 Jan 11
       
      I feel that motivation of students through online teaching is somewhat of a different animal then direct contact instruction. How do you really know what motivates some when it is impersonal to some extinct.
  • appropriate
    • Philip Giltner
      Philip Giltner on 19 Jan 11
       
      I think that "appropriate" is a very key word to consider for online learning. The technologies introduced need to make sense and have a purpose. For example, just because so many people have ipods and they are "cool", the use of ipods would need to make educational sense and not just because they are cool. I was a computer programmer in the corporate world and I all too often saw applications that had eye capturing "bells & whistles" but did not contribute to the objective of the application. All too often these things were added because they could be done, not because they served a purpose. So the question that needs to be asked when introducing a technology is does it serve its purpose?
  •  Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • 7Has experienced onl in e learning from the perspective of a student
  • cognitivism
    • Erica Larson
      Erica Larson on 20 Jan 11
       
      I was curiuos about this term...so I looked it up and found; "Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall. Cindy Buell details this process: "In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is the means by which these symbolic representations are committed to memory."
  • models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b)
    • Erica Larson
      Erica Larson on 20 Jan 11
       
      My experience with facilitating online courses in the past indicates that this criteria, when done effectively, can be the reason learners 'stick with' an online course.
    • Evan Abbey
      Evan Abbey on 20 Jan 11
       
      Sticky note - OLLIE
  • Establishes standards for student behavior that are designed to ensure academic integrity
    • Steve Van Gundy
      Steve Van Gundy on 21 Jan 11
       
      I'm guessing it's pretty easy for students to copy and paste from a website and thus end up plagerizing something. I think that is what this is addressing. I taught math and didn't have my students write papers, but I'm wondering what kinds of standards (and penalties) other teachers have when a student has obviously plagerized something.
  • Networks with others involved in online education for the purpose of professional growth
    • Julie Foltz
      Julie Foltz on 21 Jan 11
       
      I find it takes networking with others at times to learn the 'buttonology' as well as the content!
  • appropriate for online learning
    • Julie Foltz
      Julie Foltz on 21 Jan 11
       
      Throughout this document "appropriate for online learning" appears. To me this means that most are a good practice in any instruction but may need adaptations to improve efficacy online.
  • techniques
    • Julie Foltz
      Julie Foltz on 21 Jan 11
       
      A couple years ago I (and my team) took a course for online facilitation. In that course we learned about the importance of online 'voice'. The tone of online communication with students is critical and words must be chosen carefully so that communication is clear and succinct.
  • Understands student motivation
  • Knows the content of the subject to be taught
  • written communication
    • Evan Abbey
      Evan Abbey on 21 Jan 11
       
      Sample note
  • University of Illinois (Virgil Varvel)
    • Evan Abbey
      Evan Abbey on 21 Jan 11
       
      Sample note
  • Eldon Bird on 20 Jan 11
     
    self-assessment and pre-assessment within courses Participant self-assessment is so critical at mulitple points - summative assessments are definitely not FOR learning
  • bdowney on 01 Nov 17
     
    Technology is contstantly changing. How can a teacher stay current and teach with fidelity?
lisamsuya

SoftChalk - If It's Not Easy, It's Not SoftChalk - 0 views

blog.softchalk.com

moodle_iowa

shared by lisamsuya on 02 May 17 - No Cached
  • lisamsuya on 02 May 17
     
    This is the blog for SoftChalk. It doesn't look to be updated very often, but it does let users know when updates are happening, and the SoftChallk Twitter Feed is also on this webpage.
verploeg

5 quick ways to pull learners into an online course - 0 views

blog.cathy-moore.com/...rabbing-ways-to-start-a-course

moodle_iowa

shared by verploeg on 05 Jun 16 - No Cached
  • Nothing squashes my interest in a subject more thoroughly than having the material spoon-fed to me by a slow speaker who apparently thinks I’m dense.
    • verploeg
      verploeg on 05 Jun 16
       
      I couldn't agree more.  We've been encouraged to put a face to our course but it has to be done with purpose rather than just talking on the corner of the screen so the student can see us.
  • Here’s a sample makeover of some boring objectives
    • verploeg
      verploeg on 05 Jun 16
       
      Bummer... link is no longer working.  Would have found it interesting to see what she considers boring.
  • Show them through a story.
    • verploeg
      verploeg on 05 Jun 16
       
      Haven't discussed much in our course about creating stories with the subject matter. Might be worth a try.
  • ...2 more annotations...
  • Made to Stick.
    • verploeg
      verploeg on 05 Jun 16
       
      Just found our library has this.  Might was to check yours.
  • This starts the material with an activity, rather than a presentation, and I suspect it makes the definition more clear than a text blurb would have.
    • verploeg
      verploeg on 05 Jun 16
       
      The standard practice in these OLLIE courses has been to present information and then give an assignment.  Is it possible online to start with an activity?  Especially when the course is asynchronous?
Cory Johnson

