Try Wordle out for yourself. It is as easy to use as it is fun.
Wordle is a toy for generating
“word clouds” from text that you provide. The clouds
give greater prominence to words that appear more frequently
in the source text. You can tweak your clouds with different
fonts, layouts, and color schemes.
The images you create with Wordle are yours
to use however you like. You can print them out, or save them
to the Wordle gallery to share with your friends.
Wordle is a neat and fun tool for teachers to use in various ways in their classrooms. For example, concepts can be typed in and as a concept is repeated, the word enlarges. One of my schools used it to determine which words to use in their vision statement. The result became a beautiful work of art.
Oh, this is sooooo neat! If you are disappointed with the lack of sophistication of google presentations (on google docs), you have to check out 280 Slides! I haven't used it, but it looks like it provides high quality themes and you can easily embed videos!
I can seeing using this as a pre and post for writing, collaborative writing, and an interesting way to determine expectations and rules for a writers' workshop.
Another distinction between the two types of writing is that while traditional writing formats, such as journaling, are frequently used for private reflection, digital writing is almost always meant for an audience.
I agree that personal writings are more often found in journaling and by hand while digital writing (wikis, blogs, communications) is for an audience - to be published for others to see.
By design, pen-and-paper composition is a one-person undertaking. But digital writing is often collaborative.
they can create a text jointly, through shared documents or wikis, or they can take turns posting on a collective blog.
Of the many digital tools Malley uses, Google Docs has been one of the most transformational, he says. Google Docs stores documents on the Web, so they are accessible from anywhere, and allows users to share their work with others—making it easy to edit or co-author a piece.
Although digital and traditional writing diverge in some ways, their roots are very much alike.
Solid conventional writing skills are the basis for making short films as well,
The caveat to using digital tools, many tech-savvy educators note, is to keep focused on instructional goals, and not use technology simply for technology’s sake.
Identify which objectives or Common Core Standards you are meeting. If you can't, then you need to rethink the use of this tool.
Outside of their classes, students most often encounter digital writing—that is, writing created or read on a computer or other Internet-connected device, as defined in Because Digital Writing Matters, the book Eidman-Aadahl co-authored. While digital writing melds visual, audio, and text, “so much of school writing is consciously in the other direction,” says Eidman-Aadahl.
digital writing skills are critical to “college and career readiness.” Digital writing assignments “match the real world” and give students experience composing “in a form people will actually read,” she says.
as part of their oral presentations, students were required to include a technology-based visual aid, such as an interactive poster made through Glogster or a word cloud created with Wordle.
Lesson plans are merely templates that can guide the development of good e-Instruction, saving much time and effort by minimizing revisions and misunderstandings.
As a teacher, I use lesson plans as a way to outline my instructional steps, so this helps connect what I do to the online environment design.
No matter how many examples of e-Learning courses my students review and critique, and no matter which text we use in class, many of the students’ initial attempts are sorely lacking when compared to the courses of more experienced designers. To put it simply, there is little or no instruction in the students’ e-Learning, and the “voice of the instructor”
I find that I have to go over and over my online classes I create just to make sure I'm writing all the things I would say if I was teaching a face-to-face class. I often times have my husband or others go in and read my descriptions and lessons to make sure it makes sense to s stranger. I think when we are creating online lessons, we can get too close to it to see what's missing. It helps to have someone from the outside evaluate it for you. Mary Trent
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. IDs need to remember that there is no instructor present in self-paced e-Learning, and simple as this sounds, it does take some getting used to. This concept is especially difficult to grasp for experienced stand-up trainers and facilitators who are new to designing instruction.
When creating a lesson, you have to have opportunities for review as well as extension activities. You also need to give students opportunities to get feedback from you along the way. It needs to be more than just "Good job." I like to use Zoom or Adobe Connect to hold virtual classroom meetings to answer questions and get to know my participants. It has proven to be very valuable. Mary Trent
Mary: I would agree providing opportunities to connect virtually for meetings or questions has been beneficial. I like the idea of having a time that students can talk with you in the off chance they have questions but need more individualized support and may not feel comfortable asking in a group meeting.
I think it is really important especially in online classes to stay in contact with your participants and give them quality feedback and aske probing questions. This helps to make connections and to develop the discussions.
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. I spend a great deal of time asking students, “How would the learner know that?”
I definitely agree that most online courses are missing the interactivity to hold the learner's interest and clarity of instruction to help the learner know what is expected or the procedure to follow.
Comparative lesson plans help to ensure that self paced e-Learning includes the “voice of the instructor.”
Lessons that contain the "voice of the instructor" are key to connecting with the learner. It is important to provide adequate information to answer questions before they are asked. It is also important to give your instructions "personality" so the learner does not feel alone.
Nancy: I appreciate when examples are given by the instructor if there might be questions for clarification. The way Evan and Kristen have given an example in the forum eliminate questions that may have occurred.
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. Last, but not least, we also ask that they be mindful of the budget.
