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Victoria Guilliatt

What You Don't Know About Copyright, but Should - Technology - The Chronicle of Higher ... - 0 views

  • knew the answers to basic questions such as how one gets a copyright and how long it lasts
  • only 30 percent
  • If you think you don't own any copyrights, think again
  • ...5 more annotations...
  • people don't realize that they themselves are copyright owners
  • Copyright automatically applies to book manuscripts, articles, blog posts, artwork—almost any copyrightable object that people create. That's been the law since the 1976 Copyright Act took effect.
  • shorthand
  • fair use
  • breathing space for freedom of expression within copyright law
kylejclark

iowaonlinelearning - Teaching Standards - 3 views

  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (
    • cjterry64
       
      This is so important. If students aren't getting a concept, repeating it over and over....or slower...isn't the answer. We must find a different way to approach them. This is true of all types of learning - traditional and online. 
    • cjterry64
       
      This is so important for all type of instruction, whether it be online or face-to-face. If a student isn't getting the concept, repeating my instruction over and over....or slower...isn't going to help. Time to try a different approach. 
  • 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
    • cjterry64
       
      This gets me to thinking about layout of an online course and ease of navigation. If things aren't clearly laid out or easy to navigate, it makes the learning more difficult. My daughter is taking a summer class and I'm seeing first hand how course layout has affected her. The lessons are presented in Soft Chalk with the assignment directions on the assessment page. They don't take the assessments shown there, rather the ones the instructor posts in the modules. The assignment directions are not easy to return to, The pages load slowly and there is no sliding bar to just take you to the last page. The assignment directions are not shown on the assignment page where students actually submit their work. This has been a source of frustration for my daughter. Layout and ease of navigation, along with directions on the actual assignment page are extremely important for online learners. Especially students who aren't as patient as adult learners. 
  • Tailors instruction to meet the different needs of students,
    • cjterry64
       
      This is something I strive to do in my classroom. Face-to-face interactions make this easier. This would be more challenging in on-line learning. 
    • cjterry64
       
      This is something I strive to do in my classroom. Online learning presents challenges in this area. Great care and planning would be involved. I can see the importance of having a student coach. 
    • milemieux
       
      Accommadating for students with special needs would be a tough in the online setting. With the use of some technologies such as text to speech I think that some of those challenges could be addressed. I agree though, if it is a full online class, then a student coach would be ideal.
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  • Understands and uses data from assessments to guide instruction
    • cjterry64
       
      This ties in with the first item I highlighted.
    • cjterry64
       
      This ties to the first item I highlighted. Assessment data, whether it be formative or summative, must guide what we do as teachers. How many times over the years have I given an assessment and didn't do anything with it? I continually strive to do better with this. 
    • milemieux
       
      I like this one as well. It is so hard to be a learner when you do not understand something, and the teacher continues to plow forward.
  • Creates a learning community
    • cjterry64
       
      A sense of community is what makes a classroom such a great place to learn. The challenge would be to create such a learning community with online learners. 
    • cjterry64
       
      A sense of community is so important for learning. This seems so much easier to me with face-to-face learning. Definitely a learning curve for educators as we head towards more online learning. 
    • klsgwin
       
      Agreed! The connections in face-to-face learning environments are more naturally occurring but in an online environment where a large component to understanding lies in the ability to effectively communicate the material, an educator must facilitate an open and safe place to do so.
  • Communicates with students effectively and consistently
    • cjterry64
       
      Finding how to effectively communicate and monitor students consistently in an online course seems extremely important to me.  Adult learners are more likely to be independent and push on when things aren't clear. Not the case with children or teenagers. They are more likely to just "shut down" and blow the course off if they weren't able to communicate with their coach and/or instructor. 
    • cjterry64
       
      Finding out how to effectively communicate with online learners seems critical. Again, the importance of a student coach surfaces. Adult learners tend to push on and problem solve more. Student learners, not so much. Feedback, help with assignment, tech help, etc. must be given consistently and as quickly as possible. Finding the balance between being available and being on 24/7 would be challenging. Letting students know when you are available, when to expect a reply to message, when things will be graded must be communicated up front. And communicate if changes occur. I know even my 5th graders appreciated updates if something was taking longer to grade than anticipated or if I needed to help them a little later. 
  • Your thoughts?
  • encourages collaboration
    • elgehrke
       
      I feel like maybe last year I was so focused on classroom management that I didn't really take many risks in the collaboration department. I know how important that collaboration is... I just have to figure out how to make sure my students stay actively engaged with our learning during these group work or partner work times.
    • Beth Moss
       
      I could see how with younger students this could be... "risky." AS adults, and professionals, we self regulate and censure ourselves well. Especially with topics that are not controversial.  I wonder if canvas has a way that kids can post, and you can moderate before it is shared?
  • appropriate use of the internet
    • milemieux
       
      Using techniques to engage the students will push them to do more than the minimum. If they become engaged and are enjoying it they could take their learning to another level. In this class, I feel I have learned about a lot of new resources that will help engage my students in their learning.
  • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • milemieux
       
      This seems silly to highlight this, but students need to have an instructor that is trained in the subject matter and has the technology skills to help students as well. It brings validity to the material when presented by someone that has learned about it, experienced it and has taught the material. I would be horrible at teaching an online course about Language Arts because that is not my strength area and have limited skills providing online learning. In my opinion, if you want something to be successful you need to be fully invested and not cut corners.
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • milemieux
       
      Technology is great but sometimes technolgy does not always fit every learning situation. Choosing the right format or multiple options, can make or break instruction. I found it very easy to follow along with the videos provided to sign up for diigo, where I probably would have struggled to more if I had to read directions and figure it out on my own. Visually seeing it put me more at ease.
  • Understands student motivation and uses techniques to engage students
    • milemieux
       
      Being able to motivate and engage students helps to push them to do more than just the minimum. Hopefully, they will take more ownership of the learning and take it to another level.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
    • Beth Moss
       
      This is potentially hard to do. There is so much copyrighted material that floats around the internet, namely on youtube and on google image search. Its tempting to just use all the resources you can easily find, and those are two HUGE sources of information. I hear the AEA website has an copyright OK picture library for school use, and I know there where some learning licensed video sights listed on the resource wiki we looked at. Anyone know some more specifics on these? #ollie_iowa
    • klsgwin
       
      When you are using Canvas and posting information on your class page, you can click an icon above the text box that has a list of video resources available. I would be able to tell you more however, I am new to it as well. It is the little blue V in the center of the bar above the text box.
  • 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)
    • Beth Moss
       
      This is no different than any other course in real life, but it speaks to the rigor thats expected no matter what the delivery method. 
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • klsgwin
       
      This seems like a no-brainer but the two are distinctly different.
  • Has experienced online learning from the perspective of a student
    • klsgwin
       
      This is integral to a student's success. I have always held fast to the belief that if you don't understand the context of a student, you are missing out on teaching opportunities.
  • Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a) • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
    • klsgwin
       
      Not any different from the Learning Targets we create for our Priority Standards for our face to face classes.
    • kylejclark
       
      This is critical with an online course.  Not only do your criteria and standards need to be clear, but you also must have an efficient way for students to seek clarification and ask questions, just like they would in a normal classroom.
  • 8. Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
    • kylejclark
       
      This standard as a whole is my weak point.  My knowledge about copyright laws is minimal at best.
Mary Overholtzer

ollie1: Iowa Online Course Standards - 2 views

  • (K-12) • Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
    • Mary Trent
       
      Communication is key in online classes. I know I have been lost a time or two. I like checklists of requirements for the course.
    • anonymous
       
      Information literacy becomes even more important as more resources are available for our students. They need the tools to be able to filter through all the information out there and search out what is best. Middle school kids seem very willing to believe it if they saw it on the internet.
    • mhauser
       
      I'm 57 years old. My dad, who had an eighth grade education and would be in his 90s were he still alive used to tell us, "Don't believe everything you hear." He would also say, "Don't believe everything you read." My dad was wise. We need to be skeptics. Everyone needs to ask the questions, Who is sharing this information? Why should I believe them? What is their purpose? How old is this information? Can I understand the context in which it's offered? I'm a teacher librarian. I've been working on this for 16 years and love that information literacy is in these standards.
    • Mary Overholtzer
       