Jing Blog: Wicked Cool Uses Archives - 4 views

blog.jingproject.com/wicked-cool-uses

shared by Cory Johnson on 07 Nov 11 - Cached
    • Cory Johnson
      Cory Johnson on 07 Nov 11
       
      Here are some cool ideas about how to use Jing in your teaching.
kylejclark

Tech Teach Engage | EdTech Insights - 0 views

techteachengage.wordpress.com

ollie_iowa

shared by kylejclark on 20 Jul 15 - No Cached
  • kylejclark on 20 Jul 15
     
    This is a blog written by a teacher about different issues in education concerning technology.   Kyle Clark
amytlach

Articles: Delivery - 2 views

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

shared by amytlach on 25 May 15 - No Cached
  • If you press the “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank.
    • kliston
      kliston on 25 May 15
       
      I never knew this trick. I will definitely be using this trick in future presentations.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      I didn't know it either.  That's an awesome trick that could have saved my bacon several times!  Well, lesson learned.
    • Karen Stern
      Karen Stern on 28 May 15
       
      This is new to me also! I wonder if I'll be able to remember it in a crisis moment?
  • Turning the lights off — besides inducing sleep — puts all the focus on the screen.
    • kliston
      kliston on 25 May 15
       
      We tend to turn the lights off when we present in the library and when we do this it does turn all the attention to the slides vs. to the presenter. We will no longer be turning off the lights.
  • At every 10 minutes or so, try to reengage the audience with something different—don't just keep showing slides," he says. Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present.
    • kliston
      kliston on 25 May 15
       
      Keeping in mind the 10 minute rule is something that seems manageable as well as appropriate. We do this with students in elementary school so why wouldn't we do the same thing with adults? Thanks for the reminder.
    • Karen Stern
      Karen Stern on 29 May 15
       
      This is a good reminder! Since my team does so much coaching in differentiation in the classroom, we have made it a habit to practice differentiation in our presentations to staff.
    • amytlach
      amytlach on 01 Jun 15
       
      This reminds me of the 'brain breaks' I used to take with my students when we were working on new concepts.  Lots of interesting things come to mind that could be done to connect these chunks of time at the end of the presentation to. 
  • ...59 more annotations...
  • Practice 10 hours for every one hour of the presentation
    • kliston
      kliston on 25 May 15
       
      Wow! 10 hours of practice for every hour of presenting. That seems like a lot time but I know from experience the more time I spend preparing the better my presentation tends to go.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      That seems like a lot to me too, but maybe this could include the previous time we have spent teaching concepts before.  If we have a story that works, we can incorporate that into our 10 hours?
  • 93 percent of the impression you leave on somebody has little to do with content and everything to do with body language and verbal ability
    • kliston
      kliston on 25 May 15
       
      This is an amazing statistic. Gallo's tips below are something that I am totally going to apply to my next presentation.
    • Karen Stern
      Karen Stern on 29 May 15
       
      That's a daunting statistic! No matter how much time and effort and study I put into a presentation, it is worthless if I don't connect with my audience.
  • The first 2-3 minutes of the presentation are the most important. The audience wants to like you and they will give you a few minutes at the beginning to engage them — don’t miss the opportunity.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      Important to remember the hook.  I wonder what the time frame is if the entire presentation is less than 10 minutes?  I'm thinking of myself here with web videos in the flipped environment.  10 seconds?  30?
    • Karen Stern
      Karen Stern on 28 May 15
       
      Wow. This makes me realize how important it is to connect to the audience even before the presentation begins.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I love this: "The audience wants to like you"  So true.  Another way I've heard it expressed is - They're rooting for you.  It's true!  
  • To advance your slides and builds, use a small, handheld remote. A handheld remote will allow you to move away from the podium. This is an absolute must.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      My students always get nervous and accidentally change slides when they use my Keyspan remote.  Just goes to show, you have to practice.
  • But go for a compromise between a bright screen image and ambient room lighting.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      A problem we also have is if it is too dark (no windows in most of our classrooms), students or attendees can't take notes.  I also  know from personal experience - it's darn hard on my eyes when everything else is dark, but there's a bright white screen in front of me.
  • Anticipating resistance forces you to really think about the people you’re presenting to, and that makes it easier to influence them.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      These basic concepts of logos, ethos, and pathos are the core concepts I expect my sophomores to understand and apply in their writing and speeches, so it's only reasonable that I be able to apply them as well.
    • Karen Stern
      Karen Stern on 29 May 15
       
      I agree, Wendy! We should demonstrate those same characteristics that we expect from students. I think when audience members give resistance, it shows that they are engaged and struggling through the ideas that we present.
    • kmcastaneda
      kmcastaneda on 29 May 15
       
