Maintains an online social presence
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ollie1sweetman: Iowa Online Teaching Standards - 11 views
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This phrase always makes me nervous today. I am definately on the side of cautious about how much you interact with students socially online. Even the phrase "online social presence" isn't clear on what that means. -
I agree, every other day there is some hullabaloo about interacting with students or privacy issues. I really wish there was a little more clarity out there about social media and educators. -
Agreed: I've been communicating via Facebook with students for years, and have been using text messages for longer than that. Students don't use emails anymore. But then this fall, we were told that any texts to students need to be also sent to our AD. What a waste of time. And now we're going to set students up with their own gmail accounts??? We need to be giving them a lot more leeway with their cellphones and social networking sites.
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Has experienced online learning from the perspective of a student
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I think we are definatley getting that right now! I love learning more about online tools for students, but I do feel a little overwhelmed about the amount of information and how to use it best in my classroom.
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Agreed, there is a lot of stuff out there to keep track of, but at least as students we don't have to get it perfect. That's one of the up sides of being a student after all.
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I like being in the student's position so I can catch the pitfalls and hangups that will frustrate on-line learners. Hopefully, this will help me make a clear focus and transitions in on-line classes that I build -
Being a student within this course has definitely opened my eyes as to what makes sense and what is difficult to follow...
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Amen Perry! I think Moodle could be an entire coursework of class. I'd like to see our tech offerings to students get more up-to-date than simple word processing. The applications classes should also be more oriented to Google Docs, etc...
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• Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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I agree. I think more information on creating an annotation was needed. I spent WAY too long messing with this.
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
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Demonstrating growth isn't too tough, but picking the right emerging tech is.
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Even when we find a technolgy we like the time involved to develop for just class is huge.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
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I don't think many teachers realize how difficult it is to monitor students online.
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Assists students with technology used in the course (Varvel III.C)
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This would be a good opportunity to use recorded screencasts so students can watch it over and over.
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Diigo has a lot of potential. I wish that this was like Zotero and would do a bibliographic citation with my note. -
I like the biliographic citation idea. I also wish the students had options to take courses like this during the academic year.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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I need to post the expectations as outlined in my syllabus into my moodle course.
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
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My students (teachers) are having a hard time with maneuvering around moodle.
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I am glad I am not trying to teach and use Moodle at the same time. I am having a hard time maneuvering around Moodle, too.
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4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4)
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I think this whole section is critical! A friend of mine has taken a couple of online classes from a jr. college in another state. While the courses had instructors, they were mostly all automated. The instructor told the students there is nothing she/he can do to effect the grade (all automated online tests) or even help them understand what they did wrong. Just because something can be put online doesn't mean it is good quality learning. A course MUST be designed differently for online.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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One of my favorite sayings is that "None of us is as smart as all of us." When it comes to professional development, there is so much that the partcipants can learn from each other! Creating a professional learning community online takes effort. I think this will be one of my greatest challenges.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
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Staying on top of this one will be a major effort - very connected to "7. Engages in professional growth". This will be something that is always ongoing, never finished.
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I agree, constant changing and revision. Online learning is a very fluid medium as well and ever updating
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• Creates or selects multiple assessment instruments that are appropriate for online learning
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I think moodle does a better job of allowing multiple assessment techniques. We are kind of stuck with what we get from the PLATO program
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Aligns assessment with course objectives
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
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This used to be just the "sped" part of my job, but now we are all expected (rightfully) to differentiate.
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In my experience on-line learning actually makes this part of the job much easier. You can build in visuals, audio, and other instructional strategies and the students can spend as much time on them as they need to
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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This is getting more and more difficult as the immersion in technology continues. Students need direct instruction in ethics and technology, and heavy consequences need to be clearly stated by school boards for violations.
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Understands and uses data from assessments to guide instruction
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Very easy to use assement data and go back to "reteach" when the students can keep reviewing and make sure they've got the concept.