      Communication is the hardest thing I do as a wife, mother, teacher, and friend. When I think I am communicating well, it's obvious that others are not!!!! HA! The hardest job I will every do is communicating.
  • • The course design provides opportunities for appropriate instructor-student interaction, including timely and frequent feedback about student progress based on the learning targets.
    • Mary Trent
       
      It's important to encourage students to feel comfortable to ask questions especially when they are lost. Quick, easy, multiple ways to contact the instructor are important.
    • Julia Schreckengast
       
      I would agree so many students are too afraid to ask questions in front of a class. They are just satisfied with not knowing rather than risking embarassment.
    • Laura Eklund
       
      I am involved in a grant program that is about blending the online teaching with face-to-face teaching, which will make the instructor-student interaction easier.
    • Bob Pauk
       
      Obviously this is important, but also challenging when you see as many as 150 students per day. It makes things like clickers and online communicaiton that much more important.
    • Nancy Peterman
       
      Technology has made instructor-student interaction easier, while also making it difficult for students to not become involved. Students quickly see that they are accountable and instructors can track their participation.
    • Kevin Kemp
       
      Students and instructors both need feedback in order to achieve.  Progress can only be achieved with an ongoing, positive conversation
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use.
    • crjessen44
       
      This is something I would like to know more about in the on-line world. I'm not sure on certain issues relating to this and would like to be more clear on my understanding.
    • Ashley Weaver
       
      I would also like information, especially about fair use!
    • Deborah Ausborn
       
      This is one of the greatest concerns I have in planning an online course. I did find a section in the orientation materials for this course that addressed it. It is called "Copyright BriefNotes" and is available from the AEA. I can't tell you exactly where I found it; explored way too many links to be able to retrace my steps and the printout doesn't have a web address. It was a pdf file on a link.
    • Kathy Hageman
       
      It is critical that we model appropriate citing, observance of copyright, and fair use for our students. My middle schoolers have difficulty grasping both the significance and the proper methods of these concepts.
    • Jessica White
       
      This is one of the most important details! Yes, middle school students struggle with citing. It is only going to be more important as more and more online resources are available.
    • Deb Ritchie
       
      I'm pretty clear on rights for print materials, but less sure when the item in question is a graphic, picture, etc. Does it make a difference that our course is only available to students in our classroom and not going out to the world wide web?
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  • Sufficient learning resources and materials to increase student success are available to students
    • crjessen44
       
      This is where I think Moodle or other similar tools will have an advantage. I like that I will be able to group all relevant resources together for students. I have a lot of resources right now but they are all scattered..
    • Nancy Peterman
       
      I definitely agree with you about these online tools making resources more available. Like you, I have many resources in many locations. I am gradually moving the resources to my Moodle course pages and plan to expand this to include Diigo. Grouping the resources will provide students with a consistent location while working and provide me with a better method for keeping web pages current.
  • Ongoing and frequent assessments
    • Ashley Weaver
       
      Formative assessments?
    • anonymous
       
      Good question - Would this be a good spot for using some of the online quiz tools that we saw on the Cool Tools website? Is it easier or harder to complete formative assessments in an online setting?
  • Instructions to students on how to meet the learning objectives are adequate and stated clearly.
    • rcordes1961
       
      AS Stiggens said many years ago, students need to know the target before attempting to hit the target. Trying to hit a moving target is frustrating and difficult for everyone!
    • Deborah Ausborn
       
      How true! It is important that the students clearly know what is expected of them.
    • Kathy Hageman
       
      My nine-year old even undertands this! He recently commented, "This assignment would be so much easier if (the teacher) had given us a rubric."
    • Kevin Kemp
       
      If our students don't know what to expect, what are we doing?  Students need and deserve to know what they are responsible to know.
    • mhauser
       
      I need to get better about making clear daily objectives. That's new to me, but my faculties have their learning goals posted on their walls each day. It's great for everybody. Kathy, I love what your son said. Kevin, you are right on the money!
    • Victoria Guilliatt
       
      I put my lesson objectives on the board when I teach my elementary library classes, it makes it easier for the students to know what I expect.
    • Mary Overholtzer
       
      What's amazing to me is when I have a student say, "Give me a rubric, and I can easily get an A with less effort." This scares me....to me it's a way of putting forth mediocre work by "beating" the system. Tha'ts why every rubric I build has a perception component of quality when comparing project/discussions/etc with peers.
  • 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.
    • Julia Schreckengast
       
      I am going to try to use next year with my CoPi blended classroom.
    • Amy Kemp
       
      I hope to create some practice problems or a quiz using Softchalk.  I have never created anything myself for them to do online.
  • The course instruction includes activities that engage students in active learning
    • Laura Eklund
       
      This is a great place for the cool tools for school, but there are so many out there I don't know where to begin. Also, it seems like everytime I find a tool that engages students a new and better tool comes out and I have relearn everything about that tool.
  • The course instruction includes activities that engage students in active learning
    • Bob Pauk
       
      Students today live in a different world than the one most of us in this class experienced when we were young. Sitting for 45 minutes with nothing more than an overhead projector or chalkboard to look at and nothing more than a teachers voice to hear is just completely out of touch with the way students experience things outside of the classroom. As educators we need to keep that in mind or we really will have kids bored to death.
    • Joleen Louwsma
       
      Students are multitaskers and grow bored when not challenged. Active and interactive learning is one way to keep them engaged. I also feel that as teachers we need to change our " tools" and raise the bar for learning.
    • mhauser
       
      In most classes, I think we have about 10 minutes to direct students toward the learning that we hope will happen that day. Then we have to let them get started on their learning and coach them as needed for the rest of the class. If there is confusion or a common thread shows up during the class time, the coach/facilitator/teacher might stop the student work to explain, or to have a student explain the issue, but otherwise, the focus is definitely not on the teacher. It's not about us. ;-)
  • • Academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism are clearly stated
    • Matt Tracy
       
      This, I believe, is more and more important because our students really struggle with understanding that once something is on the web, it's out there for good. They also struggle with understanding just the basics of appropriateness.
    • Kathy Hageman
       
      Do you think that in many cases students do know what is appropriate and what is not? I think that students sometimes push the limits to see if the instructor cares enough to hold them accountable.
  • The course goals and objectives are measurable and clearly state what the participants will know or be able to do at the end of the course
    • Bob Pauk
       
      This one is so simple, yet doing this effectively is probably on of the most important things an instructor can do to avoid problems down the road.
    • rcordes1961
       
      I agree, Bob. I think sometimes we believe students are suppose to be mind readers when it comes to what they will learn or be able to do.
    • Jason Gomez
       
      My school went to putting the learning target on the board everyday. I think it was good, but should be incorporated with a "ticket out the door" activity.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • Deborah Ausborn
       
      I really love the idea that we can tailor courses to meet the needs of individual students. I would like to explore ways to have various paths leading to mastery. Once a student has mastered a concept, he or she can move on to the next concept. A student who needs more practice could be redirected to more learning activities on the same concept. One size does not fit all.
    • Kathy Hageman
       
      As I learn more about online learning and using Moodle, I am excited about the possibilities for differentiation. I see this as one of the greatest strengths of the format.
    • Bev Berns
       
      I love the idea of giving students ownership in their learning!
  • Technologies are chosen that are accessible to students
    • rcordes1961
       
      We need to keep in mind not all students have internet access at home. Online learning cannot be another way of separating the haves from the have nots.
    • Tresa Zaragoza
       
      This is the one that worries me the most. Between having enough computers and having them work when we need them.
  • A clear, complete course overview and syllabus are included in the course
    • Joleen Louwsma
       
      This is an important factor in making a successful class. What I think is clear and concise may be confusing to my students. Writing the syllabus, the course overview, expectations, and lesson instructions will be an ongoing process.
  • Instructions make clear how to get started and where to find various course components
    • Kathy Hageman
       
      As students in this course, many of us understand that it may be easy to be overwhelmed when starting out in online learning. We help our students with simple and clear guidance.
    • Mary Overholtzer
       
      As time goes on, what we consider to be so difficult, becomes easier as time goes on. We must note that while we teach online learners---and naturally, while they teach us too.
  • The requirements for student work, including student interaction, are clearly articulated.
    • Kathy Hageman
       