      Logos, ethos, pathos.  Nice connection.   And while I don't need to believe the audience will resist (this could cause more harm than good for me), I can simply consider what they might be fearful of, feel threatened by, and/or not feel familiar with.  Empathy is key.
  • Nobody is as interested in you as you think they are,
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      Ouch.  Sad, but true.  I think this ties in heavily with the Curse of Knowledge.  As much as I think something is cool, and therefore am deeply excited and engaged by it, they don't.  And the longer I talk to try to change that, the worse it becomes.  
  • "Most of the great presenters actually rehearse much more extensively than anyone else," he says. "They don't just wing it."
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      I wish I could get my high schoolers to believe this.  They think practice makes them boring, so their awkward mistakes that get awkward laughter is "good" for them.  Ugh.  So wrong...
  • how you talk, sound, look and what you're wearing," Gallo says. "Only about 7 percent of the actual words or content is important."
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      I remember telling students this when I taught speech.  93% of any message isn't dependent on the specific words, but rather how those words are communicated.
  • Grab your digital video recorder, deliver your presentation and watch yourself,
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      I make my sophomores do this before their first speech!  They have to use their school iPads and record themselves giving their speech, then watch and evaluate themselves.  Those who do it invariably get better!
    • amytlach
      amytlach on 01 Jun 15
       
      This is SO HARD to do, but so good for you to take the time to do.  I hate watching myself,but untimately find it helpful and feel more relaxed when I present after watching and self evaluating
  • It is better to have the audience wanting more (of you) than to feel that they have had more than enough.
    • Karen Stern
      Karen Stern on 28 May 15
       
      This ties well to the 80% rule in the Mindfulness lesson. I should always leave an audience wanting more of the information I am sharing, not looking at their watches hoping to be done soon.
    • amytlach
      amytlach on 01 Jun 15
       
      I really thought long and hard about the 80% rule and this goes right with it.  We really don't need to tell EVERYTHING we know in one sitting! 
  • If I had only one tip to give, it would be to be passionate about your topic and let that enthusiasm come out.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ahhhh!  Yesss!  Thank you, Garr.  This seems like a salve for all of my presentation ailments that come with worry about delivery.  So good.  Best advice.  Makes it easy.   And if I don't feel passionate about it, I make myself find something to connect emotionally to, and work from there.  Ultimately, it's all emotional.  If I can find the emotion in it, the passion, the audience will buy in and we'll all connect.  
  • Don’t hold back
  • Be confident
  • connect
  • in an honest and exciting way
  • let your passion for your topic come out for all to see.
  • Most presenters fail here because they ramble on too long about superfluous background information or their personal/professional history, etc.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Yeah, this is not the place to ramble about the boring specs.  Hook them first, then gradually disperse the resume type of accomplishments throughout the presentation if you want to, embedded within it, and relevantly attached to actual points you're expressing and demonstrating and illustrating.  Your background can be an asset to reinforce a point you're making, so you're seen as having experience with the concept...
  • Professional entertainers know this very well.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      So true.  I'm a musician, and whenever I play a show, I stack the songs in a way that will build momentum and allow the audience to ride the music in a way that they'll want more of us when we're gone.  It's strategic, and it's also totally about reading the vibe of the audience and scrapping any plans I had for a setlist if it doesn't feel right as gauged against the crowd.  
  • short attention spans
  • if you have 30 minutes for your talk, finish in 25 minutes.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Totally, if not less, even!  This way, you can allow for bumps that arise or opportunities for conversation should that arise, too.
  • The podium is a barrier
  • Get closer to your audience
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I strive to make eye contact with everyone, move my body throughout the room, weaving, getting close in proximity to everybody.  My voice then travels with me, providing a different dynamic, and memory is triggered with association of spatial relationships.  So, if I'm talking about a certain topic while over here, the audience will take in that whole spatial/audio/visual relationship and it will stand out from when I made this other point while standing over there, with other spatial/audio/visual relationships at play.  It's the way our brains work, so we just capitalize on our natural proclivities.  
  • Remember the “B” key
  • By having the slide blank, all the attention can now be placed back on you
  • don’t forget to smile
  • eye contact
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      There is a chemical called phenylethylalamine, and it is released during eye contact.  It's partically responsible for humans falling in love, among other cool things like helping digestion and improving motor skill dexterity...all of this while under the spell of phenylethylalamine.   I definitely want my audience to fall in love with me.  ;)
  • The audience should be looking at you more than the screen.
  • thank them for their input.
  • you’re not the star of the show. The audience is
  • It’s in their power to embrace — or reject — your ideas
  • You’re presenting because you need them to change their beliefs or behavior in some way
  • people find it hard to change. So expect them to resist.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      This is amazing.  If we expect there may be kickback, it won't be so painful or disorienting to pull order back in.   I just read an article and the author said - the more great things you do, the more people you will touch, and so the more people will know you and love you.  When you increase the number of people who know about you, you increase the number of people there will be who hate you.  Wow!
  • Resistance doesn’t have to be a bad thing. In fact, if you prepare for it, you’ll sharpen your presentation and stand a much better chance of winning your audience over.
  • considering different points of view and addressing doubts and fears before they become roadblocks,
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      This is sort of like the concessions at the beginning of a persuasive essay...admit there are other sides, there is controversy, there is resistance.  Name it, throw out possibilities, and then invite the audience to let go, free their minds of distractions and judgment and assume there just might be something they could take away and learn from this presentation.  Since learning has to have an emotional attachment, it's important to address that admit it, and encourage the audience to tap into that part of themselves that is open to making the time worth their while by finding a way, even forcing a way, for their engagement, which means not assuming they know everything and to have a beginner's mind.   After some shared vulnerability and expressed passion for my subject, I have audiences to somatic exercises and breathwork before I begin fully. It breaks the ice.  ;)  Makes them feel less foolish if they want to ask questions.  It softens them to me, and unites the group as a whole with a sense of camaraderie, because they all just went a bit outside of their comfort zone together.  
  • So be humble in your approach
  • and their frustrations and anxieties — should shape everything you present.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      They just want to be heard, want to feel seen.  They have a real response and it's triggered by a zillion things in their past and programming that I as presenter couldn't have foreseen, and I don't have the same trigger points as they do.   It's about being gentle on myself and the audience.  ANYTHING they express is valid.  Acknowledge their real feelings, embrace their right to express it, courageous is what they need to feel from it.   Resistance is a sublime opportunity to learn, as a 'teachable moment', a growing pains moment, an illuminator for new consciousness on all parts.  It definitely will help me grow and resculpt my approaches to my work.  Awareness is good. 
  • Removing physical barriers between you and the audience will help you build rapport and make a connection
    • Karen Stern
      Karen Stern on 29 May 15
       