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Fair use and intellectual property rights have become so narrowly defined that practically everyone violates them in the education world.
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Selects and uses technologies appropriate to the content that enhance learning
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This is especially tricky when it comes to music--finding resources and designing resources that are appropriate and useful to enhance learning in music, especially at an appropriate level.
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Aren't there some things that don't work well with technology? And isn't that O.K.?
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integrity
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This is crucial for technology to remain a useful tool. It is why so many teachers do not allow Wikipedia.
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4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4) •
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Online learning works well with videos and pictures to illustrate the content. Uploading word documents that have been used in face to face content does not work well. The content needs to be transformed to a "lesson" format with font changes and graphics.
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• Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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• Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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• Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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Multiple methods of communication with the instructor are important in an online course. My outgoing e-mail was blocked for several weeks but Judy found other ways via Moodle to contact me.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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I think expectations need to be posted more often than as an overview /orientation.
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Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
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Net working with other teachers helps for personal development as well as professional. Others can really help problem solve.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
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I am trying to post a comment under the "maintains an online social presence...". This is difficult to do considering the situations that can happen when teachers and students communicate together thru various websites... It doesn't take too many days of watching the news to find another incident of inappropriateness between teacher and student.
Kate Hart: Citing Sources: A Quick and Graphic Guide - 8 views
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dol1: Lesson Planning: The Missing Link in e-Learning Course Design - 7 views
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The point of the template is to force a comparison between the two instructional delivery modes, and to make the differences between them explicit to the ID.
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I work with a lot of individuals/groups who want to take their f2f training to a online/self-paced lesson/training. I have had a difficult time explaining how content needs to look different online. The comparative lesson plan/template looks like a great way to make these differences explicit to the content experts and help them begin to see how they may need to adjust their content to fit the way in which it is being delievered.
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lesson planning does not preclude an iterative approach to e-Learning course design.
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While lesson planning may take some additional time upfront, does it streamline the time and effort it takes to storyboard and at the same time turn out a higher quality product? Thus, reducing the need to go back and "fix" things?
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IDP to storyboards requires intermediate steps. What can we do to help close the “e-Instruction gap”? Lesson planning is the answer.
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How much overlap should one expect to see between the content in the lesson plan and what goes on the storyboard? As I work on the lesson plan, I can see myself starting to write out the content for the actually storyboard and eventually getting lost in all of the content and loosing sight of the lesson plan.
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The comparative lesson plan requires the ID to develop the same lesson for two different delivery methods: instructor-led, face-to-face instruction, and self-paced e-Learning
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While different strategies and techniques are needed for F2F settings and online design, one thing that is the same is the need to plan and develop strong lessons first.
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Creating the same lesson for 2 different delivery methods will be so helpful in seeing the difference between what is needed with face to face and online instruction.
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Doing both will only make the lesson more effective and make it much easier to understand if the end goal/objective is attainable and clear. I really like this comparison model.
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I like this as well. This will definitely help with clear goals and targets for the learners.
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. Modeling • Learners need to see examples of a product or a process • Instructor may model or learner may model • Needs to be visual and verbal
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But why choose? Do both. Remember, lesson planning does not preclude an iterative approach to e-Learning course design.
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How do we model in a way to engage students? When they are watching a "how to" video, they are engaged, but in LA, don't have many of those types of videos...often I am modeling paragraph structure or textual citation which isn't very interesting to many.
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Comparative lesson plans help to ensure that self paced e-Learning includes the “voice of the instructor.”
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I remember learning about the "voice of the instructor" in one of the OLLIE courses. This is important not only in the course content, but also in feedback provided to the students. In all of the OLLIE courses, and also so far in this course, I've learned how important subtle (and perhaps not so subtle) humor is for the online student.
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Since introducing lesson plans as required deliverables in my e-Learning design courses, I have seen tremendous improvements in the work of my students. Even students who have considerable experience developing e-Learning courses say they benefit from doing both comparative and detailed lesson plans. This has led to many “Aha” moments!