      Limited experiences teaching online have taught me that the quality of student interaction rises significantly when there are rubrics that spell out expectations for student posts. Otherwise, students easily slip into the language and style of non-academic online social interactions.
  • The course provider offers the course teacher, school coordinator assistance with technical support and course management. .
    • April Tidwell
       
      I feel this is so important. One of my biggest concerns about going 1:1 next year is the lack of tech support. I haven't seen any plan to increase the tech department, and I often have to wait days to get answers currently from the help desk. Students get extremely frustrated when technology doesn't work especially if there is no one there to help them.
  • The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material.
    • Heather Gould
       
      Rigor and Relevance is the Characteristic of Effective Instruction that comes to mind as I read this. Good instruction is good instruction, regardless of the teaching modality. In a student-centered environment, as this suggests, students are encouraged to collaborate with others as they take their new knowledge and apply it.
    • Steven Petersen
       
      This is critical. Without face-to-face interaction there has to be a method put in place for frequent contact by the teacher. Students always have questions and an inability to address those questions will lead to frustration.
  • The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules
    • Steven Petersen
       
      Why should this matter. Unless it is a blended class the confines of the school schedule should be immaterial.
  • The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction.
    • hollysoby
       
      This is one I'm excited about - I'm hoping by mixing online with face to face learning I can have more interaction with quiet students - though I know from taking online classes it can be easy to just do enough to get by if there aren't a lot of opportunities to interact.
    • Tim Hadley
       
      I am hoping that is portion of the "face to face" is built in to help accomodate learning for students who are having trouble mastering the content. My worse fear of online learning is making the material move too quickly for students to keep up, making them frustrated and not positive learners.
  • The course structure includes a wide variety of assessment procedures to assess students’ mastery of content.
    • hollysoby
       
      This is something I feel like I need to be careful about - I think it's easy to get so excited about new ideas I throw a lot of projects at students at once - I need to think really hard about what I want to assess them on.
    • Tim Hadley
       
      Glad it isn't just me, I find that I also get pumped about something, throw it out to the students to "try" and then I realize at the end that I had no way to measure whether it was really effective or not.
  • • Grading policy and practices are easy to understand.
  • 21st century skills in the course, including: using 21st century skills in the core subjects, 21st century content, learning and thinking skills, ICT literacy, self-directed learning, global awareness
    • Tim Hadley
       
      Courses being online in and of themselves are 21st Century learning skills. However, I believe, online instruction should include more than just being posted on the internet. It should push students to be self-directed and global learners. Fulfilling this standard will take work, but I believe it is one of the most important goals of learning.
  • Hardware, web browser and software requirements, as well as prerequisite technology skills are specified.
    • Tim Hadley
       
      This is something I hadn't really thought about, but it makes sense. If students can't access your course from the beginning it would make it hard to impossible to be able to complete it.
  • Specific and descriptive criteria, including rubrics, are provided for the evaluation of students’ work and participation.
    • Jessica White
       
      This is always important to me as a teacher. Students must know how they are graded before the assignment/project is started. This would be the same with online learning.
  • The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways
    • Deb Ritchie
       
      This is the standard that I'm most interested in. How do we make sure students are not doing the same old things only now with a computer? We need to keep the bar up there for higher-order thinking skills and critical reasoning. I'm hoing to gather ideas from class to help me do this.
  • instructional materials are aligned with the content
    • Victoria Guilliatt
       
      This is very important when I teach the elementary students in the library because it is very easy for them to become lost in the lesson
  • The course content and assignments are aligned with state’s content standards or nationally accepted content standards
    • Jason Gomez
       
      This always worries me; is the content of my class the same as the state's content? My district has gone to content mapping which makes it very easy to know that we are following state standards
susanbrown87

ol101-f2020: Iowa Online Course Standards - 1 views

  • The course instruction includes activities that engage students in active learning.
    • erinlullmann
       
      When I talk to my teachers about integrating technology into the elementary classroom, I'm often suggesting ways that the technology can help increase student engagement. I'd like to learn about more ways to increase engagement using technology.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • erinlullmann
       
      I think this is a potential way that technology can do something that face-to-face struggles to do on a day-to-day, lesson-by-lesson basis - meet all students' individual needs, learning styles and preferences. That can be extremely challenging in a face-to-face environment - it takes a lot of time and knowledge by the teacher. I would love to see examples of this in action during an online course. Will we explore this concept in the OLLIE series?
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use
    • erinlullmann
       
      This is something that I want to remember to do when I'm creating model courses or courses for teachers. We tend to preach to our students to cite our sources and obey copyright laws, but it can be really tempting to just do a Google Images search for that perfect picture or clip art without caring about copyright. I want to make sure to do my best to model correct citing and fair use policies.
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  • student-student interaction
    • susanbrown87
       
      I think this is the component most missed in the online learning I've seen for COVID. Teachers interact with students and students with content but the student to student interaction is missing. it takes more creativity and the use of other tools to implement this well.
  • a wide variety of assessment procedures to assess students’ mastery of content
    • susanbrown87
       
      I need to improve in this category. After taking the OLLIE assessment course I see where I need to vary my assessments to include self and peer assessments.
  • alternatives to auditory or visual content, as well as accommodating the use of assistive technologies
    • susanbrown87
       
      This will be especially important for me next quarter as I will have a student with cochlear implants. In an all online course these would definitely be a challenge and something I need more help on depending on the device the student is using or abilities.
  • A variety of high-quality learning resources and materials are available to increase student success
    • susanbrown87
       
      Teaching online will require me to look for the variety in resources. I have my go to sites and strategies. Teaching a course strictly online would force me to increase my resources on the web. Taking the OLLIE courses has helped to increase these resources and tools.
herdegenk

ollie1: Iowa Online Course Standards - 0 views

  • The requirements for student work, including student interaction, are clearly articulated
    • herdegenk
       
      When you give instruction in class, it is much more convenient and easier for students to ask you to clarify any part of the assignment.  Instructions and requirements given online need to be much more articulated than if they were read in class. 
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use.
    • herdegenk
       
      Can someone clarify something for me?  I was once told that I could post a document to a website for educational purposes as long as the website was password protected.  For example, I could make a copy out of a textbook, convert it to a pdf file and post it to my Moodle website so students wouldn't have to bring their textbook home with them to complete an assignment.  Is this disobeying copyright laws.
Vickie Parker

ollie1: Iowa Online Teaching Standards - 2 views

  • understands how to teach the content
    • Jeff Struck
       
      It is more than just disseminating content. It is knowing how to deliver that content in ways that promote understanding, conceptual understanding. Your instruction needs to focus on connections, structure (models, schema), performance (application & transfer-think and act flexibly with what you know), sense making (can use it to make sense of the world), and reflection. This is an area I need a lot of practice tools and strategies for creating online learning environments that promote the Characteristics of Effective Instruction.
    • Kim Swartz
       
      I have a feeling many of us need a lot of practice, tools,and strategies in this area, Jeff.
    • Tami Plein
       
      I think the Characteristics of Effective Instruction have gotten lost in the sea of Essential Skills and Concepts. It is easier to think about teaching new content, then to think about teaching differently.
  • communicates learning outcomes
    • Jeff Struck
       
      It is critical in any learning situation to have the goals and success criteria identified but to also communicate them to the participants in ways that they can understand and in ways that they and the instructor can check progress.
  • best enhance student learning
    • Jeff Struck
       
      When designing an online course based off of a course that has previously been delivered face to face, is it best to design it completely online and then go back and look at those pieces that might best be delivered face to face?
    • Cindy Unger
       
      We should look at Iowa Core and the Characteristic of Effective Instruction. Shouldn't these hold true for and online course as well?
    • Becky Ahern
       
      I agree with you, Cindy. If it doesn't algn, we would have a problem.
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  • Understands the differences between teaching online and teaching face-to-face
    • Jeff Struck
       
      If you understand how the teaching is similar and different between online and face-to-face learning, you can better prepare learning experiences that meet the needs of all learners and that supports what we know about best practices in teaching and learning. You can also make decisions about what may or may not be best suited for online learning.
  • data from assessments to guide instruction
    • Jeff Struck
       