      I agree with this idea! The last time that I presented at a Teacher Quality workshop, my partner and I were in the high school auditorium. We were on the stage, and the audience was spread out all over the room. It was hard to draw a response from them!
  • audience
  • share your ideas with others before you present
    • Karen Stern
      Karen Stern on 29 May 15
       
      Sharing the presentation ideas with others (especially those who work in different fields than I do) will be a good way to gauge the receptiveness of an audience.
  • Practicing in front of another person or a video camera will help even more
  • he says
  • out loud, over many hours and many days
    • Karen Stern
      Karen Stern on 29 May 15
       
      Ouch. This is something I HATE to do! Especially in front of others or a video camera. It would be worth it, however, to know that I'm doing more than winging it.
    • kmcastaneda
      kmcastaneda on 30 May 15
       
      Agreed, Karen...this is indeed painful for me, too.  Yet, critical to success.  I don't want to flounder and flop once in front of an audience.  
  • When you read from your notes or from slides," he says, "that completely breaks the connection you have with audience."
    • Karen Stern
      Karen Stern on 29 May 15
       
      I've never thought about reading from the slides in this way: that it breaks the connection to the audience. I have always tried to avoid reading from the slides just because it seems unprofessional and condescending to my audience, but I'd never thougth about the connection that gets lost.
  • so you’ll take on a conversational tone
  • it will show
  • feel more warmly toward them
  • you’ll disarm them
    • kmcastaneda
      kmcastaneda on 29 May 15
       
      Important not about disarming the audience.  We want openness so the message can hook them in their hearts.   Imagining each one of them is a dear friend or family member, or beloved client ALREADY, helps me frame the audience in love and wrap them in understanding and compassion.  
  • they’ll be more likely to accept your message
  • people in your audience get to determine whether your idea spreads or die
    • kmcastaneda
      kmcastaneda on 29 May 15
       
      This can feel daunting and intimidating!  Solution?  Speaking with conviction about a topic I'm passionate about and believe in as something to help the audience, for their highest good...this is the remedy for worry about whether or not the audience will love me and my work.  
  • Don't make every slide look the same (i.e., Title, Bullets; Title, Bullets)
  • As you plan your presentation, try to come up with arguments against your perspective.
    • kmcastaneda
      kmcastaneda on 30 May 15
       
      Brilliant!  This suggest to basically build in the alternate viewpoints while planning.  It sort of happens naturally while I prepare - playing my own devil's advocate.  I'll not trust that those thoughts are worth using to make myself more prepared, instead of dismissing them.  Love this.
    • amytlach
      amytlach on 01 Jun 15
       
      This is more common all the time with issues that people who are not involved in agriculture are not educated about as to how or why things are done to be productive.  Great to think about what potential is out there for opposition. 
  • alternate lines of reasoning by digging up articles, blog posts, and reports that challenge your stance.
  • And then the audience gets bored. And people start checking their BlackBerrys
  • give the audience's eyes a rest every so often."
  • you'll come across as much more engaging as a speaker and effortless."
  • internalized the content
    • kmcastaneda
      kmcastaneda on 30 May 15
       
