The course is easy and logical to navigate, including self-describing links
ollie1reppert: Iowa Online Course Standards - 0 views
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Since we are learning online this has to be especially clear. When it is vague, students will have trouble meeting the goal.
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Do you have any suggestions or guidelines to make that happen? I find that to be a challenge when I'm teaching face to face with some students. That has been a challenge taking this OLLIE class the first week.
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This is crucial. Every time a specific step is given, the next step has to be easily seen and describe. It is like the instructions for assembling an item.
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YEs, and if ever made models like I did as a kid, how many times did you sjip steps to get to the more interesting part? Students today, I find, do the same exact thing in their learning. Lack of patience? Too short an attention span? Lousy instruction by the teacher?
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I'm starting to see more of a connection between what Robert is having us do in our moodle course and what this standard is expecting. Who knew that just the layout of a course on line would be an expectation?
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I agree that this is one of the most important things in the expectations of an online course. When I get frustrated by the layout, I tend to give up. I think students do the same.
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It must take hours and hours and hours to set up a long-term online class. My tech person at school there are education computer platforms(programs) that are built on teachers being able to click, drag, and drop links, assignments, blogs, etc. into certain areas of a web page. The computer does all the setup tasks, so the teacher doesn't have to spend the time.
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Sufficient learning resources and materials
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No doubt that suffucient resources are needed, but with the major belt-tightening education is under will we, the teachers, be forced to use the Internet for everything in the way of resources and materials? Will our kids in time lose touch with other ways to research topics or create non-tech learning models?
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We are struggling to get the technology resources we want/need. We were initially told 15 computers per classroom which got changed to 15 computers per three classrooms. This has been a huge challenge in my freshmen course that does not have a text. All of it is suppose to be teacher generated but many days due to lack of technology we are making a lot of paper copies.
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We are luck to have a grant that funded our 1:1 computer initiative for next year. Now if we can just troubleshoot in a timely fashion. Technology isn't effective if it doesn't work, so I hope the snags are minimal. Planning lessons around and with technology very frustrating if it doesn't work as planned.
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The course provider offers orientation training.
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The self-introduction by the instructor is appropriate and available online, and students are likewise asked to introduce themselves to the class.
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I never thought about the community component of an online course until we had to introduce ourselves. I originally was skeptical of collaborating with other people via the internet because I didn't think it would feel like a community or that I would get to know my fellow students. However, I've been surprised at how I already feel like I'm communicating and collaborating with my group members.
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• Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
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Unfortunately this is a problem for some teachers who believe they only have to be competent in a content area and do not feel able/competent to address reading and writing and reserch standards integral to all education . It appears more and more that teachers need to be "general practitioners" as much as they do "specialists" in their content area.
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I believe that technology will force teachers to step out of their comfort area.
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I believe that technology will force teachers to step out of their comfort area.
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Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences.
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I believe this addresses differentiation, which is an emphasis in our district right now. I find this to be one of the most difficult parts of education.
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Differentiation is a key element in all learning, but can be difficult when trying to master each of these elements. Teaching at the intermediate level, I do worry about meeting all of the different individual student needs. At this level, I try to use technology to enhance the student learning and help reach mastery, but not rely on it.
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Each lesson/unit includes content and activities, assignments, and assessments to provide multiple learning opportunities for students to master the content. Each unit includes an overview that describes the objectives of the lesson, as well as introduce the upcoming content, activities, assignments, and assessments of the unit.
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The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
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I chose this because I think that the higher order thinking is always a goal, but my students seem to look for course content that is the old "chug and puke" method of learning. I am struggling trying to change the mindset of students from "Tell me what I need to know..." to "Let me figure this out and apply it to a situation..." That is a struggle in my classroom. Anyone else have this problem?
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• The course design provides opportunities for appropriate instructor-student interaction, including timely and frequent feedback about student progress based on the learning targets.
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My students always want immediate feedback, which I completely understand as a learner. However, when I am correcting papers and tests, I like to spend some time evaluating what they have gotten wrong, what I think they have learned, and why they have perceived the answer to be what it is. I am hopinng that technology will allow me to do this more effectively, but I am concerned that it will be more of a strain to look at everything in a paperless classroom.
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Proposed Online Course Standards
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web 2.0
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I know this sounds odd but, I have never really understood the 2.0? Does someone else have insight to why it's 2.0 and not 4.0 or 10.0 or even version 2.1213132?
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2.0 just means that you are using the web in an interactive way. It's kind of like saying the types of sites we are talking about are an "update" to the typical way people use the web (to get information). So, it's similar to when software companies update their software, they change the version number. :)
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All resources and materials used in the course are appropriately cited and obey copyright and fair use
ollie1sweetman: Iowa Online Teaching Standards - 0 views
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• Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
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I think it is really important to have a variety of experiences with various online courses as a student before becoming an online teacher. That way you get a chance to see what works and also what doesn't. (I've taken some online courses that I've learned what NOT to do!) That way as online teachers we can really make the course an efficient learning experience for the student.
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In all of the teachers who I have worked with becoming online teachers- this is on that I absolutely require! I still take classes from a variety of teachers to see what works and glean other ideas as Deb mentioned.
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Don't you think that gains such experiences will also allow online teachers to offer their students a variety of options and incorporate differentiation?
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I have learned so much so far in this online class, that I will have a feeling of what my students are going through. With this being my first online class, I can experience the stress that students will experience with more schools going 1:1
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I have made it a requirement that a staff member needs to take a course like this before I will set them up as teacher on our Moodle server. That has not been well received, but I'm sticking to it! BTW, that is why I'm taking this class.
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This is only my second online class and it is very different from one I just finished. I am just now appreciating all the work and technologies that went into that class. We used the Angel system, Camtasia Studio, tests, reading assignments to download, and a live video meeting each week. However, there were no real community building forums or ways to contact other students. I am really appreciating the help I am getting through the Moodle forums as well has reading about how Moodle technology is already being used in school classrooms.
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• Communicates with students effectively and consistently
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Communication with the students on a consistent basis is critical in an online course. It allows the class momentum to flow smoothly and often keeps problems or issues to a minimum by addressing them quickly before students become too frustrated.
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Agreed! If students become frustrated or can't have questions answered, you can lose them pretty quickly.
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With the blended class that I had last year, I learned that most students did not get on to the computer to do homework until 10 pm or later. Being that I have a 45 minute drive in the morning to get to school I wanted to be in bed by 11 pm. Knowing that my students might need my assistance was troublesome to me, since most did not login until midnight. I told my students that I would probably not respond to work that was completed after 10:30 pm until the next day. Once the students knew this, the class ran smooth. We need to let the students know what are times are going to be to respond to questions!