      In face-to-face, you can use formative data to make changes in the content on the fly. Based on the data you get from participants you might need to revisit the content but in a different way or take the content deeper. You adjust and modify the content and how it is delivered based on what the participants know, say, and do. It will be interesting to see how one can make adjustments to content and instruction in an online environment when the content and sequence seem predetermined and somewhat 'fixed'.
  • Knows and aligns instruction to the achievement goals
    • bonnie gabriel
       
      Educators need to align content and instruction through the Iowa Core.
  • Knows the content of the subject to be taught
    • bonnie gabriel
       
      Many elementary teachers must develop a greater understanding of the math content they teach.
    • Tina Wahlert
       
      It will be very important to provide clear directions in how to use all tools we choose in developing our online class.
  • Assists students with technology used in the course
    • Tina Wahlert
       
      It will be very important to provide clear directions to students for all tools we use in our online classes.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Tina Wahlert
       
      I think that this is a very important point. Group collaboration MUST have a focus and be goal-oriented. without these components high quality learning is not possible.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Tina Wahlert
       
      Our instructor has already done a very good job of modeling this standard. I hope to learn more from him related to this standard through the series of OLLIE classes. 
    • SLP John
       
      Communication still is so important even when the mode of communication changes from face to face to technology. I think courses in communication should consider teaching how we can communicate better via technology. The potential absence of non verbal skills can interfere with communication event.
  • Networks with others involved in online education for the purpose of professional growth
    • Tina Wahlert
       
      It has been very helpful to have a cohort of AEA colleagues taking the OLLIE courses together. It offered both online and face-to-face interactions while learning the content.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Kim Swartz
       
      This becomes more and more important as information is online. We must be role models for students making sure we don't have any copyright infringement as well has teaching students about the importance of complying with copyright.
  • 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.)
    • Kim Swartz
       
      if people don't have these types of technology skills, I don't see how they would be able to function teaching in an online environment. This seems like a "no brainer" to me.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Kim Swartz
       
      Seems like this could take a lot of time perfecting because it probably depends on age level and content of the course.
    • Cindy Unger
       
      I agree. Online learning takes more discipline and self-motivation than coming to a class face-to-face. As I look at the Iowa Core-the Characterisics of Effective Instruction will be in the forefront of my planning. How do you create a class that embeds all five characteristics (START)?
    • Sandy Ubben
       
      Another factor to consider is that technology changes so quickly. What seems like a great tool today may be replaced by a better tool in the near future. Continuous lifetime learning!
  • experienced online learning from the perspective of a student
    • Cindy Unger
       
      I feel that I am a better instructor (trainer) for Cognitively Guided Instruction because I had to experience what it was like to be the student first. The same is happening for me with this OLLIE course. The more I experience as a student, the deeper my knowledge is of how online learning can be successful
    • Tami Plein
       
      Having only started the Ollie training, I am truly feel like a student in high school math again-lost.
    • Vickie Parker
       
      I think every teacher should experience taking a class through the technology they are using so that they can better understand the challenges and frustrations the students may encounter, so they can anticipate and prevent when possible think through work throughs and have empathy.
  • Demonstrates effective instructional strategies and techniques
  • Utilizes a course evaluation and student
  • Provides and communicates evidence
  • Provides substantive, timely, and constructive feedback to students
    • Sandy Ubben
       
      This is so important with face-to-face and online learning. It seems like online class size needs to be managable for instructors to do this successfully. Are there guidelines regarding online class size?
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Tami Plein
       
      This is the hard part of what we do. We can learn about it, but applying it to our teaching may be a 2nd order change.
  • 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
    • Ann Lupkes
       
      This is truly the essence of the free appropriate public education for all students. This standard should help focus the desired outcome we expect for all students and then choose the appropriate method and tools to teach and assess.
  • Creates a safe environment
    • Ann Lupkes
       
      Creating an environment in which students feel safe and respected is an essential component of any classroom. Students in an online community still need to know their ideas, contributions, and participation are respected and honored.
  • feedback data to improve the course
    • SLP John
       
      The use of feedback is crtical, the instructor has have a flexible instruction and curriculum to make changes without jepordizing the intent of the standard
  • inappropriate student technological use
    • SLP John
       
      I am curious how this will evolve as more districts utilize computers in there classrooms. Students struggle with cell phones use/texting.
  • Establishes standards for student behavior
    • Julie Thomas
       
      It is important to set behavior expectations for any group. On-line learning allows for management of time, opportunities for both independent growth and social engagement, and provides measures of accountability within flexible boundaries.
    • Becky Zesiger
       
      I think this will be an interesting area to watch. I hope that schools change their thinking from "rules for technology" to "teaching technology etiquette."
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Becky Zesiger
       
      Wow! this would be a full time job for me!
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategie
    • Becky Ahern
       
      How does this evaluate the accuracy and effectiveness?
  • Understands student motivation and uses techniques to engage students
    • Becky Ahern
       
      As educators we need to keep this in mind as we consider motivation for today's learners. Motivation is huge for secondary learners!
  • 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)
  •  
    "student feedback data to improve the course"
roberts73

May one stream a Netflix Video for in-class use? | University of North Texas Libraries - 2 views

  •  
    There is some helpful info from Carrie Russell, ALA Copyright Office (American Library Association) and yes you can. Her points were shared at a workshop. This doesn't summarize that, but is another reference point http://www.slj.com/2012/09/authors-illustrators/interviews/interview-alas-carrie-russell-talks-about-copyright-in-the-classroom/#_
  •  
    I really appreciate this information, which is a bit different than past information. It does not, however, deal with the online aspect of a private account, which I think goes beyond the pieces of this. In other words, it seems that you could show a clip in a blended classroom, but you could not rip the content and then load it to your class site. I think I am correct on that.
  •  
    This is interesting because I have not used Netflix in my classroom, but I would not have thought about asking if it was alright to use.
russelljohanna

iowaonlinelearning - Teaching Standards - 94 views

  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • crjessen44
       
      I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
    • Aryn Kruse
       
      This is so important---as a special educator I also feel it is important to also consider the impacts of a child's disability in light of their online experiences as well.
    • Kristina Greenfield
       
      I agree that being an online student will help me create a better online course. I think that is true with most anything we ask students to do. I try to complete my own work (usually essays) for some of my assignments that I give and by doing so, I can revise the assignment much more meaningfully.
    • Stan Newon II
       
      I completed my master's program entirely online 2 years ago and certainly "lived" in online learning. I believe that online learning has evolved significantly since then with many more tools available to make online learning more effective. There was some differences between how the various instructors delivered their coursework online. Being an online student certainly gives one an idea of what does and does not work and what one likes/dislikes. However I think we need to keep in mind the generational differences in learning; what I may not like about online learning as an older learner may be a very valuable online learning tool for a young student that has grown up with technology as being a natural part of their learning.
    • anonymous
       
      Not only is it important for an online teacher to experience online learning from the perspective of a student, but I think it is important for them to return to the role of a student from time to time. Each time I take an online course, I am reminded of the feeling of being overwhelmed by a long list of lessons/assignments and very little time to actually complete everything. It a great reminder for me as a teacher to be careful not to overload my students. Adding enrichment items might be a great way to achieve balance.
    • Christine Quisley
       
      Think about a traditional face to face enviroment that we all have experienced as children or as adults, with these experiences we have gained learning. As teachers we now know how we will or will not proceed because of our experiences. Online learning should be no different. You need to walk in others shoes to experience their success and/or difficulties
    • marcia knupp
       
      The perspective we get from our experiences colors the way we look at everything. Kind of like "your perception is your reality" Meeting the different needs of students (such as learning styles) seems unlikely with on-line learning.
    • Sherry Huffman
       
      My struggles in catching up and staying on track with this online class will definately have an impact on how I set up my own classes.
    • Toy Waterman
       
      I feel taking an online course is the very beginning of an online instructor's process for becoming effective. Being on the learning end helps an instructor know where to enhance assignment directions, proper amount of assignments for an online course, and types of assignments that are better understood from a distance learning perspective.
    • Lylia Chaffin
       
      I have experienced online learning and in most cases the experience was good. From the student side, it seemed pretty easy. From the teachers side it is quite complicated to create an easy to follow and interact with a good class.
    • Steve Butler
       