      Internalizing content is complementary to finding a way to emotionally connect and feel passionate about the topic in the first place!  These two concepts seem to feed each other.
  • temptation is to turn the lights off so that the slides look better
    • amytlach
      amytlach on 01 Jun 15
       
      This is a great point, but some photos need to have the room darkened some to be able to see.  I have played with brightness on a few photos and it seems to help with some. 
  • "They practice much more than the average presenter."
    • amytlach
      amytlach on 01 Jun 15
       
      What a great reminder!! Preparation makes everything better. 
candace berkley

Articles: Delivery - 2 views

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

shared by candace berkley on 16 Feb 15 - No Cached
  • Get closer to your audience by moving away from or in front of the podium
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      This is something I am very uncomforable doing, even in my own classroom. I need to work on this.
    • brendahack
      brendahack on 26 Feb 15
       
      It is pretty freeing to move away from the front of the room and get a students prespective. It lets you see your slides from the back of the room, or notice what Johnny is writing or not writing on. You may find you actual enjoy it.
  • The audience should be looking at you more than the screen
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      Most presentations I have been in at least turn off half of the lighting in the room. I will have to make sure my promethean board is able to be read with all lights on.
  • Most people listening to presentations tend to tune out after about 10 minutes
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      Agreed. I am ready to listen to presentations, but after a while I am day-dreaming, thinking about lunch, or wondering what needs to be done in the classroom. I must be engaged or I lose interest.
  • ...36 more annotations...
  • Too many presenters stick to the PowerPoint template
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I sure used to stick with the templates. I thought they were a good thing. I am slowly learning that this is NOT the case.
  • Most presenters who are just considered average or mediocre are usually caught reading the text on their slides
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I will work on this. Usually when I am doing a presentation I am nervous, and therefore read from the slides.
  • deep, heartfelt belief in your topic.
    • stac34
      stac34 on 21 Feb 15
       
      This is a key element in a successful presentation...planning, preparing, and delivering a presentation that involves a topic I am passionate about makes it seem like a lot less work. 
    • brendahack
      brendahack on 26 Feb 15
       
      So true. I have been presenting on a topic that is quiet new to me, and it has taken so much more effort to plan. Working on my Zen presentation has been so much easier as it is a topic I feel I have depth of knowledge in, and see direct outcomes from. I get excited and I hope my audience gets excited too.
  • “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank.
    • stac34
      stac34 on 21 Feb 15
       
      I just learned this last year! How did I go so many years without knowing this?  Also if you push "W" your screen will go white 
    • jsoland
      jsoland on 27 Feb 15
       
      Last year!?! I just learned this now! Can't wait to use it!
    • aneppl
      aneppl on 02 Mar 15
       
      Yes, I can totally see how this would be good to use. I wasn't aware of it....
  • Familiarize yourself with alternate lines of reasoning by digging up articles, blog posts, and reports that challenge your stance
    • stac34
      stac34 on 21 Feb 15
       
      This is a great idea to actually look into resources that challenge the topic/perspective. Rather than just having my opinion about something, I could spend some time looking into those alternative stances
  • At every 10 minutes or so, try to reengage the audience with something different
    • stac34
      stac34 on 21 Feb 15
       
      This is a good reminder to break longer presentations into smaller pieces. I try to integrate playtime into some presentations, but now I am thinking that I need to make them shorter and occur more often. 
    • brendahack
      brendahack on 26 Feb 15
       
      Agre! When co presenting it is much easier as you can hand off the presentation and change it up just by who is speaking. When going solo this seems even more important.
  • Only about 7 percent of the actual words or content is important
    • stac34
      stac34 on 21 Feb 15
       
      This is hard to believe the content impact is so small. It definitely makes e think that i need to pay attention to my delivery style. I really dislike watching myself on video, but the hint to tape myself and reflect is probably a good one. 
    • aneppl
      aneppl on 02 Mar 15
       
      Wow this is scary. I agree with it, but amazing to think about. It make me think about our recent round of teacher interviews. Our teachers are really particular about what the candidates wear. They would tell you, that if a women is not in a suit, they are literally tuned out the rest of the interview. 
  • audience will help you build rapport and make a connection.
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      I love doing this in my classroom. I feel it gives me better classroom behavior. They never know where I am going to be. I also love that it allows me to hear some of the students who like to dwell in the back row and mumble their thoughts. I can now ask them to share that amazing thought louder.  
  • ol device
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      Just make sure that the remote you have isn't the same one as someone next door. I have had a couple of presentations to students and my neighboring teacher was also presenting. This created a very interesting back and forth. 
  • Practice 10 hours for every one hour of the presentation
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      I wish my students would do this too. I tell them to practice, but at the end of the day it seems we all practice a couple of times and call it good. If we really wanted to do well, we would do the 10:1 ratio. 
    • jsoland
      jsoland on 27 Feb 15
       