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This is one of the reasons I am taking this course! The instructional design of my online courses definitely improved after my taking the OLLIE courses, but there is still something missing in my courses. I am hoping that learning how to design lessons in SoftChalk will be the missing piece in my courses, and that my students will benefit from this addition.
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The graduate students’ learning products are not just mere “page turners,” they are lacking both in interactivity to hold the learner’s interest and to ensure that learning occurs, and in sufficient information to guide the learner through the lesson or course.
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Even though my students typically indicate that they learn a lot from my courses, I don't feel they are very interactive. Learning how to design lessons for the courses may help with this, as well as providing sufficient information to the learners. I provide websites for students to read that are related to the module concept, but a lesson would really help to gel the resources and the objectives together.
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“The Design Document: Your Blueprint for e-Learning Standards and Consistency” in the December 5, 2005 issue of Learning Solutions e-Magazine.
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I wonder if the designs features in this dated article are still relevant to instructional design in 2016.
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It is important to let IDs know that not every section needs to be used for each lesson. IDs can think of “Modeling” as “show me” and “Guided Practice” as “let me try.” “Independent practice” might be used for a case study that ties together practice for multiple objectives.
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I think this is reassuring that we don't have to cover each method for every lesson. How can each section, when applicable, be truly engaging for the online learner?
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I wonder if this goes back to Evan's post about Divergent or Convergent lessons. Depending on your general purpose you might vary which parts of the lesson you would include.
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Lesson plans require clarity; they make ideas explicit.
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The difficulty in lesson planning for e-learners is dealing with the unknown. What if one of the technology aspects of the lesson plan is unsuccessful, or instructions aren't clear?
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For lesson planning, we assume that IDs can write learning or performance objectives. We assume that IDs know how to assess learning in meaningful ways and at the right cognitive level. And we assume that they know the limitations and possibilities of the course media. Detailed lesson plans are particularly useful for this last point. While we ask IDs to be creative in designing instruction, we also ask that they be cognizant of the appropriate use of media for instruction
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Just like when we are using technology in a F2F class, we need to make sure the technology fits the lesson and is not just used for it's wow factor. Again, always thinking about why and how the technology fits will make it much more effective.
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Too often, formal storyboarding does not occur prior to authoring. Instead, IDs use the authoring tools to generate storyboards of their already-developed instruction.
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What happens behind the scenes is often much more important than what we actually see! No matter what format or platform we use, that will probably never change!
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hey are lacking both in interactivity to hold the learner’s interest and to ensure that learning occurs, and in sufficient information to guide the learner through the lesson or course
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How do new online instructors ensure that their lessons have clear instructions, engaging content, and meaningful learning outcomes?
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Lesson planning is also useful for helping facilitators and technical writers transition to instructional design roles.
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Educators transitioning to creators of online content may find great value in using comparative and detailed lesson plans to ensure development of quality course content.
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Though developing a lesson plan for e-Learning is similar in many ways to developing a lesson plan for instructor-led learning, there are also differences.
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I think it is often difficult for instructors moving from face-to-face to online environments to accurately gauge student understanding and reactions to online instructional strategies, which makes lesson planning a challenge.
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To demonstrate the effectiveness of integrating lesson planning into the e-Learning design flow, I will work through an example of the documentation for a project. The result will be one lesson for a self-paced WBT course on using basic features of Microsoft Word. The lesson focuses on using the Word Count feature.
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Recently, I drew upon my background in elementary education and in special education to devise a way to help novice instructional designers (IDs) progress quickly in their e-Learning design competencies
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Lesson plans are merely templates that can guide the development of good e-Instruction, saving much time and effort by minimizing revisions and misunderstandings."