      I believe looking at things from a learner's perspective is also very important. I have sat through too many inservices and other learning opportunities thinking "there is no way I could ever teach like this and expect kids to learn" and other similar things. Observing other teachers helps a great deal too. Before I try some activities now I try to run them by my wife or other faculty members to get feedback and doing the same thing with an online course should really help.
    • Carol Price
       
      It is important for teachers to have had experience as an online learner before teaching an online class. Taking this online class is a new (and frightening) experience for me, but I believe that I am benefiting from this experience.
    • MaryAnn Strawhacker
       
      I could not agree more Carol! I tried to develop a Moodle and kept running into roadblocks. Now I am learning the problem was not with my content but rather with my lack of understanding as to how to fully use the learning platform.
    • Sarah Sieck
       
      I think this standard is just part a good teaching, be it online or in a regular classroom. As teachers, we need to also think about how the students will be engaged during our lessons (online or face-to-face). Being a student in an online course helps the teacher develop strategies to make their online course as engaging as possible. Learning and working with a variety of online tools (Moodle, screencasting, Diigo, blogs, etc) helps the teacher build a course that will hopefully meet their needs and the students learning needs.
  • 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)
    • crjessen44
       
      This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
    • Clint Luscombe
       
      i AGREE THAT THERE IS A LEARNING CURVE FOR TEACHER AND STUDENTS. Having the teacher monitor the student's initial work might help get them started.
    • Lora Lehmkuhl
       
      Learning is different for each individual. I watched my daughters take gymnastic lessons and compared their learning to the students in my classroom. Two of my daughters were flexible and learned well from their coaches. One of my daughters struggled, but kept trying to keep up. In the classroom, it really seems unfair to expect the students to all learn at the same pace. Online learning allows students to work at their own pace.
    • Pam Elwood
       
      Differentiation is a tricky topic. Look up research on learning styles and you will find mixed messages and limited empirical evidence. I do appreciate that I respond to visual supports, so that might increase my focus or my engagment, but after 12 months of considering learning styles in my grad work, it is hard to say that is the end all be all for tailoring instruction. Sound research and or evidence based practices...which are limited...can be generalized usually to increase student outcomes. Considering how to embedd interests and preferences is instructionally sound and can be a goal, but that may or may not include tailoring instruction. Take a look at this piece if you want to rethink learning styles as a strategy www.youtube.com/watch?v=sIv9rz2NTUk
    • Lisa Wymore
       
      I think this is a two-pronged issue - there is tailoring content to meet the entry points and learning styles of students, but there is also the technology piece of this with online learning. As an instructor, it will be important to provide support for using the technology & tools so that they don't become a barrier to accessing the content.
    • marcia knupp
       
      An on-line lesson that would give the content in multiple ways, assess the learning in multiple ways may still be too much for the students who struggle with technology issues.
    • Steve Butler
       
      I agree that tech can really help us with DI. My district has done some stuff with DI and I am trying to incorporate some of that in my classroom. With the knowledge from this course I hope to do more in the future.
    • Perry Bekkerus
       
      I love that Moodled DI (did I just make up a verb?) allows for both helping the strugglers, but also for challenging the brightest so that they are not slowed down by the mundane.
    • misti linn
       
      students who need reteaching or more direct instruction would benefit from online learning. i see this as a tool for me to help my AELP students with expanding their knowledge of my content area. i also enjoy using technoloyg and know that the kids in the middle, who we often forget about :( would like to use technology too.
    • Kristin Shelton
       
      All students deserve to have differentiated instruction. This really grabbed my attention because I feel strongly that all students can learn and deserve to have instruction to meet their needs
    • Pam Childers
       
      This standard seems especially important to me, given that my class will be about accessibility and engagement for all students. I will need to model what I preach!
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • linda welander
       
      This seems to be exactly what we are trying to do. The collaboration component of the class should provide all of us with a lot of different ideas, websites, and critiques that will save us time and effort. This is a tremendous asset.
    • Aryn Kruse
       
      I appreciate the use of the term "appropriate", often times technology is selected because it's the new thing, not because it's what is most appropriate for your outcome....
    • Deanna Tegeler
       
      I agree with you about the appropriate use of technology. It must be used with a specific purpose. When technology is overused / inappropriately used students get burned out on it just like any other teaching strategy.
    • Stan Newon II
       
      I agree with you as well...it's not necessarily a good idea to use technology simply for the sake of using technology and a teacher can go overboard and use it too much. For example in a HS setting it could get annoying if every teacher was having students participate in a blog.
    • Ashlea Ahrenholtz
       
      In the class I am currently taking, there have been several discussions that discuss not only "what" we teach but "why" we are teaching it. I really enjoy learning about technology myself and enjoy integrating it into my curriculum; however, I think that we need to remember that many of these resources are tools for our toolkit. They are not meant to the be the staple of the classroom. Stan, you gave a great example with blogs. Teachers need to remember that is it just as hard for students to remember different logins and passwords, especially if they have different ones for different classes. I myself do not like it when my usual username/password combination has to be altered; it is inevitable that I will forget it or lose where I wrote it down. It will be interesting to see how the next couple of years change with professional development and how they work to buffer the gap among teachers with their comfort level in technology.
    • Clint Luscombe
       
      I too am curious as to what type of technology the students would like to use in their "moodle" assignments.
    • Annalisa Miner
       
      As being 'newer' to all the on-line tools, I think this is where we have to pull in our 'experts' and be able to tell them what we need the tool to do and then get their feedback/have a discussion about what tool will best help meet our needs.
    • Pam Elwood
       
      I like this one...the right tech for the right learning outcome. We have been working at Kent State to define purposes and rationales for Web 2.0 tools. So when is a wiki the best choice vs. a blog. Is mandatory number of postings in a threaded discussion more likely to lead to higher order critical thinking and or engagement and dialogue in on online environment. Is there really a Web 1.0, 2.0, 3.0 and beyond and what difference does it make? Does online interaction lead to different outcomes than face to face? It is nice to get past the novelty and consider the function and intentionally select the right tool for the right experience.
    • Lisa Wymore
       
      I think this is very important, but yet also poses a challenge to online instructors. We do need to be able to choose the appropriate tools. The challenge (but a good one) comes in keeping up with the new and improved options that become available in this rapidly changing environment.
    • Toy Waterman
       
      Appropriate tools will help with clarity and assignment directions. However, one of the better tools for distance learning is the ability to do screencasting so screens can be shared when more technical help is needed. Trying to explain how to do something can be very frustrating to a learner, when showing him/her would be a much better approach - screencasts.
    • Joan Fredrickson
       
      I agree Toy, screencasts are very helpful for clarifying how to do something online. I am looking forward to learning how to use a screencast tool myself and believe it will make more efficient and effective use of my time. Currently I type up directions step-by-step..which takes way too much time and increases the chances of error. Screencasts make sense!
    • d YM
       
      The number of potential tools for incorporating in online instruction seem limitless. I'm amazed at what is available, yet also deterred by the time it takes to locate quality resources that i envision helping me engage learners in more rigorous inquiry and achievement.
  • ...63 more annotations...
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • linda welander
       
      I think this is one of the best features that online learning provides. With many of the programs I use students get immediate feedback, not only the correct answer but the reason that answer is correct, as the student completes the lesson. This is essential to today's students because too often once they receive a final score, they fail to read any notes or explanation from the teacher or to question why their answer was not correct.
    • Rebecca Clausen
       
      I would agree that the immediate feedback that online learning can provide is a real asset. Students will know results right away so they don't end up practicing or learning the wrong way.
  • 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)
    • Rebecca Clausen
       
      Learning the technology necessary to have a quality online class will be an ongoing process with the rate that new technologies are being developed.
    • Cathy DeValk
       
      So true--not only do you need to be up-to-date and knowledgeable on the course materials, but also the methods of delivering the information.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Rebecca Clausen
       
      Understanding individual student motivations may be difficult via online instruction. I think this would be a challenge.
    • Ashlea Ahrenholtz
       
      I agree with you, Rebecca; however, it can be just as powerful for other students. There is a fine line that I think is going to be ongoing learning process for teahcers.
    • Clint Luscombe
       