      I just can't imagince having the time to do this and I would hate to make it an expectation of someone else if I couldn't do it myself.
    • candace berkley
      candace berkley on 01 Mar 15
       
      Sounds like a lot of time, but I know from presenting that it makes good sense. Don't know how student would react to this!
  • naturally you want to read from them, so you turn your back to audience and you read from slides on the display."
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      I would almost prefer there was no text on the slide. I see a lot of presenters putting quotes on the slides. They turn around to read them and I feel like I am completely disconnected. Or if they are on the slide and aren't ever mentioned, I am confused why they had it there if they aren't going to address it. I have to disengage with the presentation to read it. In reality, there are times for text, but it seems that it needs to be connected and present in the presentation.
  • ne hundred things on your own that are annoying or maybe are some bad habits that you never knew you did."
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      I have done this several times and I hated it! I found so much about myself that I was annoyed with. I couldn't believe how irritated I was with myself. I felt like I should apologize to my students for putting up with me everyday. It was horrible, but good. There were some behaviors, as Gallo notes, that I didn't know I had. I was then more thoughtful about them and have since strived to fix them. Although it is awkward, I would highly suggest it. You can't argue with a camera.  
  • world class ones is the ability to connect with an audience in an honest and exciting way.
    • brendahack
      brendahack on 26 Feb 15
       
      The more passionate you are about your topic, the more engaging you become. You have stories and experiences that you can share with the audience and help them feel a need to know more. I agree that it builds your confidence as a presenter as well. If you are not captivated by your topic, it is extremely difficult to capture someone else's.
  • So, if you have 30 minutes for your talk, finish in 25 minutes. It is better to have the audience wanting more (of you) than to feel that they have had more than enough
    • brendahack
      brendahack on 26 Feb 15
       
      I am ever appreciative of this when I am attending and not presenting. I generally find that I will take the "extra" time allowed to thank the speaker, or ask a question one to one rather than in the whole group when I feel it is specific to my needs and not a group topic.
  • By having the slide blank, all the attention can now be placed back on you. When you are ready to move on, just press the “B” key again and the image reappea
    • brendahack
      brendahack on 26 Feb 15
       
      Not only does it change the focus, but it gets the light out of your eyes. It is uncomfortable to have a dialog with a audience member when you are squinting to see them.
  • You’re presenting because you need them to change their beliefs or behavior in some way, and people find it hard to change. So expect them to resist
    • brendahack
      brendahack on 26 Feb 15
       
      This is a hard one, but true. You are trying to affect change. There will be those who want to prove you wrong, or challenge what you are saying. If you can use thier examples as a way to "prove" what you are saying all the better.
  • Does your audience hold fast to a bias, dogma, or moral code
    • brendahack
      brendahack on 26 Feb 15
       
      My presentation that I am working on is a test taking strategy that allows the test taker to NOT read the whole reading passage when doing a reading test. As educators this is a real challenge to what we as learners did and as teachers teach. Yet it has been so effective that I am willing to meet their challenge, and provide them the opportunity to prove it to themselves.
  • Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present
    • brendahack
      brendahack on 26 Feb 15
       
      Powerful statement.
    • candace berkley
      candace berkley on 04 Mar 15
       
      On the forum I wrote about presenting to hostile groups of teachers, and I received a good bit of advice: Talk to the principal before the presentation to get a feel for what kind of support or resistance you might encounter. Ask for the principal to assist in lessening some resistance before the date of the presentation and ask who the most supportive members of the audience might be.
  • use a small, handheld remote
    • jsoland
      jsoland on 27 Feb 15
       
      This has completely changed how I present and I love how it helps me to circulate around the audience.
  • Remember, it is your reputation, so always remain gracious even with the most challenging of audiences.
    • jsoland
      jsoland on 27 Feb 15
       
      I like to keep in mind that the audience won't remember the challenging person, but will remember how I handled them.
  • They glance at a slide just for a second to prompt them for the next piece of information
    • jsoland
      jsoland on 27 Feb 15
       
      I have really been able to improve on this now that I'm making the focus of my slide be the image.
  • Gallo suggests that you use images with little or no text on slides to discuss ideas or concepts, which is also a great way to engage the audience. This will also, he says, "give the audience's eyes a rest every so often."
  • Grab your digital video recorder, deliver your presentation and watch yourself, he says.
  • Don’t hold back. Be confident. And let your passion for your topic come out for all to see
    • aneppl
      aneppl on 02 Mar 15
       
      I wonder if it's possible to be vulnerable at the same time? I think the audience(in my case teachers), needs to know that I empathize with them and care about them, but yet I have high expectations for our students. I am often very vulnerable and I feel most appreciate it. 
  • The first 2-3 minutes of the presentation are the most important
    • aneppl
      aneppl on 02 Mar 15
       
      This is typically where I try to include humor, tell a story, and try to set the stage for our time together. 
  • The true professional can always remain cool and in control
    • aneppl
      aneppl on 02 Mar 15
       