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Communication between teacher and student is absolutely necessary for success in any classroom whether it be traditional classroom or an online course. But because feedback is not instantaneous in an online course, communication is even more crucial for longevity and success. The online instructor needs to be very specific about communication times, when they will be dealing with daily student questions, feedback and grading. As a new student to online learning, the one issue I struggle with is my preference to verbal dialogue rather than written communication. I need the immediate feedback that face to face or Skype provides.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
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Understands and uses data from assessments to guide instruction
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It is important that we use data to make decisions, but because of time, I find that we do not do this as much as we should. How can we make this easier?
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This is a very big challenge. Starting with lack of time, but also lack of statistical skills...starting with NCLB and the impossibility that we can have 100% of our students above the 40%-tile rank. There are requirements for using & interpreting statistics, like simple random sampling and comparing similar populations. In a small school, each grade is not the same population -- and I even saw that when I subbed in larger district as a new teacher.
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• 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)
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I was helping a colleague with an online statistics course this semester. The instructor did not know how to explain or help students other than telling them to reread the text or what she had already written. I did not see if they were using moodle or blackboard,
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I agree that both (content and technology) knowledges need to be pretty sharp. Students are at all different parts of the spectrum on their own knowledge of the subject and need to have the resources from the instructor to help them succeed.
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I strongly agree that the instructor needs to know the content of the subject and also needs to know how to teach it as well as have adequate resources to do so. I believe the success of the students depends on the confidence and knowledge of the instructor. I took several online courses in college and without the resources from the instructor or without the instructor knowing how to navigate through the course I would have felt lost! I know several other students in the class that struggled but with a knowledgable instructor they were able to get back on track. I think this is something that can be hard even in face-to-face instruction!...I've had several teachers that weren't sure HOW to teach, while I've had others that were creative and found many ways! This is a vital part of the standards!
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With students in our school going 1:1 next fall will help some of them. They will have more access to resources from the internet and the ability to access those resources. I also feel that the teacher needs to be available for the students to ask questions, when they still do not understand for the internet resources.
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I taught a course using ISU's WebCT system and found that I was so busy troubleshooting the program with learners some days that the content was lost---I think this standard re-emphasizes that the point of using technology is to enhance content learning...so it's important to not let the technology usability get in the way of the content....
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using appropriate visual web design techniques
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I noticed in Moodle yesterday that it does not lock proportions when you insert pictures. Coming from a family printing business and math teaching career, it's something I notice in amateur publications - people get skinnier without dieting or shorter without osteoporosis. It's a 21st century application of proportions -- cross curricular with graphics/math -- I had to apply it with my Earlham cardinal head.
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I hear you Melinda! Just because you can create a publication doesn't mean you 'should' create a publication!
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Melinda - I noticed this as well! I was quite surprised that it didn't lock the proportions! I am not great with technology, but this is something that I did notice!
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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
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This is a big concern to me. I feel that I am somewhat competent where technology is concerned, but I still have a lot to learn. If an online course flops, will it be because of a lack of technology skill/knowledge? Almost every teacher feels confident in the content they teach face to face, but they don't always have the confidence in the technological aspect. This is what makes them resistant to change. I think we have to be comfortable with the technological features of management software and explore the endless options that technology has to offer. This give new meaning to life-long learning!
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I hope that this moodle course will help me imporve on this standard and benchmark
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Really good comment Kellie about a course flopping due to tech skills or knowledge. I really like the convience that online courses provide but as an online teacher if a runs into a road block you can see their faces to know that they need problems. Continual communication is the key to overcoming some of the those issues. I think that being an online teacher is more demanding than a face-to-face class!
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I think it is important to learn new tools--but experiencing them as a "student" in a course such as this, adds a different experience that I think is important to teachers. Since I am NOT experienced in many of these areas--I am finding myself not only trying to manage content, but also the technology. For some students that won't be a problem--for others, it could be an issue.
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I think it is so important that teachers know HOW to use the sites effectively, and which ones are appropriate to use for the correct assignments. Too many times I think online activities are used to simply fill time, and not to get the students thinking critically. Therefore, I completely agree with the statement that says "to improve learning and teaching".
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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To me this means using appropriate technology for the content standards and not just using technology for the sake of using technology in a classroom setting.
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That is my delema with being a support teacher without a whole "classroom". While students are using technology for their projects (science or social studies, etc.) I don't use it with my students because my curriculum is direct instruction so I won't use it just to meet a "use of technology standard".
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
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Absolutely! What are tech strategies to maximize differentation to make learning more engaging for the student?
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I think this area could be boosted a bit. From a special education teaching perspective there need to be a few changes before students with special needs are able to navigate the system easier. I have taught students with visual and hearing impairments, therefore, I am thinking of the print needing to be larger, possible sign language interpretation video links, etc. I hope these are things that are being worked on or that are already in the works that I haven't seen.
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Selects and uses technologies appropriate to the content that enhance learning
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It is important that teachers be exposed to different technologies so they cannot only find ones that will or will not work for them, but also know what is available. The problem is finding time to investigate/explore and then implementing them into the classroom.
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Before starting this class, I had no idea of the tools that are available. It seems that when I go to investigate one, it leads to looking at another and another. This is a time intensive search process. I would love to see videos of how many of our classmates are already using these technologies.
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Agreed. Finding time to keep up on what is out there is important--that's what I like about communities of learning where people can share what works/doesn't work, etc. It helps when people share what they use/like.
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Provides substantive, timely, and constructive feedback to students
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This might be something that teachers might find overwhelming. You have 4 section of American History. Each with 30 students and now they are all sending you questions, posting to forums and other activities that you need to check. How much time is this going to take? When will your teaching day end? When you post to a forum, it does not post until after 30 minutes.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
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This stuck out to me because again it is something that is important in both face-to-face and virutal classrooms! If any of these are missing students will feel disconnected to the course and probably will not do as well. If you are positive, interactive, etc your students will also take action to do these things!
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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I would like to see more professional development in these areas. In our school we were offered the chance to take this class by an email being sent out by our superintendent, which was great, but unfortunately not many of our staff members took this opportunity. I believe if there were more of a "push" to take these courses or to enhance our learning in technology there would be more advancement in this. I am not much of a "techy" (if that's the way it's spelled) and I've found myself fretting over how to complete many of the activities or if it's done right. If I were expected to teach a course online my lack of confidence would lead to my students lacking confidence as well.
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You are so right! What do you think would have motivated your colleagues to take an course?
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This is so important, since we all know how quickly technology changes! Staying current is a must!