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I am not sure why lessons plans are seen as a negative. Anyone delivering learning whether to students or professional learning for adults should be engaging in purposeful planning. -
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"In this article, I will describe [how to use] lesson planning [to help] IDs transition into e-Learning course designers without slowing down the design process. The term 'lesson plan' may sound 'school marm-ish' and academic, but I ask that you reserve judgment until you finish reading this article. Lesson plans are merely templates that can guide the development of good e-Instruction, saving much time and effort by minimizing revisions and misunderstandings."
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The “e-Instruction” gap
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Editor’s Note: Parts of this article may not format well on smartphones and smaller mobile devices. We recommend viewing on larger screens.
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How would the learner know that?
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I am lucky to work with the professionals I do. They alert me to situations in my online courses that need more direction development and do so in an understanding manner. I am teaching a course for the 11th time and there will be tweaks made again to try and provide the best experience possible.
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Very true Holly- students and participants are very helpful in vetting content. Whenever I get a "I don't understand..." message I always as them to help me make it better for others. They are often happy to be asked.
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Our learners want to jump in and take just the training they want and need to perform a task.
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This is an area I struggle with. Trying to gauge the level of the room to provide enough instruction that everyone can preform the tasks without frustration or boredom.
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Checking for understanding • Has learner acquired knowledge? • Sampling — group response • Signaling — agree, disagree, not sure • Individual response — to instructor — another learner
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Makes me rethink my own practice after seeing all the examples in the lessons we looked at. Many had check for understandings along the way. This is an area that I need to spend more time developing in my lessons.
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The first lesson section — the Anticipatory Set — for the face-to-face lesson has the instructor displaying a Word memo and asking participants to guess how many words the memo contains.
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Love using screencasts for anticipatory sets. Give them a little snip of what you are teaching toward.
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n the second lesson section — Objectives
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I need to do a better job at writing clear objectives for the students so that they know what is expected of them in the lesson or module. This can more easily guide the teaching and learning.
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Gain attention Inform learner of objectives Stimulate recall of prior learning Present stimulus materials Provide learner guidance Elicit performance Provide feedback Assess performance Enhance retention and transfer
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http://www.e-learningguru.com/articles/art3_3.htm
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instructional designers start the storyboarding process. Designers
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I have tried for what feels like forever to have students storyboard their work. They do not like it and some have even done the work then created the storyboard for grade. When I talk about storyboarding or graphically organizing work for adults they often don't want to spend the time doing it. I would be interested how others are getting students and adults to storyboard.
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I have a hard time storyboarding, Denise! I think it has to do with how different people process information and plan! I like to think of myself as a backwards designer and start very big picture.
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You might even address compliance with Section 508 of The Americans with Disabilities Act in the lesson plan template
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Great idea! This is very helpful online and something we forget about but fairly easy to do.
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Detailed lesson plans help to ensure that there is adequate instruction — practice and feedback — for each learning objective
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The comparative lesson plan requires the ID to develop the same lesson for two different delivery methods: instructor-led, face-to-face instruction, and self-paced e-Learning
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I think this is an interesting concept - if people struggle moving from F2F instruction this seems like a good scaffold help IDs bridge the gap between F2F and eLearning. I occasionally offer the ISU class I teach as an online module and really struggle the weeks we are online - thinking through what it would like look F2F always helps me (even if I don't formally lesson plan them out).
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section of a comparative lesson plan
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This is a big a-ha for me! I think this is an interesting concept - if people struggle moving from F2F instruction this seems like a good scaffold help IDs bridge the gap between F2F and eLearning. I occasionally offer the ISU class I teach as an online module and really struggle the weeks we are online - thinking through what it would like look F2F always helps me (even if I don't formally lesson plan them out).
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Guided practice
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As a district, we have spent a lot of time exploring two Fisher and Frey frameworks - Productive Group Work and Gradual Release of Responsibility. I'm wondering how these frameworks would fit into an eLearning structure.
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not all nine events were required for every lesson
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asks IDs to consider activities, assessment, and materials/inputs for each learning or performance objective
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I like that from the beginning, IDs are linking objectives and tasks together in this version
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