      So important. Recently, a comment was made as teachers were sharing out and I made a very bad mistake. I actually rolled my eyes. Now I don't know if anyone seen me, but just as soon as I did it I was very self-concious. Not good.
  • If you’re struggling to figure out what kinds of resistance you’ll face, share your ideas with others before you present and ask them to pressure-test the content
    • aneppl
      aneppl on 02 Mar 15
       
      Pretty much everything thing that I present on or co-present is as a result of discussions and decisions made by our Instructional Leadership Team. But the reality is that I hope they are being honest with me and not just agreeing to my thoughts or ideas on how to improve our instruction for students. 
    • aneppl
      aneppl on 02 Mar 15
       
      I value the input of the ILT so that hopefully what we are asking or presenting on is not seen as just the principal asking for one more thing. There are very few things that I would push forward with without the support of our leadership team. I might however continue to building the background of the leadership team in hopes that one day I feel that we are at a point to share with our entire staff. 
  • So keep the presentation to less than 20 minutes
    • aneppl
      aneppl on 02 Mar 15
       
      Very good point. If I know our time is going to be longer I always like to build in opportunities for sharing, collaboration, reading, etc. so that it doesn't feel like I was talking at them for an hour. 
    • aneppl
      aneppl on 02 Mar 15
       
      Obviously I responeded before I read further. :)
  • "When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."
    • aneppl
      aneppl on 02 Mar 15
       
      This is definitely an area that I would need to improve in. Sometimes I get over confident, only to wake up in the middle of the night with all of these ideas that I think I can work into my presentation without practice...In other situations I have literally just completed the presentation an then it's time to present. This is something I need to contemplate, the planning phase, because if I'm not ready will I actually make the situation worse. 
  • sentati
  • They practice much more than the average presenter."
    • candace berkley
      candace berkley on 04 Mar 15
       
      Always practice wherever and whenever possible. Practice in front of other people. Anticipate reactions, questions, challenges and practice responding to them. Unexpected things will always occur, and if you are well-prepared for the presentation, you will be much better able to handle the things for which you are not prepared.
    • candace berkley
      candace berkley on 04 Mar 15
       
      Practice wherever and whenever possible. Practice in front of other people. If you are well prepared for the presentation you will be less rattled when unexpected things happen and better able to deal with them. Confidence is gained through practice.
  • However, he says most presenters will spend 99 percent of their time preparing the content and slides, and very little—if any—on understanding and controlling their body language and how they speak and sound.
    • candace berkley
      candace berkley on 04 Mar 15
       
      Sometimes we forget the presenting part of the presentation. It is something very different than the preparation of slides. Yes, when I remember presenters, I remember their voice, how they moved around the space, the jokes they told, and the way they made me feel. I really don't remember the slides, I remember the info. through the person who presented it.
  • Gallo's Tip:
    • candace berkley
      candace berkley on 04 Mar 15
       
      Reminds me of the importance of the high school speech classes where all of these skills are taught.
    • candace berkley
      candace berkley on 04 Mar 15
       
      These tips remind me of the importance of high school speech class. (These are all tips that our speech teacher teachers and that we expect kids to know.)
Chad Jilek

online1: Iowa Online Course Standards - 10 views

205.221.40.124/...view.php

shared by Chad Jilek on 15 Sep 10 - No Cached
    • ksteingr
      ksteingr on 15 Sep 10
       
      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. :-)
    • Evan Abbey
      Evan Abbey on 18 Sep 10
       
      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.
  • 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.
    • Janet Kinman
      Janet Kinman on 15 Sep 10
       
      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.
    • Phyllis Anderson
      Phyllis Anderson on 23 Jan 11
       
      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.
  • 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
    • Pam Buysman
      Pam Buysman on 17 Sep 10
       
      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.
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      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.
    • linda vann
      linda vann on 22 Jan 11
       
      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.
    • Corrine Breitsprecker
      Corrine Breitsprecker on 24 Jan 11
       
      The added challenge is that there are new tools constantly available. Keeping up on the new tools and their uses worries me!
  • ...14 more annotations...
  • Proposed Online Course Standards
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      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.
    • Evan Abbey
      Evan Abbey on 27 Jan 11
       
      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.
  • STUDENT ASSESSMENT
    • Drinda Williams
      Drinda Williams on 16 Jan 11
       
      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.
    • Jason Martin-Hiner
      Jason Martin-Hiner on 17 Jan 11
       
      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).
    • linda vann
      linda vann on 22 Jan 11
       
      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.
    • Valerie Jergens
      Valerie Jergens on 24 Jan 11
       
      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?
  • students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
    • Peggy Christensen
      Peggy Christensen on 18 Jan 11
       
      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.
    • Steve Bartlett
      Steve Bartlett on 21 Jan 11
       
      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.
  • clear, complete course overview and syllabus
    • Peggy Christensen
      Peggy Christensen on 18 Jan 11
       