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Assists students with technology used in the course (Varvel III.C)
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I have really been struggling with the technology of this Moodle class. Our instructor has been very prompt with her helps and that has kept me going. I am concerned that many of our adult learners (teachers) may be intimidated like me by the technology of this type of learning and therefore not use it. It will be very important to have adequate staff development available in order to make all of the wonderful class content that will soon be available accessible to everyone.
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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Every class must have collaboration and interaction among all people involved teachers and students. Some students are going have no problems communication via a computer class. Other students not going to be as comfortable communicating via a computer class. Some students will not follow proper etiquette communicating. This concerns me.
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My students really enjoy learning when they are doing it collaboratively! All students are putting forth effort because they all want to be using the computers to learn. I need to work more on the student-content part of this standard.
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Understands the differences between teaching online and teaching face-to-face
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Right now as I am creating my own moodle course I am having a difficult time deciding what materials would be best used online and which would be better used in a face-to-face class. Knowing which materials to use and how to present those materials is very important. On-going professional training in this area would be great. We need to remember that learning online is not going to best for all students.
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I wonder how this is operationalized? What do you all think is "evidence" of this standard?
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• Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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Applies research, knowledge, and skills from professional growth to improve practice
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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• Creates a safe environment, managing conflict
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I find this very interesting. I realize not all web based technology provides a safe learning environment for my students buy of all the discussions I have had over the past year about students and technology, not once did I think I might need to deal with any type of behavior problems or managing conflict in my online course.
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ability level, multiple intelligences
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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It's difficult to appropriately use on-line learning since there is such a wide range of learning abilities and levels of computer knowledge in a classroom. For a student who doesn't know English, for example, this can be even more challenging than a "regular" classroom experience.
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The ability of being able to acomplish this is difficult in this area due to the wide-range if the abilities of students just in computer knowledge. In one project I assigned last year that took additional two days because I had to teach the students how to make a power point presentation. Something they should of already known how to do. Those student that still don't have internent at home were at a disadvantage.
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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)
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I think technology allows students to really effectively interact with each other to create a project. I have my students make and edit videos in iMovie. I have never had such a collaborative and high quality product that we can view and evaluate as a class.
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The ability to create and edit a project on-line gives the students a chance to work togeather without having to be in the same room.
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
ollie1-cohort7: Iowa Online Teaching Standards - 0 views
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• Maintains an online social presence that is available, approachable, positive, interactive, and sincere (
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From both taking and teaching online classes, I know that this is extremely important. Students want to feel like someone is watching them and cares about what they are doing and contributing to class. If a teacher 'shows up' to class more often and updates class, then students will want to log on to class more often too.
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Yes, Kellie, I agree. Relationship building is so important. Students are much more likely to take creative risks and accept/give feedback when they feel a connection with the instructor and other students.
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• Promotes learning through online collaboration group work that is goal-oriented and focused
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This for me is a big challange when I teach online classes. I want my students to collaborate, but I hate the uncertainty of wondering when my students will log on and complete work. I hate the thought of one student working really hard on group work and then another student coming in at the end and not having an opportunity to complete anything, because the project is already done.
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Something to consider might be building in a number of different timeframes thorughout the unit or class where students need to respond or work collaboratively within their group. This could result in all students working together as opposed to a few. Setting a number of target dates with certain assignments to be complete could reduce the number of students who see an end date posted and wait until the last minute to complete their work.
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However, one thing I have found with my one attempt at providing a course for graduate students at the University is that they are very opposed to such timelines, indicating the reason they signed up for the class is so they can complete things in their own time.
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Personally, I like having some mini due dates built into the course (as I complete my assignments for one of those mini due dates at the eleventh hour). I helps me stay forcused and priortize what needs to be finished by what point.
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iNACOL
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iNACOL = International Association for K-12 Online Learning. Are these standards "universal", or do you think a different set would apply to teaching adults?
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As I read through these standards I thought they would apply universally. I searched for standards related to online learning for adults. I found one resource that has teaching standards for k-12 as well as postsecondary. http://publications.sreb.org/2006/06T02_Standards_Online_Teaching.pdf
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• Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
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I think it is essential that the learning outcomes, targets, and expectations are clearly explained, stated, and communicated to the online participants. This not only sets the stage for learning, but also provides a roadmap for the work that is to be completed. The online learning environment can feel isolated at times. Knowing the outcomes and expectations can help to put new and experienced students at ease.
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You've made a good point here, Travis. I can feel like you are isolated at times. The roadmap is critcal - especially the big picture, not just the details of the assignments.
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Travis and Deb, Both of you make some good points on providing participant with a roadmap. Knowing what is needed up front along with estimated timeframes can provide participants with a suggested plan on what can be accomplished today, tomorrow, and next week.
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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
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I think that this will be one of the most important yet challenging parts about facilitating an online course. Insuring that the course is designed to encourage collaboration and interaction in all three of theses areas without making the course cumbersome and overly time consuming could be a challenge. The use of forums and wikis would seem like to two tools that could easily aid in making this possible. However, at times I feel that forums turn into posts that are done due to obligation and become a contrived conversation and interaction.
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I agree completely, Travis. One of the things I loved about my masters program is that it was based primarily in face-to-face classes with some work online. Since we were in the same place at the same time, the learning community really seemed to develop naturally. In an asynchronous course, these opportunities have to be far more explicit (without feeling completely contrived.)
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
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Evan has done this with our course by allowing those of us who are not familiar with or have much experience with online teaching with the option of using the template site (BB101). This has allowed me to focus on the process and use of tools rather than worrying about the content of my "course".
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I don't like the "language learners" term. Aren't we all language learners? I assume they mean non-native language.
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Recognizing that our students may have a variety of differnt learning styles should result with instructrion being customized. Evan has tailored our course to provide us with the opportunity to focus on the areas needed (whether it be the course tools for set up and design or the content).
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Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
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Incorporates social aspects into the teaching and learning process, creating a community of learners
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
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This is something I did not take as seriously as I should have in the past. I am trying to get up to speed with copyright, fair use, COPPA, etc. There is a lot to wrap your head around and it seems like there's a lot of gray area.
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Unfortunately, I think you'll find that the gray area is only going to get even murkier in the years ahead. Just look at the variety of creative commons licenses available now.
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I agree, there have been videos from youtube that I have embedded into instructional videos that later I was contacted by someone saying it was copywrited materials. Who knew? I feel like the more I get into this, the more I realize I don't know.
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technologies appropriate to the content that enhance learning
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There are literally hundreds of technologies available to online educators. However, the most effective teachers know that you should only rely on "cool tools" when you have a clear instructional objective in mind.