I found the mention of being mindful of the budget something I had not considered while developing online lessons or courses. It seems easy to add media to a course without expense until you need to pay for cloud storage.
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.
Michael Allen’s Guide to e-Learning: Building Interactive, Fun, and Effective Learning Programs for Any Company, “Storyboards and design specifications are unacceptably weak in comparison to functional prototypes.” (
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
“R” in RID stands for “Rapid,” not “Rushed.”
An IDP may also include information about the technical requirements — both software and hardware — for taking the course.
This is very important. I learned the hard way that you cannot assume participants have what is needed for system requirements. This was evident when teaching the integration of online resources course. I assumed teachers had been using the resources and were taking the class to further their individual learning. I found out most have not even logged in before and the baseline information needs to be provided in the welcome which includes: general login (username and password) along with detailed instructions for set-up of individual teacher accounts for development of unit portfolios. I find myself continually making revisions for ease of understanding and delivery.
Once the appropriate stakeholders approve the IDP, instructional designers start the storyboarding process. Designers (or their managers) often expect to move effortlessly between creating an IDP and developing storyboards from it.
I can see the importance of storyboarding every possible item so that you can reduce or eliminate a rough beginning. This may result in working at the lowest level to be assured all participants are starting at the same point. An example: In the introduction there would be general login (username and password) along with teacher account set-up information. If the participant has completed this previously then the step can be bypassed.
The pacing chart has been very helpful especially when time can be a factor. The approximate time allowed at a quick glance to see what could be accomplished during that session. This is something I have started to develop for inclusion in my course to better inform students.
• Instructor may model or learner may model • Needs to be visual and verbal
I feel that this is important that you know the content you are teaching and able to do what you are teaching. I do feel that you should also be willing to learn new things if needed.
Constant learning is the key word. When it comes to technology you have to be in the constant learning mode or you will not keep pace!
2. Demonstrates competence in content knowledge (including technological knowledge)
• Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
This is a healthy reminder of the why and the how we do what we do. Pedagogy is not only interesting but essential to effective teaching. Much thought should go into the nuances of online learning and how activities and interactions should be structured to capitalize on and enrich learning.
This is an issue that I see with my the teachers I am currently coaching. Developing lessons that are age and ability level appropriate can assists with many other issues that arise in a classroom because it will keep the students constantly engaged.
I think the core of good teaching is relationship and community building. This is an essential component to facilitating rich learning experiences for traditional and online students alike. in particular, I feel being approachable and interactive are especially important when evaluating a learning environment.
In the future if/when we start creating online learning opportunities for the staff it will be nice for teacher in the same building to talk about the class they are taking. We are getting that kind of experience with us all being in the same cohort.
Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
Once again experiences help us deliver good instruction. So if we are taking classes and learning we in turn become better teachers and know what struggles may happen or what worked and what didn't
Up until this course, I honestly had no idea how difficult it was to do everything for a course on the computer. Despite being very tech savy, I find myself somewhat challenged to manage the different windows required.
Designs the structure of the course and the presentation of the content to best enhance student learning
Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
I really don't understand how you can adjust for different learning styles and abilities--its the same assignments for all unless you create online course that has different levels of abilities
I think you could start by offering choice. If a student has to discuss theme in a story, their products could be an essay, a video, a Presentation, or something else. Additionally, you could create different assignments for different students if they need it. An online course would be an easy way to make that happen since students aren't necessarily seeing what their peers are producing. I know Google Classroom just made it available to provide assignments to specific students. I would imagine Moodle can do the same thing.
Working both in a school setting and outside of the schools, I see this as a standard that should come at or near the top of most instructors lists. I want my students to have an environment that they feel safe and want to come learn. I want my students to feel that instructors genuinely care for our students and want the best for each of them.
Utilizes a course evaluation and student feedback data to improve the course
I love to give students a voice in their classroom. It can be something as big as classroom rules and expectations to something as small as a choice of what to do next from teacher selected activities, and anything in between. Giving students a voice will give them some ownership of the class and give them a reason to want to keep coming back.
Agreed! This is a very important, even though you may get feedback that is difficult to read. It is extremely helpful in knowing what is most effective from those that are actually completing the assignments. When students have a voice it makes it more meaningful and more effective.
• Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
This is a good introduction for new students. A lot of people think netiquette is understood by everyone but some people have never been informed about proper
online communication
Networking takes on a whole new meaning in education, especially at the HS level. We no longer can teach in isolation. We have to work not only with our colleagues, but also the community. This includes businesses and agencies that can help us to produce well rounded students for their workforce.
• Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
I think this is so important when it comes to having student complete assignments online. In a face to face classroom communication can be easy, quick and personable. As educators we can't loose site of this when the class and assignments are online. We have to still find ways to connect and let our students know that we may not be face to face but we still care about their learning.
This is just as important as timely feedback in a traditional classroom course! When the instructor is not face to face with the students it is sometimes harder to know what the next step might be, without the feedback from the previous assignment or feedback on a discussion board.