      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.
    • Valerie Jergens
      Valerie Jergens on 24 Jan 11
       
      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.
  • timely and frequent feedback about student progress based on the learning targets.
    • Eldon Bird
      Eldon Bird on 19 Jan 11
       
      How important is this! Probably even more important today when students are accustomed to instant feedback whenever they access technology.
    • Steve Bartlett
      Steve Bartlett on 21 Jan 11
       
      Feedback along the way is so important especially when one is not sure they are on the right path to meeting a targeted goal
    • Kelsey Bova
      Kelsey Bova on 22 Jan 11
       
      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.
    • Joe Brekke
      Joe Brekke on 07 Feb 11
       
      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.
  • (CP) • The course provider offers the course teacher, school coordinator assistance with technical support and course management.
    • Erica Larson
      Erica Larson on 20 Jan 11
       
      I am curious who provides will provide this support in future OLLIE courses?
  • 21st century skills
    • James Webb
      James Webb on 21 Jan 11
       
      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?
    • Phyllis Anderson
      Phyllis Anderson on 23 Jan 11
       
      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?
    • James Webb
      James Webb on 23 Jan 11
       
      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?
    • Alan Junck
      Alan Junck on 24 Jan 11
       
      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.
  • instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction.
    • linda vann
      linda vann on 23 Jan 11
       
      The need for formative assessment continues to be vital in the online environment so mastery can be monitored and adjustments made when mastery is being challenged. As an online learner, it is important for me to know in advance what supports are available when I need them.
  • Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson.
    • linda vann
      linda vann on 23 Jan 11
       
      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.
    • Christopher Soldat
      Christopher Soldat on 03 Feb 11
       
      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?
  • The course is organized into units and lessons.
    • Jeny Schoenhard
      Jeny Schoenhard on 24 Jan 11
       
      This stands out for me because I feel that sometimes as educators we get excited about a new teaching tool or method and it is so important to remember to provide manageable portions for our students so that they are not overwhelmed and have the ability to completely understand an area of learning.
  • 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.
    • Jeny Schoenhard
      Jeny Schoenhard on 24 Jan 11
       
      What a fantastic benefit to students! Self Check and practice assignments are a wonderful tool to use so that student know when they are on the right track.
  • The course instructions articulate or link to a clear description of the technical support offered.
    • Corrine Breitsprecker
      Corrine Breitsprecker on 24 Jan 11
       
      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.
  • Instructions to students on how to meet the learning objectives are adequate and stated clearly.
    • Chad Jilek
      Chad Jilek on 10 Feb 12
       
      I have taken online courses where these weren't clear and those courses were not fun. When someone is not there to answer all your questions the student needs to have the expectations layed out with a good amount of detail.
  • The course is easy and logical to navigate, including self-describing links
    • Chad Jilek
      Chad Jilek on 10 Feb 12
       
      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.
  • Janet Kinman on 15 Sep 10
     
    This is a key piece to online instruction. If you just dump all your materials online, this is not effective online teaching.
  • linda vann on 23 Jan 11
     
    "instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction. "
  • Christopher Soldat on 03 Feb 11
     
    "instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction. "
keri bass

Screencast.com Blog - 2 views

blog.screencast.com

moodle_iowa

shared by keri bass on 19 Jan 11 - Cached
  • keri bass on 15 Nov 11
     
    This is a great site for getting screencasting tips
Steve Van Gundy

Top 100 Education Blogs - 0 views

oedb.org/...top-100-education-blogs

moodle_iowa

shared by Steve Van Gundy on 09 Feb 11 - Cached
  • Steve Van Gundy on 09 Feb 11
     
    I didn't check out all 100...says it was published in 2006, so it might be a little bit dated.
david moeller

ed tech blog - 0 views

blog.stratepedia.org

moodle_iowa

shared by david moeller on 16 May 11 - Cached
Marcia Jensen

Moodle Course Design - 0 views

www.cats-pyjamas.net

moodle resources Web2.0 moodle_iowa

shared by Marcia Jensen on 05 Aug 11 - Cached
  • Marcia Jensen on 05 Aug 11
     
    An article and slideshow in Joyce Seitzinger's blog about basic course design in Moodle.
Marcia Jensen

Curriculum Corner -Edublogs - education blogs for teachers, students and institutions - 0 views

edublogs.org/curriculum-corner

blogging moodle_iowa

shared by Marcia Jensen on 09 Aug 11 - Cached
  • Marcia Jensen on 09 Aug 11
     
    Welcome to the the Edublogs Curriculum Corner where you can find helpful information on using Edublogs in the classroom.
Deb Henkes

techchef4u - 0 views

techchef4u.wordpress.com

apps ipad technology moodle_iowa

shared by Deb Henkes on 08 Jul 11 - No Cached
  • Deb Henkes on 08 Jul 11
     
    Great blog about iPad apps for the classroom.
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