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Yes, Steven, I ageree with your assessment here. It seems like you first have to think to yourself what is that learning target and then match instructional technology to the learning target that helps facilitate the learning.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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Administrators need to understand that taking away a student's device or trying to "lock down" a network are NOT the most effective way to deal with inappropriate technology use. Not only does it take away a valuable learning device, especially in 1:1 schools, but it can also create additional hurdles for the students who are using the technologies appropriately.
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This is an interesting point Steven, as an individual who works with students with behavior problems, I can see how there would be a knee-jerk response to just take away the device (I am not currently in any 1:1 schools, so have not see it happen yet). What might be some other alternatives?
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Utilizes a course evaluation and student feedback data to improve the course
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Evaluations and feedback are essential for effective design and delivery of a course. Upon completion of every course I teach a survey is made available for participants to complete (the return is around 80%). Questions presented to the participants are related to the course content, materials, connections to the curriculum and state standards as well as instructors knowledge, organization, support and availability. The information received from the survey will often times result in making some modifications within different unit/modules along with changes in the amount of time spent on a specific topic area. A pre-assessment (survey) is also sent to participants ahead of class to gather information on internet access, technology skills, knowledge of content, grade level and curriculum area. There survey includes an open ended question for other concerns. This has been helpful in gauging the amount of time needed for instruction along with customization towards curricular areas.
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Knows the content of the subject to be taught and understands how to teach the content to students
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Knowledge of the content for instruction is significant. Participants for a course rely upon each of us as experts and look for us to provide the highest level of training possible. The worst impression one can present is the inabilitiy to respond accurately to a question or fumble through the content being delivered. We need to be continuously on alert and checking for changes or updates. I will often spend the night or morning before a class checking websites and links to make sure something hasn't been changed or removed.
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Assists students with technology used in the course
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Technology can be overwhelming to our students and if we are asking them to utilize specific tools we need to be available to provide support as needed. There are a number of databases that are utilized in my courses and teachers sometimes find it difficult to set up teacher accounts, create folders and save content to specific folders. I have already seen the value of creating a short video to walk-through the steps, instead of a phone call or face-to-face meeting. The short video used to demonstrate highlighting and annotations has spark the idea of creating video to set up teacher accounts among other items for certain databases used in my course.
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Kathleen, I agree with you that technology can be overwhelming to students…adult or school age….maybe more for adults. Right now I am teaching the Para Certification class to 42 adults, and I am amazed that some people do not know how to do the basic functions on the computer. But, I am determined that everyone will be successful. Being new to online learning, I can identify, though, with the feelings of inadequacy or panic that my adult students have felt. When taking Ollie: Introduction, I was so appreciative of Mary's patience and help with technology. Now Evan is assisting. The video clips are very helpful. A participant can see, hear, and then do which is multisensory.
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I agree that video clips can be very helpful. My experience in trying to talk my mother through navigating her new iPad over the telephone reminds me of how futile and frustrating for all this can be. Providing a video and screenshots can be extremely helpful in helping to guide people in using technology that is new to them.
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Understands and uses data from assessments to guide instruction
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This statement reminds us that "creating" an online should not mean there is a finished product that does not change with the needs of the students. I know the next time I provide an online class, I hope to utilize more formative assessment measures that better differentiate the instruction based on student need.
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Having taught several online courses as an adjunct instructor for a local university, I found it very difficult to use data from assessments to guide instruction. It was difficult because the courses were all designed (not by me) prior to the start of the course, and students were given access to all discussion topics and assignments when the course began so they could proceed through the requirements at their own pace. Therefore, there was no opportunity for me to let the assessments guide the instruction. This was very difficult for me having come from an elementary classroom where formative assessments guided my instruction on a daily basis! Do you have any thoughts as to how you might utilize more formative assessment measures the next time you teach an online class? I would love to hear your ideas!
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.)
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This is a statement that will need to be supported by teh institutions doing teh pruchasing of the CMS programs. It seems taht many times an institution with change their software and/or hire new faculty with little to no orientation as to how best to use the program
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I agree with your statements here Julie. The purchasing of a CMS program is a huge investment for an instution. It seems that is order to get the best return on investment instutions should provide ongoing PL opportunities for faculty who are using the CMS. All programs - although somewhat similar - have very nuanced differences. For example, I have worked with both Moodle a little and ANGEL a little more and although they have many of the same features they do have enough differences that it is not always an easy transition.
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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It is helpful for students to have an idea of the expectations and how they align with the standards. I have used rubrics several times in my teaching and students, and teachers, appreciate knowing what is expected of them.
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When students can see expectations and where they are in line with the standards, they are more prepared to learn.
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Provides opportunities that enable student self-assessment and pre-assessment within courses
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Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
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Provides substantive, timely, and constructive feedback to students
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Timely and constructive feedback to enhance learning has been well documented in educational research for face-to-face instruction. I am finding as a student taking part in online learning, it is critical for me to have feedback to enhance my learning. It is not about the grade. I want to learn. I want to know that I am understanding what is being taught and I can apply that learning.
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
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I think this is really interesting becuase I never really thought about how necessary it is to have a basic understanding of web design when one is an online instuctor. I guess it makes sense becuase you have to figure out ways to visually represent content to your audience. It seems as though the best online instuctors wouldn't necessarily be those with the best understanding of threir content, but rather the best understanding of how to communicate that content in an effective, visual manner.
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Has experienced online learning from the perspective of a student
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
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I find this to be one of my biggest challenges this year when working with teachers in mathematics. Several districts still use a curriculum that is not aligned to the Core, and some teachers are torn between aligning their instruction to the Core and teaching each lesson from their curriculum as they have for the past several years.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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We have had many discussions as AEA consultants about what our Professional Development offerings will look like in the future. Knowing that online course offerings are more than likely coming down the pike for us in the future, being able to demonstrate effective instructional strategies and techniques appropriate for online education will be something that requires a lot of thoughtful planning.
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Understands the differences between teaching online and teaching face-to-face
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At this point in my online learning, as a student going through this class it is very apparent what the differences are between online teaching and face to face. I think that each instructor should be required to take an online class such as this to help guide them in how to be a more effective and helpful instructor.
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ollie1-cohort7: Iowa Online Course Standards - 0 views
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multiple learning paths
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I think "multiple paths" are especially important in an online learning environment where it can be significantly more challenging to really know your students' preferred learning styles, strengths, challenges, etc. I think there needs to be a certain amount of choice involved in how students demonstrate what they know.
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I definitely agree with you, Deb. Creating math tasks that allow for students to succeed through multiple learning paths is something we are working on with our elementary math teachers, and this same philosophy will uphold for participants in an online learning environment.