Selects and uses technologies appropriate to the content that enhance learning
I think there is a two-fold situation brewing here. On one end of the spectrum, we have teachers who are happy to explore lots of ways to use digital tools and processes. We see a lot of app and extension requests come in from "these kinds of people". After a while, the district has started to take a stance and wants a way to filter out the requests to the essential ones. It's a slippery slope, however, because no one has definitively decided what is essential, and even if they had, it could change overnight.
On the other side of the spectrum, you have teaches who are overwhelmed by all the choices, and so they select none. They would prefer that someone tell them "THIS one" when choosing the right tool for the right job.
I believe there is happy medium in the middle where vetted tools are supported. Not quite there yet. It's a bit of a jungle.
Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
I feel that is standard is so important because at an elementary level we have a wide range of abilities. Its nice to have websites and technology that is appropriate for a kindergarten student vs a 5th grader.
Selects and uses technologies appropriate to the content that enhance learning
I think there is a two-fold situation brewing here. On one end of the spectrum, we have teachers who are happy to explore lots of ways to use digital tools and processes. We see a lot of app and extension requests come in from "these kinds of people". After a while, the district has started to take a stance and wants a way to filter out the requests to the essential ones. It's a slippery slope, however, because no one has definitively decided what is essential, and even if they had, it could change overnight.
On the other side of the spectrum, you have teaches who are overwhelmed by all the choices, and so they select none. They would prefer that someone tell them "THIS one" when choosing the right tool for the right job.
I believe there is happy medium in the middle where vetted tools are supported. Not quite there yet. It's a bit of a jungle.
Another vision for down the road is an accessible repository for high quality assessment items linked to standards which could be pulled while our collaborative teacher teams start to build their common formative assessments.
Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
I think this is especially important because it is hard to be sincere in an electronic space. I love when teachers introduce themselves. I need the personal touch to be more invested in the coursework. Students will need that, too.
Knows the content of the subject to be taught and understands how to teach the content to students
Assists students with technology used in the course (Varvel III.C)
Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
I think the first part of this goal is easier to meet now with cloud based programs like G-suite products, but it can be challenging to have middle students to stick to working together to reach a learning goal.
I think it is extremely difficult to stay current on all of the technology tools. There are the new tech tools and then the others are continually being updated. We seem to have certain leaders who are know about certain products. We all know who to ask about Google Calendar.
moodle-Iowa
I definitely agree with this!! I used to think that I was good with technology and doing well with new things until we went to ISTE last summer! That, along with these classes has really showed me how much I really don't know!
Demonstrates competence in planning, designing, and incorporating instructional strategies
I strongly believe this is the most essential part. It is the understanding of the big picture (Understanding by Design concepts from the late 90's), assessment, and how are we going to get there is the key to any teaching. This front loading, upfront planning, and focus on the big picture will ensure more learning. It is planned and not rushed. You will always need to adjust, and the moodle allows ample ways to adjust instruction as the students need it. Technology or no technology, this is the heart of teaching.
Provides opportunities that enable student self-assessment and pre-assessment within courses (SREB K, Varvel VI.I, ITS 5.d
I really struggled which to pick out as being most essential in the 2nd area and I went between self assessment and the ability to differentiate with all learners. I decided to go with the self-assessment and pre-assessment. Hattie studied thousands and thousands of strategies and found the number one way to improve learning is through reflection- knowing where I am, setting goals, and reflecting along the way. This is the nice part with online learning as it forces all students to be transparent and not blend in with the class and not engage. With solid planning for a variety of abilities in the classroom, good assessment & feedback, and constant reflection, we should see improvement in learning.
I feel this is essential because an online teacher should possess the content and technological knowledge necessary to design and implement coursework. If they don't know how to navigate and utilize the technology then they shouldn't be teaching online.
Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning (SREB C.15, SREB M.4, Varvel IV.C, ITS 3.e, ITS 4.f)
I feel this is an essential standard because learning materials and resources are the foundation of any course whether it is online or face-to-face. Instructors need to know how to select and evaluate the materials that they will use to teach others. It is the core of any instruction.
• 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)
This class is a great resource for starting to learn how to use these tools. I am curious as to how long one would have to use these tools to be confident in being able to also require students to use them. I certainly see them as a great resource, but to what extent would teaching students how to use the tools overshadow the learning that is to take place about the actual content for which the tool is being used?
• Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
The ability for students and teachers to communicate is perhaps one of the greatest benefits for online learning. In what other educational setting does a student have the opportunity to freely communicate with the instructor about a vareity of topics without the presence of their peers.
Provides opportunities that enable student self-assessment and pre-assessment within courses
Joan Walton has helped me with this class. the student-student interaction has help me with this learning process.
• Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
This is a critical piece. It has to start not only at home, but at the lower elementary and be consistent throughout a childs k-12 life. We also need to have consequences in place if students do not follow the guidelines. That is all part of the learning process, but cannot be a repeat continuously.