      I believe that there too must a learning curve for the students! They will need to feel comfortable with on line learning and the teacher needs to find out what motivates them in this platform.
    • Sarah Nemmers
       
      I think that students like this technology and will use it to enhance their learning.
  • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
    • Rebecca Clausen
       
      Staying current with research and new developments in content areas will be easier through new technologies.
  • Networks with others involved in online education for the purpose of professional growth
    • Ashlea Ahrenholtz
       
      Networking is vital! The one thing teachers never have enough of is TIME; I think having time to network would be another constraint for some teachers. When you are taught something new or given something to play with at a class it seems great at the time, but often seems like you need to debrief after wards. Getting involved are the two key words in this standard for me. We have been always told that practice will only make things better; in order for educators to grow professionally, we need to be just as involved as we want our students to be.
    • anonymous
       
      Ashlea, agree! I need to practice new learning. I need to talk to other learners. Kids are the same. It does all take time.
    • Angie Hance
       
      Have learned a lot from others already! Both through this class' forum but also through others, such as the GHAEA 21st century learners conference! One presenter shared what she does with jing to "edit" and record narration when she provides feedback to students on their writing assignments.
  • Understands and uses data from assessments to guide instruction
    • Chad Otdoerfer
       
      I believe this is one huge advantage of online courses. Online test give students immediate feedback, but maybe more importantly online data allows educators to analyze it and then use it to guide their instruction. If most students missed certain questions on a test and the teacher knows that immediately then the following day he/she can re-teach some of those concepts or ideas.
    • Ginny Kraus
       
      I agree - in this generation of instant response or gratification a teacher can incorporate that into the online lesson by giving that quiz that has an instant reply. Then while it's all in one place the teacher can utilize it reteach immediately.
    • Sarah Sieck
       
      This is another standard the is not only important in online teaching, but teaching altogether. Through an online course you need to learn different tools to assesst students' understanding of content. This can been done in simple and easy ways using polling and quizzes or responses to questions through a discussion forum.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Chad Otdoerfer
       
      I think this is important in an online course because it is more difficult to build strong relationships and communicate effectively when people do not see each other face to face daily.
    • C Richardson
       
      As we never talk face to face, making connections with the instructor, the online social presence is critical. This piece of 'online classroom management' will be interesting to experience through this course and to determine how to create it in our own course(s).
    • Jackie Fober
       
      As we continue to expand PBIS in Iowa and AEA 267 as part of statewide RTI and the Department of Education's goal to have 100% of schools implementing PBIS, it will be much more difficult to provide face-to-face opportunities for schools to learn and network, particularly after they have completed the 3 years of core PBIS instruction. Social media opportunities will really assist in providing ongoing positive opportunities for PBIS schools to interact, share resources/tips, and trouble shoot challenges with PBIS implementation and sustainability.
    • Robin Olberding
       
      I feel that you could be on 24/7. When I am taking a class or teaching one, I find myself checking in many times. That can be both good and bad.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Chad Otdoerfer
       
      If any educator wants to improve they need to consider students feedback and data and improve upon their classroom practices. I think educators who do this become more effective then those who don't.
    • Robin Olberding
       
      I agree that we need to consider student feedback, but you need to look at all of the feedback and not zero in on 1 negative one. It is always helpful to re-evaluate our teaching periodically.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • misti linn
       
      It is essential that we know what our districts goals are. technology should be infused whenever possible into classrooms. students are familiar with it and like to use it
    • Janet Boyd
       
      Alignment with the Iowa Core is imperative especially since the advent of the Common Core. It will ensure the rigor needed to ensure all students receive a quality education.
  • 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)
    • Bret Larson
       
      It is great to have a learning environment where the students and teachers are on the same page. Students need to work together amongst themselves, to learn collaborative techniques. It is also important to work with the teacher, so both teacher and student are getting the most out of the class. If the student works with the content this will ensure they are covering everything they need to.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Bret Larson
       
      It is important that the teacher designs their course online correctly so the students can get the most out of the course. We should not just plan an online class to say we have done it, but rather make it appropriate to the level of the students, and the objectives you want them to complete.
  • 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
    • Deanna Tegeler
       
      This is why I am taking this course. I want to enhance my students learning and I feel that greater incorperation of technology will allow me to do that. I
    • Sarah Nemmers
       
      I agree I want to have students have a resource outside of the classroom to use to enhance their learning. Technology helps me do that and keeps their interest
  • Understands the differences between teaching online and teaching face-to-face
    • Ashlea Ahrenholtz
       
      The more that I discuss online learning, the more I think about the face-to-face teaching. I feel that this tows a fine line as we all have a variety of learners in our classroom. Balancing the face-to-face and online instruction is an element of teaching that also depends on the age level you are teaching. I think that the older the learners are, the more content they be exposed to online.
    • Jackie Fober
       
      I have appreciated the recent opportunities I have had to participate in face-to-face instruction that utilize on-line tools, like moodle. It has been a good way for me to transition to using on-line learning opportunities. I find that I continue to be a little more slow and cautious as I am taking and applying my new learning. I am motivated to push my learning by the fact that I see my MS and HS daughters jump into using web 2.0 tools with ease, and know that I must keep up with the times if I am going to cpntinue to be effective in engaging with student and adult learners in a much more technology-based world.
    • Robin Olberding
       
      In my on-line teaching, I still have one session that is face to face. I need that time to show equipment that I do not feel can be adequaately done on-line. That is the way that I still feel like I'm dabbling my feet in the water.
    • Cathy DeValk
       
      I've been looking at different stuctures, like the Khan Academy, which makes "face to face" more like "sitting next to" and doing work alongside--just a different viewpoint.
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • Ashlea Ahrenholtz
       
      This benchmark is essential! Without setting and modeling clear expectation, the classroom atmosphere and learning experience will be choatic. Content and engagement are two addends to create learning. The sooner these elements are introduced to the students, the better the interaction will be for the students and the teacher.
    • misti linn
       
      the learning environment needs to be purposeful. i think many of use have tried to incorporate on line learning and it does become chaotic and like a game, when we want it to be purposeful and meaningful to students. setting clear expectations will help students understand that they are learning, just in a different way.
  • 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
    • Jeanine Kliefoth
       
      Understanding material on the internet is easy to access but is not necessarily "free" to use any way we want is important to understand. Teachers need to model this and teach the students copyright law and fair use.
    • Peggy Keegan
       
      I believe that we need to have a good understanding of fair use and intellectual property rights. Our students have to be taught how to be good digital citizens and follow the guidelines so that they can apply their digital literacy skills in all that they do. If we model these skills, then it shows our students how important it is to comply with the guidelines.
    • Clint Luscombe
       
      I very much want to comply with the "Law." But I found it difficult to know if some of the "images" I wanted to use were copyrighted.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Clint Luscombe
       
      I am very curious to know how much the students will like to communicate with the teacher and themselves using on line learning.
    • Janet Boyd
       
      I too would like to know about this. I think learning needs to be collaborative. Collaboration would have to be very different. I find it overwhelming trying to collaborate here. It is like everyone is talking at once.
    • Kathy Hay
       
      I like the word "creates" used twice in this standard.  Teaching is more than a degree.  It is an art that combines compassion, passion for learning, and acceptance with the belief that everyone learns everyday!
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • Clint Luscombe
       
      I hope the students would appreciate the on line communication that takes place regarding each graded assignment! Teacher feedback SHOULD MOTIVATE THEM.
    • Lori Beltran
       
      Feedback is key, at all stages of learning, for all types of learners. Hopefully when students work online, they will access the feedback and refer to it during their learning process.
  • including rubrics for student performances and participation
    • Clint Luscombe
       
      However, most rubrics I see seem to be rather subjective. They use words like several, many, one page....without defining them with perhaps numbers!
    • marcia knupp
       
      Good rubrics are difficult to make and more so to keep relevant to what you want your participants to accomplish.
    • misti linn
       
      Rubrics make sense as a classroom teacher, so that students can see the highest expectations and the lowest grade they can earn. Rubrics for online learning are just as important.
    • Kristin Shelton
       
      Detailed rubrics outline or should outline what is expected so a student knows the expectations. The rubrics should be user friendly and easy to understand by the student and pass a stranger test (if another teacher read it, they would understand and be able to use it).
    • Peggy Keegan
       