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videoconferencing
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• All resources and materials used in the course are appropriately cited and obey copyright and fair use. (iN 4.9, QM 4.3)
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• The course design provides opportunities for appropriate instructor-student interaction
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When I completed my Master's degree, I commuted 2 1/2 hours one way once a week because I wanted the face-to-face interaction with the instructor. When I completed the coursework for my EdD, I did so in an online setting. I was pleasantly suprised that there was a very strong level of instructor-student interaction , and I do not feel I would have been successful in the coursework had this not been a part of the course design. I experienced first-hand the importance of ensuring the instructor-student interaction in an online format.
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Ongoing and frequent assessments
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I found this to be one of biggest struggles when I was teaching online courses. The courses I taught were 5 weeks in length, and being able to conduct ongoing, frequent assessments was a challenge. If anyone has taught online courses and has any suggestions as to how to best incorporate these ongoing, frequent assessments, I would be very interested to learn from you!
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PLE Articles - 3 views
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I could stand to be more savvy in my own organizing of online learning and networking:
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This is so me! I really need to create a personal learning environment for myself with everything in one place.
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I know that I do not take full advantage of these and I should! It just needs to be my go to and make it a habit. It totally makes sense to have everything in one place.
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For me taking the step after doing more of my own PLE would be to help my staff.
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Exactly. How is it that I can create a Symbaloo and resources for teachers but can't find the time to do it for myself. I feel like a chicken with my head cut off some days trying to remember all my favorite places and websites that I use for different lessons.
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I am terrible at this to. I have lately been creating folders on my bookmark toolbar to get more organized. There are so many resources that we have learned about from each other and this course that I have forgotten about and I wish I would have come up with some way to organize them as I was learning about them.
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DITTO! I find myself going through many bookmarks on my computer daily. Need to get things organized and manageable.
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ou can embed media (images, videos, and Slideshare presentations) in a tile, as an instructor, you can make a webmix quite interactive.
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Love that this can be done especially so kids don't have to go to various websites all the time and try to navigate which can be tricky even for us adults at times.
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Symbaloo has improved options since I was first introduced to it. I'd like to help staff create their own!
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I agree with the ease of it and having others use it. I think it is imperative they have a full hour or more to work with it. I would recommend they come with sites/images/links they definitely want to include before work time. They may spend more time on that and not finish it. Suddenly, it gets pushed back and not used.
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allows students to direct and manage their own learning experience while pursuing educational goals.
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Learning isn’t germane to structured classroom environments alone; it occurs in both formal and informal settings.
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This has been true for centuries, yet our schools still function with the thought that things must be learned in the classroom. That thought is starting to shift and progress has been made, but we still have a long way to go to change some mindsets.
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I love getting updates from friends teaching through outdoor classrooms or non traditional settings. They always share the successes but also acknowledge any difficulties. Trouble shooting is key for those making shifts to PLEs.
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The employ of PLEs in the classroom can go horribly wrong if teachers fail to prepare students and set usage parameters. PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness.
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These are critical steps! We can't just assume students know how to do it. We have to teach them the skills either at first or as you go along. Throwing students into the situation is setting them up for potential failure.
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Agreed Kim! I also made a comment earlier about student motivation factoring into this too
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What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
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I use symbaloo for my library resources. I am able to embed it on my library page. What I like is that it gives the students the direct link to many of the resources without them having to hunt for them. There are times that I want them to do that, but sometimes it just needs to be quick and Symbaloo works well for that.
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I like the links readily available for a teacher's specific unit. Symbaloo helps students stay connected to assignments and increases efficiency of finding information.
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I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.
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I really like this idea. I have never really explored Symbaloo enough or thoroughly enough to use it with students. I would like to explore that possibility more as part of my personal learning plan
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I thought that was an interesting idea also. We've discussed Symbaloo for years but I hadn't considered students creating their own.
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I like the clean look of it. People get easily lost in many online sites. Symbaloo forces you to find the key sites. This can really force you to find the best of the best.
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Students engaging in networked learning have to learn to be more self-directed than in the typical classroom
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This is definitely a concept that we need to teach our students. Cooperative/group learning was something that I did not like growing up as I was usually the one most responsible in the group and ended up doing most of the work. We need to teach all of our students how this concept works so that it can be successful for all.
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Very true for this to be successful. I think a step before that is to do an in-depth training for staff. So many times new methods and teaching tools are dumped in our laps without training, supports, or guidance. PLEs could have lasting, powerful effects on students so I'd make sure it's all staff not just teachers to benefit from training.
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A PLE is the method students use to organize their self-directed online learning, including the tools they employ to gather information, conduct research, and present their findings.
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Interesting ... a PLE isn't a physical environment at all, but rather a method ... hadn't thought of it that way before reading this article.
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I think what is also crucial to think about is how to get students to effectively research. We find this as a battle a lot. I wonder, though, if students are picking their own path that we would have more time to teach and reinforce these skills with them.
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These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles.
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What? You mean our kids don't like to physically come to school, sit down, listen and learn anymore? And we are to adjust our 'teaching' to best fit their learning, including the delivery methods and mediums?!?!? Now that takes a GROWTH mindset!
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Lol! I have a small group of students everyday. Because of the numbers I let them choose where we work each day - comfy loungers, table with rigid seats… I also let them make decisions on as many things as possible every period. I like to think these students feel empowered, valued, and appreciated because of these simple tweaks to my teaching style. However, realistically I believe this would be more difficult for me in a class of 30. I want to learn strategies and then help other teachers to take the leap.
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This encourages students to apply their learning in different venues which creates a culture of lifelong learning.
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This to me seems like the greatest benefit to a PLE, but still relies HEAVILY on learner motivation. If a student is not motivated to learn (individually or otherwise) a PLE seems like it could be a way lose touch with that student
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I agree with this also. Motivated students are not my concern. It's my middle school students that project their lack of interest, refuse or struggle to learn in the traditional setting, and those that show apathy toward any aspect of learning. These students may benefit the most from PLEs but how to convince them in a class of 30+ is daunting.
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facilitation of students’ “active role in the learning process”
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I think a lot of modern day teachers (will) struggle with this ... moving from the keeper and giver of knowledge to facilitator of knowledge. We don't 'teach' them anything anymore that they can't learn on their own ... if they WANT to (even the quadratic formula). The challenge to me is how do we motivate and teach today's kids to WANT to learn on their own?
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Yes, how do we instill the intrinsic value of personal growth and learning? I see one way is connecting to real-world implementation. Students ask "why learn this" and "when will I ever use this". I agree that some or many teachers will struggle shifting from keeper to facilitator because it's out of comfort zone and control issue.
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I currently have a few students that would be ready and do well with this learning environment. How do we change the mindset of those other students that think school is useless and would do nothing all day long if given the opportunity? I'm afraid the "active" role may need to be more facilated that what we have been reading about so far.
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The concept of PLE is not a way to replace classroom learning, but to enhance it.
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I think this is important because some people might think that having a PLE for a student, then the teachers role is done. The teacher still has to provide what students need to learn, standards, but it is the student who decides how and the teacher is there to be a facilitator.
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I second this comment. This concept would take a lot of background and professional development. Teachers may feel threatened and some may worry about losing jobs as the internet can replace everything. Understanding it is not meant to replace is essential.
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So important to know that the teacher still plays an important role in this type of environment. Especially as students who are so used to the traditional learning environment move to a PLE.
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Teachers, she explains, are no longer the primary or even the best source of information available to students
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This is so true! With all of the ways students can find information using technology, the teacher is more there to help or facilitate a students learning if needed. Unlike "back-in-the-day", when students relied on the teacher or library for almost all of the information or learning.
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Truth. While the teacher's job has changed greatly, they are still very necessary. Now however, the need to teach students how to find the information and find good and trustworthy information.
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Not every student is ready for this responsibility,
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It would be nice if all students would be able to have a PLE, but some are not mature enough or motivated enough to work independently. Some students still need to be "pushed" to get work done and stay on task.
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There has never been one way for students to learn. We have to be flexible and offer different ways. I agree, this does not fit all students. We can still integrate pieces of this for students but use traditional means as well!
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The concept of PLE's seems really appealing to "lazy" teachers and it will unlikely work. For those of us that use technology frequently in our daily instruction you know that it takes a lot of pre-planning to incoporate technology appropriately. If you add the element of a student not being ready to take this step you either have teachers never try or really really fail.
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I agree that some teachers may think that using the PLE will be an easy out for them in regards to planning and instruction. If it is done well, the teacher who is part of the PLE actually should have more work to do as they monitor students on their individual work.
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Even while this does not work for all students, a modified version would still beneficial for all students. Some would need more guidance while still setting goals and completing projects.
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I would totally agree that not every student is ready, but isn't this the point of personalized learning?
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PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field.
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clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
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I'm in an elementary school and use Symbaloo in my library site. The kids and teachers love how easy it is to use and find the sites that they use quickly. I even have teachers accounts linked to our school page so that specific ages can go to their own class symbaloo.
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I have been out of the classroom for a couple of years. I would love a chance to share these ideas with some of the new teachers I coach in my work.
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Because Symbaloo is web-based, you can access your favorite webmixes from different computers.
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Instead of a teacher providing resources that everyone uses, students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious.
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This is such a win, win. The students are finding what interests them, helping others, and also helping the teacher. All too often teachers spend a large amount of time finding the resources. This works much better in the upper levels as it is essential to talk about reliability and good sources. I think it is essential to look at databases provided by the AEA and others purchased. These are reliable and good places to go. In the elementary, I send them here for reading levels and as they don't have the same ability to search online.
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PLE by creating blogs, wikispaces, prezi presentations and photo collages as final projects; thereby diversifying instruction.
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This is where I get frustrated in the elementary. Most sites are for students ages 13 and up. I won't allow them to create their own prezi, animoto, powtoon, etc. accounts. So I have them use my login & password which is likely breaking copyright rules. These social media platforms (including Pinterest), need to create student friendly ones for ages 7 and up (just threw out an age) so that we can integrate similar style of teaching.
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I agree. If we wait until they are in middle school to have them "appropriately" use websites they have already developed their sense of digital citizenship without the proper instruction we know they need.
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Heather- I did some digging into Symbaloo's privacy policy and it looks like as long as you have obtained parental permission, students under the age of 13 can create an account- but I would look into a creating a pro account. I know I'm going to check it out! "By making any such personal information available to Symbaloo, you acknowledge that you have obtained the consent of a parent and/or guardian of that individual to provide such personal information, and that you have taken reasonable precautions to prevent individuals under the age of 13 from falsifying such consent"
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Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
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Organizations/schools have always tried to increase communication. Parents have always continued to want more understanding of what students are learning. Using this type of format and inviting them into the learning is crucial. They can give feedback, see how to help, and also feel confident in what students are learning and the type of projects/products. The trick- how do we integrate families without internet? That is not impossible (especially if they come pick at school and allowing access in the library), but something to seriously think about. Rural areas can't go to McDonalds 20 miles away to do homework. We must have a policy to help those without internet.
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supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners
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I was elated to read this quote. I think we can focus too much on the what verses how do we grow and improve our resources. The sheer number of resources is overwhelming and can cause people to shut down. I think the key is to teach how to evaluate a resource and think about if it fits the current need. Curating is not like liking or making comments everywhere. We need to teach people how to decide.
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teacher centered classrooms to more learner centered classrooms
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teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
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I decided to revisit Symbaloo, which I first discovered about a year or so ago through my colleague and friend Wendy Drexler.
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Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play
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Study group resources
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Symbaloo EDU
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I was doing some research on Symbaloo EDU and it looks like they have created something called Learning Paths- https://www.symbalooedu.com/learning-paths/ This would be a way for students to move through learning at their own pace.
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You can share with the public or with a select group of individuals (via email).
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let’s never forget it is an ongoing balancing act.
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sharing with others.
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The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
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Symbaloo
ol101-s2019: Iowa Online Teaching Standards - 21 views
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Understands and uses data from assessments to guide instruction
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When we use this data to guide instruction, that means we should also use this data to change our coursework from section to section. It can be easy to forget to modify courses from one teaching to the next.
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I agree, Amanda. And I also wanted to test out the comment feature of Diigo. I've never used this before.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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Being "present" online - as an instructor post comments, provide feedback, and be engaged with the students. Weekly announcements can also help students see the "human" side of the instructor.
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I have learned this through simple email conversations. I often have someone read/reread emails to make sure that I am interpreting it correctly or that what I am saying will be received the way it is intended. If students, in person or online, don't feel that they can approach the teacher, they often end up feeling frustrated and overwhelmed. if feedback isn't timely, the student can give up or do things incorrectly.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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In the facilitation course, I learned that collaboration is essential to learning, so this standard is a high priority
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Collaborative group work is very important in online courses. I may not be one that looks for this in a course that I take (I am often an independent learner), however the value of that interaction and possibly the challenges to an individual's thinking is important (especially for adult learners) to really grow and learn.
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I believe collaborative learning should be done to a certain extent. I have had more students within the last couple of years opt for independent learning. I think they are tired of relying on others for their potential grade. So, how does this equate to online learning?
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Interesting statements, I teach science classes and collaboration falls easily into my curriculum; however, I feel like students either rely completely on their partner to be successful or the higher achieving partner gets tired of being the one to earn the grade too as mentioned above. I struggle with collaboration always being the answer. Competition is good too - its what got us to the moon.