      I feel that generating a good rubric is very difficult. It is important that we are tweak and change our rubrics so that our expectations are very clear for our students.
  • Knows the content of the subject to be taught
    • anonymous
       
      How many times have you been asked to teach something and had to 'come up to speed' before you could do it?
    • Robin Olberding
       
      On the flip side, I work with teachers in the area of PE/special needs, who have no background and are unwilling to ask or accept assistance. It is not a reflection of them personally but in the student's best interest.
  • Assists students with technology used in the course
    • anonymous
       
      I think many times staff are overloaded with 'initiatives', asked to implement technology and lack the staff development they need, including practice time, to implement it, yet are expected to be able to assist the students with that technology. Many educators successfully implement new technologies, but have spent many, many hours of their own time making this happen.
    • marcia knupp
       
      I don't have a problem with my content or teaching it. I can definitely say problem solving the technology will be the most difficult part of teaching an on-line class.
    • Robin Olberding
       
      I agree with Marcia. I have a handle on the content that I am teaching but do not have the basic understanding myself to problem solve. Where is that warm body who understands when you need them?
  • how to teach the content
    • Annalisa Miner
       
      I think this standards gets to both sides of effecticve teaching. As Clair stated at the beginning of this standard, people are asked to teach content they have to 'get up to speed with' and then we have the other realm which I face frequently in my work with teachers...they know the content, but don't know how to make it comprehensible for student learning or how to deliver the content effectively.
    • Joan Fredrickson
       
      I agree. I think this is a process that will take some time and purposeful learning by the the teachers. Our school is implementing AIW, which seems to be on track with this.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Annalisa Miner
       
      Using data is so crucial in knowing what our students need. I can see where being knew to teaching on-line I will have a lot to learn about effectively using data to evauluate my on-line courses!
    • misti linn
       
      It makes sense that we continually use data to assess our effectiveness. This is the criteria we hold ourselves to in the face-to-face classroom, so it makes sense that data is used to show results in the online environment. Just because we like using technology, doesn't mean students are learning.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • anonymous
       
      This was not something we prepared for in my Math Methods class, circa 1986. The PC had been invented, but barely.
    • Carol Price
       
      #8: Rather than dealing with "issues arising from inappropriate student technological use," this standard should encourage a proactive approach with prevention as the focus. Clearly defined expectations of how students will handle the equipment to using online resources should be established as part of the instructional protocol.
    • Katie Gavin
       
      Website specific to Iowa Online Teaching Standards, important for accountability and consistent communication about what quality teaching looks like no matter what the platform!
  • Demonstrates growth in technology kno
    • Lori Beltran
       
      As educators, we need to stay ahead of the game, we must stay current with emerging technologies, but I don't think all schools are requiring teachers to stay current in technology and use technology with their students and their learning.
    • Lylia Chaffin
       
      Staying current in online technology and face to face methods plus the curriculum is a daunting task, but most teachers are meeting the challenges.
    • Staci Mangrich
       
      I agree that teachers need to be required to stay up to date with the ever changing technology. It is the method that our students love and are engaged in.
    • Peggy Keegan
       
      As educators, we do need to stay current with emerging technologies because our students are using every new thing they can get their hands on. We need to be comfortable and familliar with these technologies so we can help students learn in the way they know best.
  • emonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
    • Katie Gavin
       
      Standard 8 a is critical, I find that too often many don't think about the consequences of their on-line behavior and we are not always doing a great job of teaching ethics with students.  
  • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
    • Jackie Fober
       
      Promoting opportunities to collaborate and support each other is so important in PBIS implementation. Learning and incorporating my new skills in Ollie will be critical in order to align with Iowa Teaching Standards and utilize web 2.0 tools to enhance adult learning.
  • goal-oriented and focu
  • goal-oriented and focused
  • goal-oriented and focused
  • student self-assessment and pre-assessment within courses
    • Lisa Wymore
       
      Providing oportunities and tools to support metacognition are key to motivation and learning.
    • Christine Quisley
       
      There can not just be one type of online strategy used. We must use the tools appropratly and efficently. When I plan professional development I try very hard to meet the needs of my learners no matter what my comfort level may be, of course the more I try new facilation techniques the better I get at using them. I think technology strategies and techniques should not be any different.
    • marcia knupp
       
      I couldn't agree more that we need to meet the students where they are and take them to where they need to be. I would say that the participants that are more advanced in technology will be the ones who keep me awake at night trying to meet their needs.
    • Christine Quisley
       
      Exactly! We must make clear what we will and will not except as appropriate pieces of social interaction. Posting "I agree" is sometimes appropriate and sometimes not.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • Sherry Huffman
       
      This standard is of particular interest to me considering the content we are focusing on for this class-- it is a CONVERSATIONAL model. So, I am still thinking through the best way to assess my participant's progress with the model using technology.
  • learning outcomes and expectations
    • Sherry Huffman
       
      I need to continuously refer back to this one. What is the PURPOSE? What is the INTENDED LEARNING? Not, what cool stuff can I put online for my class...
    • Chris Mangrich
       
      This is a reminder for me as well! I get excited about new tools and resources and sometimes forge ahead with using them BEFORE I consider what I want students to learn. I need to put that in "reverse"!
    • Cathy DeValk
       
      So important that students and educators are on the same page--meeting expectations on both ends.
    • Janet Boyd
       
      Expected learning goals need to be the driving force when we design a course.
  • 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 (SREB A.1, Varvel II.A)
    • misti linn
       
      it makes sense that someone should have teaching credentials, I know this may sounds silly, but everything on the web cannot be trusted as true or credible, so should the person teaching the content have to prove or display their credentials somewhere?
  • Creates a safe environment, managing conflict
    • misti linn
       
      I would hope that conflict could be kept to a minimum, but I suppose with some content or student groups, conflict could crop up. I could see this potentially happening with high school or college students, even though I don't think that other groups could be immune to it.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • misti linn
       
      this is a must for 8th grade students who need to know how to use the Internet appropriately. i would hate to see students bully eachother in an on line environment that is supposed to be purely academic, not like facebook which is social
    • Staci Mangrich
       
      All students need to know the expectations and be taught appropriate netiquette.
    • jendittmer
       
      I believe that this should be explicitly taught to all students.  I think that often times teachers think that students know what is appropriate and what is not, but I am not so sure that is the case.   
    • Carol Price
       
      #7: This is a very appropriate standard because teachers who teach online will have first been students themselves.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SRE
    • Carol Price
       
      #8: I wonder why no one selected this standard. One cannot enter a doctor's office today without being informed of one's privacy rights. It seems appropriate that an online teacher includes privacy rights and regulations in instructional content.
  • 5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
    • Janell Wright
       
      These seem to be a good hallmark for all instruction whether online or face-to-face
  • inappropriate student technological use
    • Janell Wright
       
      With the rise of cyberbullying, I think that this becomes especially important. Instructors must find a way to ensure this is not happening with their students.
  • students with special needs or whom are language learners
    • Janell Wright
       
      I think in some instances this could pose a real challenge. Not seeing students face-to-face could add to the challenges for these online learners with special needs.
  • Communicates assessment criteria and standards to students
    • Peggy Keegan
       
      Communication is key when letting stduents know what your expectations are of them.
    • Janet Boyd
       
      Essential to student learning and monitoring student progress. Vital for formative assessment.
  • in order to stay current with emerging technologies
    • Mary Blaisdell
       
      This is a tricky one. Who can keep up with the seemingly endless new technology tools? It's an important thing, though, to keep trying because new and better tools keep rolling in for us to possibly do our jobs even better with students.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds,
    • Mary Blaisdell
       
      I am beginning to get the picture that online instruction is one way we can do just this...meet the various needs of students. We are better able to differentiate because of the multitude of resources at our fingertips.
    • Janet Boyd
       
      It is important to select online sources that align and enhance the Iowa Core.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
  • Aligns assessment with course objectives
    • Janet Boyd
       
      Assessment is a big concern for me. It is so key to the learning. I just watched a TED video on online education by Daphne Koller called: What we're learning from online education. The have these huge online courses where they use peer assessments. Interesting if you have time to watch.
  • 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)
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1Has 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) • 1Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and 1
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1 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)
    • barb jens
       