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I like this idea and work to do this in my current classroom. I feel it may be even easier to accomplish in an online class.
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Demonstrates competence in content knowledge (including technological knowledge)
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It's critical that we as instructors know how to use the technology and can help our students learn how to use it. That's foundational for learning content and interacting with others in the course.
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With technology changing so rapidly, we as instructors must work continuously to stay on top of all the new content that is being created.
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews
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(SREB C.3, Varvel VII.A)
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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This jumped out at me immediately as this is our next step in our PLC group for any of our 'power standards'. Next year we will be focusing heavily on using a Data Wall, as well as using common assessment data to drive instruction. We have spent the last two years deciding on our Power Standards and finding common assessments to utilize.
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It is so important to use data to make sure we are reaching our learners. This make me think of the Iowa Professional Development Model and how we use that to see what we need to work on and find ways to improve our instruction.
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Our district also focuses heavily on common assessments among core subjects and benchmark assessments at the end of each unit.
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I think it is really important for every teacher to use data to make sure we are teaching all of the things we are supposed to be teaching. We are moving towards SBG in near future and I think this will be very important as we make that transition.
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
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I find this to be vital as not every learner is going to be successful in the same ways as other online learners. It cannot be a 'one size fits all' model.
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This one is obviously very important and key to teaching in any format. I am curious what this looks like though. How does the teacher meet these needs. I can see where there needs to be certain accessibility things available on the student's computer. Is it the teacher's responsibility to point these out for the student, or is there a way to imbed these things in the course?
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When the standard states: "different interests and backgrounds, and and students with special needs." Students that may be ELL or special needs, how does online learning adapt to those learners? I think if tough enough when you have them face to face in class, now that you don't see them, it sounds more complex!!
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Creates or selects multiple assessment instruments that are appropriate for online learning
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I find this to be extremely important as in the past, any online assessments that I have seen have been multiple choice. It is very important to assess students using several different mediums that require higher order thinking skills along with memorization.
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This is vital to present students multiple ways to show their learning. Can't expect all to perform in one way
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Providing multiple assessment types is imperative to meet the needs of all learners. Providing them a chance to show what they know if different ways helps us understand our students on a deeper level as well.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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This one I find to be very important as I had this exact issue within the past week. I feel that it is important to handle these situations immediately while also allowing students to earn back privileges so that they may continue to learn and grow from their mistakes, as well as what they are meant to be learning online. Sometimes a bad choice can turn into a lasting memory for the better.
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I think this standard is so crucial at all a academic levels and thankfully there are excellent tools out there to ensure students are acting responsibly such as Go Guardian.
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Provides substantive, timely, and constructive feedback to students
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Feedback is essential for students to improve. I need to do a better job of being more specific with my feedback instead of "Super Job!", or "See me!" and focus more on what specifically a student did or didn't do well on.
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I agree on feedback. It's not easy to give specific and detailed feedback to students and still get them their work back in a timely manner.....one of my biggest struggles as a teacher
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Without feedback students will struggle to improve upon their understanding. Timely and constructive are important to the learning process so students know how to correct any misconceptions they may have, but done in a kind and effective way.
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As educators we understand the importance of feedback - and more specifically TIMELY feedback. This is a challenge, though, in a typical teacher's day. I wonder if it will be easier - or harder - with an online course??
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I agree with Barb, this could be very difficult! I deal daily with around 140 students, and to provide "timely feedback," would be most challenging
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Has experienced online learning from the perspective of a student
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Applies research, knowledge, and skills from professional growth to improve practice
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Utilizes a course evaluation and student feedback data to improve the course
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Feedback from students is critical for improving as a teacher. Even though it might not be what you want to hear, it will provide you with important ideas to improve for the future. I give evaluations periodically and they do help me improve my instruction.
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Student feedback is so powerful. I use google forms to get feedback from my students quarterly. Also, I created a daily check in using google forms so students can ask for help or share problems they are having privately. It's been very successful.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
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Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
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Networks with others involved in online education for the purpose of professional growth
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I like the idea of networking with others in your particular area of education. Having a group of people who teach the same content can be helpful when you need help or suggestions as well as you being able to offer help or suggestions. I know I really appreciate the library network I am a part of.
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Going from a large school with 8 teachers in my subject area to a smaller only 3 this is one of the things I miss the most is the networking. We don't take the time to do this if we don't have access to it immediately like we should
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This can "sky the limit." Students can interact with different cultures, different environments, and formulate different ideas throughtout the world.
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Making connections with other online instructors will require conscious effort and commitment. Teachers in general can be very isolated in their own classrooms, and I imagine this is even more of an issue for online instructors, particularly those who work in isolation.
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Aligns assessment with course objectives
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This seems like it should not have to be spelled out, but it is critical that our assessments align with our objectives. If there is no connection between the two the assessment is not valuable at all.
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Sometimes this seems easier than it is - I've taught lessons that didn't line up directly with the assessment! Then I look back and realized that I didn't explicitly explain what I was thinking that the students should know/need to know.
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Its important to assess over things that are important to the class. You really shouldn't assess things that are not important to class content. If its not hitting a standard or has some direct connection to the class you shouldn't be assessing it.
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
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Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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emonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
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Understands the differences between teaching online and teaching face-to-face
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• Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
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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)
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Just the nature of technology lends itself to multiple opportunities for collaboration such as we are engaging in right now.
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To learn students need to interact not only with the content, but with the teacher and other students. As an online teacher we need to create many opportunities for all three.
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
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Assists students with technology used in the course (Varvel III.C)
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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Selects and uses technologies appropriate to the content that enhance learning
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Sometimes teachers get caught up in the use of technology and it turns projects/ideas into busy work and more the struggle of the technology and not supplementing the learning as intended (GUILTY OF THIS MYSELF)
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Using technology appropriately is so important. Using it just to use it does not enhance anybody's learning nor does it make for effective instruction.
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Knows the content of the subject to be taught and understands how to teach the content to students
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Vitally important and sometimes overlooked in some settings. Used to work in a school where they only had one certified teacher (a special education teacher) and two other aids in charge of over 50 students in close to a 100 different courses. How can we expect a teacher to be the expert in all these areas?
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
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Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
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Just like in the classroom, it's important for online teachers to create a safe online learning environment, by getting to know students, communicating clear expectations, and addressing individual needs.
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Its important for students to feel safe when working or responding to other students questions online. Also lets students know that it is ok to have different opinions from classmates and that is ok.