      After having been on online student and now an instructor, you really have to learn how to teach differently. It seems that while you are planning a class you have to predict all of the possible instructions that a variety of learners may not understand. Since you do not have immediate feedback as you would with face-to-face instruction, you really have to be more deliberate. You also have to be checking your class to see how you need to differentiate to meet their needs.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 1 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)
  • Understands the differences between teaching online and teaching face-to-face
    • denise carlson
       
      Certainly and important bullet point! However, from personal experience, I would say this happens over time. The more online learning/teaching experiences you have provide you with clarity regarding the differences in these two teaching venues. I think I learned as much about great and not-so-great online teaching from my experience as an online learner as I did from my few experiences as an online instructor. 
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • russelljohanna
       
      I think it is an important point that quality teaching, even online, requires the teacher to respond to data. A course cannot just be packaged. Quality teaching using data and FAs is the expectation. 
  • corporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
    • russelljohanna
       
      Another important point, for me, is how important it is to create a community of learners. Students need to know each other, even if it is online. Quality learning doesn't happen in isolation because feedback challenges our assumptions.
  •  
    This seems to be exactly what we are trying to do.
  • ...7 more comments...
  •  
    Online Iowa Teaching Standards
  •  
    I feel this is especially important as many or my students have much more experience with learning on-line than I do. They may not have taken a course of study this way yet, but they are more familiar with gathering information with this medium than I have.
  •  
    I am very glad that I am taking a moodle course online before I am having my students do this because it allows me to see the stumbling blocks as well as the potential for expanded learning.
  •  
    I am learning so much about what I thought I knew about online learning and how it's actually occurring. I appreciate the fact that I can access prior assignments, information and tutorials to refresh and clarify my learning.
  •  
    online teaching standards
  •  
    There is a delicate balance of what tools to use and how to utilize them so all students can achieve. It is important to use tools that help students further investigate and gain a deeper knowledge of the subject.
  •  
    I can so relate to this standard whenever i am navigating the waters of change. It is always exciting to entertain new ideas and to learn about different approaches, but such is not without a bit of stress. Recognizing that transitions aren't always clean or easy helps me move forward.
  •  
    online teaching standards
  •  
    Learning needs to be continuous and with variety. A teacher needs to experience what it is like to be a student periodically to continue developing and renewing the skill of empathy.
cjd203

The Quest for Quality - Educational Leadership - 11 views

  • In the past, few educators, policymakers, or parents would have considered questioning the accuracy of these tests.
    • Denise Krefting
       
      I was a teacher who didn't question cut scores. In fact they made life easier for me- but there really was no real learning beyond the assessment. This transition to continual learning makes so much more sense!
    • denise carlson
       
      This sentence is so true. I remember bringing home ITBS scores to my parents. As long as the scores were in the 90th percentile or better they were pleased. I don't remember them ever digging deeper to ask the teacher what I actually knew or did not know. To them it was an important test and whatever the results said must have been the truth. I'm glad we're not there anymore.
    • Cindy Blinkinsop
       
      Very true. We never questioned ITBS or ITED scores - we believed they were the one and only true assessment of a student's abilities. My how things are changing! There are so many factors to consider (region, vocabulary, did the student eat breakfast, did the student get enough rest, etc).
    • Natalie Smithhart
       
      I can remember as a child being very worried about my ITBS score, I was never a good test taker and I knew how "important" these tests were. I am glad that these days we use more authentic types of assessments also.
    • Lora Lehmkuhl
       
      I just reviewed ITED scores with our son. I recently read that ITED scores are closely related to scores one might expect for ACTs. This really worries me as a parent since we have a special needs child whose vision problems have greatly affected his performance in school. He plans to take the ACT test this spring and I know he's not prepared to accept a low score. Convincing him that he needs to take practice tests and study has been really difficult.
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • Denise Krefting
       
      Using this with the concept of backward design shows us how many options all fit together.
    • Joletta Yoder
       
      I too value the "Begin with the end in mind" method. I find it easier, after establishing learning goals, to determine how I'll assess them then let that direct my method of instruction.
    • Lora Lehmkuhl
       
      The "end product" might have different meaning to the student. For example, I teach a cooking class and the end product is often the food prepared. It can be difficult to convince the student that a standard muffin has specific characteristics. We review the characteristics before beginning the lab. In the eyes of the student, if it is edible it's just fine! You wouldn't believe how many times students have mixed up baking soda for baking powder and have been completely satisfied with a pancake that tastes like soap.
    • Marcia Jensen
       
      Strangely, after all the staff development, I think some teachers don't know why they are giving certain assessments. Part of this may be that they are philosophically opposed to so much testing but I think there is still a lack of understanding about the concepts being taught: the minutiae are more clear.
  • four categories of learning targets are
    • Julie Townsend
       
      These targets could define four different assessments given quarterly. Don't we give informal assessments that cover some of these targets?
    • Marcia Jensen
       
      I like checklist type information because it helps me to evaluate and plan my own instruction. I can use these criteria to make sure I plan for all these targets in my instruction.
  • ...58 more annotations...
    • Denise Krefting
       
      What is the Iowa Core calling these?
  • Do the results provide clear direction for what to do next?
    • Linda Hoobin
       
      What plan is provided for improvement with the Iowa Assessments?
    • Darin Johnson
       
      I would like to see an efficient, real-world model of such a system.
    • Joletta Yoder
       
      I would love to see our inservices allow for time to have such reflections on our assessments and allow us to redirect our planning. How much more would we see student growth if we not only reflected and redirected but also shared our observations with colleagues who also have the students (cross-curricular and at the next level) to have growth be specific and continual rather than a 9 month experiment that restarts from Ground Zero the following year!
    • parsonsbrandi
       
      Yes! There's so much research that values reflection, and yet it's something that one almost feels "guilty" doing on contract time.
  • Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • Lori Pearson
       
      This shows how important it is to set your learning targets and then make sure your assessment gives you the information that you are seeking in regards to those targets.
    • jalfaro
       
      Without proper training, I'm sure this happens all too often. Teachers often teach and test based on their own experiences and not based on best-practices.
    • Linda Hoobin
       
      If you can't determine an assessment to match your learning target, could it be that your learning target needs revision?
    • Julie Townsend
       
      I couldn't agree with you more! Some teachers refuse to open up to the latest in best practice, assuming that '36' years of teaching for example, has given them enough info to have 'all' the answers. And if the assessment is too difficult to create to match the target, why yes, revise the target. It seems we need to think outside the box, and to remind ourselves to keep updated and in touch with the world.
    • Deb Versteeg
       
      I think many times, the catch here is the gradebook. Many stakeholders(parents, students, administrators, etc.) have very rigid expectations for grading and equate assessment and grading. Teachers don't know how to manage both effectively, and tend to default to the needs of the gradebook for survival.
    • Lori Pearson
       
      Ah.......the gradebook. I believe you have hit the nail on the head, Deb.
    • Denise Krefting
       
      I have found it useful for another person to look at the assessment. Especially someone in a different curriculum area.
    • Deborah Ausborn
       
      That sounds like a good idea. Why, specifically, do you use someone from a different curriculum area? I can think of some ideas, but I don't know if they are the ones you are considering.
  • After defining inference as "a conclusion drawn from the information available,"
    • Denise Krefting
       
      So.. if my rubric says " requires deep thought" and I define or give examples of deep thought would that be better. I am struggling with the use of those words in my rubric- my participants have had not difficulty with the words, I just feel it isn't as specific as maybe I should make it....
    • Julie Townsend
       
      What is the definition of 'deep'?
  • a student might assess how strong his or her thesis statement is by using phrases from a rubric,
    • Lori Pearson
       
      Connection to rubrics in my group during the first week-are the phrases strong and promote further progress in their learning?
    • Darin Johnson
       
      I like the phrase "using phrases from a rubric." I think I'll borrow this idea and phrasing!
  • If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
    • Peggy Christensen
       
      I remember once writing a test item that had a term in it that my sophomore biology students didn't understand. Some asked me what the word meant, but what about those who were too embarrassed to ask?
    • Linda Hoobin
       
      This helps solidify the Iowa Core characteristic of effective instruction--assessment for learning and why it is part of the Iowa Core.