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Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6,
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Utilizes a course evaluation and student feedback data to improve the course
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Provides opportunities that enable student self-assessment and pre-assessment within courses
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Giving students the opportunity to self-reflect provides greater feedback and perspective on their learning for the instructor. Reflection and self-assessment also provides another layer of accountability and ownership for the learner. Pre-assessment will help guide instruction to best meet the needs of the students.
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Based on the article about online student learning styles, this aspect is essential for helping students be successful in an online course. Since the primary means of communication with all students is what is posted, those materials have to be very clear about assessment expectations.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
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Communicating learning outcomes ties in directly with our district's SBL initiative
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I think students should be made aware of what the learning goals are for the day/week/unit. Lets them really focus in on what we as the teacher feel is important for them to know.
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I feel this would be hard for me to have a total year or half a year planned to push out to a online class. This is a great idea would just be a challenge for me.
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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This seems to be especially important to be able to provide content in a variety of modalities, but it also suggests that the instructor will need to develop effective skills in this area. That part seems a little daunting, especially in a world where apps come and go or change from free to fee-based.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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Tailors instruction to meet the different needs of students
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available, approachable, positive, interactive, and sincere
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Has experienced online learning from the perspective of a student
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• 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)
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• Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
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As an educator who works with English Learners, this stuck out to me as essential. Special considerations will need to be taken when working with language learners or students with special needs in online courses. Things such as reading level, ability to communication in writing, and background knowledge will need to be carefully considered by the instructor when designing instruction.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
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This is one thing I really appreciate about this course-the opportunity to experience online learning as a student. It only makes sense, we all have had the experience of being in a face-to-face classroom before we set foot in the classroom as a traditional teacher. Why wouldn't we require the same for online instructors? I like that this gives me perspective and empathy for future online students.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
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Communicates with students effectively and consistently
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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• Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
ollie1 (Peterman): Iowa Online Teaching Standards - 2 views
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Understands the differences between teaching online and teaching face-to-face
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Not all instruction is appropriate for completely online. The teacher will have to decide when or what parts of the lesson can be delivered online (video, recording, etc.) and when it should be delivered F2F. Sometimes activites and discussions are better suited for F2F. While videos, quizzes, forums, etc., can be all delivered online.
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Understands and uses data from assessments to guide instruction
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Formative and summative assessments are important to see if students understand the material. If the assessments show students aren't understanding, then adjustments, such as reteaching, can be made to help students to understand.
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This particular point is important in that instructors should include formative checks for understanding along the way. There is certainly a need for this in an online course.
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This is definitely needed to help guide students and teachers with their learning. Especially in online learning when teachers do not see their students each day. Quality formative assessments help check to see if students are learning what they need to learn.
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Utilizes a course evaluation and student feedback data to improve the course
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I think getting feedback from my students will be very important. When I finally teach a fully online course, I know I will make mistakes and hearing from my students what work and what doesn't will be very important!
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Yes, course evaluations are helpful to determine new approaches and reflect on what is working well and what needs improvement.
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You also have to create a culture in which the feedback is constructive so that you can improve instead of just "the link doesn't work" or "this is dumb".
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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I believe a strong intro or syllabus is very important in an online learning environment. The thing I like about online is that students can work at their own pace, and keeping deadlines or guidelines is helpful in helping students succeed.
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Yes, clear expectations are essential when designing a course. Learners should not immediately what the learning outcomes will be and the expectations for the work they are completing.
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Absolutely! Planning and organization are keys to learning in any classroom, but becomes even more crucial in the online environment. A student must have clear expectations and timely feedback (so he/she knows work is being done correctly) if he/she wishes to be successful in an online environment.
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Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
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Selecting technology that is appropriate for the task is essential. Technology should be tested as a learner and chosen to assist participants in accessing content and demonstrating their understanding in meaningful ways. Quality of tools over quantity and allowing participants an opportunity to learn how to navigate those tools is an important consideration.
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Agreed. It is also important that the instructor has a good understanding of the tool and how to use it. I feel there are times when instrutors will choose tools that are popular, but don't understand all of the functions.
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I always preach, "Don't use technology for technology's sake." I also call it in my classroom or when teaching peers, "Over-tooling." I believe that technology loses its effectiveness when not used sparingly and looking for the right tool for the purpose.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
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Online learning can seem distant and impersonal, or it can be a valuable and meaningful experience for the instructor and students. I read previously that if a student's first experience in an online course is positive, it is far more likely that he or she will continue online courses in the future. Learners should feel safe to ask questions and feel supported during their courses. If an instructor is mindful of reaching out to students frequently, checking on their progress, and answers questions quickly, then the overall impact will be positive.
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Your point about the instructor being mindful is so important. So much of the online learning experience is a direct result of what the instructor chooses to do with the course.
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Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
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I have had the experience of being an on-line learner with various instructors. Some courses were great and others were frustrating. I think it's very important to have had the student experience before being an instructor.
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One key component of on-line instruction is to facilitate student to student and instructor- student interactions. It is the responsibilty of the instructor to structure the course in a way that will engage everyone. Setting up the expectation for on-going discussion beyond single posts is critical.
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I think it is extremely important for all teachers to have experienced being an online student. More schools have an LMS and are required to place things online. I think experiencing the online environment as a student enhances a teachers ability to be able to disseminate appropriate information to their students.
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It's amazing but the teacher-student interaction is every bit as important, if not more important, in the online environment.
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Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
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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)
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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)
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An instructor must have a solid understanding of the content that is being taught in order to determine the best methods of presenting the material online. Some content lends itself better to individual work while group work/discussion may be more appropriate in other cases. When providing content instruction, the instrutor must also be able to determine good online sources and tools from those that aren't great. Old online material or videos can often confuse students more than help them.
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uses data to evaluate
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This is going to be key for me because I am creating a course. I will need to establish some consistent measures to show that the blended format is effective. I am not sure how to compare the blended delivery to the traditional classes besides a common assessment - but a common assessment will limit the power of PBL and personalization, which is a key element of the course offering.
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ability to enhance academic performance
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Engages in professional growth (ITS 7)
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student motivation and uses techniques to engage students
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I think this is a challenge to online learning. Students often take an online course with the misconception that it is easier than traditional learning. And as they work, the just think "blah blah blah let me jump through hoops and get this done". This is not a good approach for true long term learning.
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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Technology changes so quickly which is another reason why continual PD is an important standard. I try to remember that if I think that I will become an expert in technology I will never make that goal. I must instead strive to stay current and try and learn new things.
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This is so true and proven by the list of Cool Tools we looked at in Topic 1.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
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Instructional strategies are mentioned many times in this document. Different strategies need to be considered when providing online education. All strategies (online & traditional) need to encourage higher order thinking skills for students. Instructional strategies have been a major focus of our work in our district this year and I hope it continues to challenge teachers to think about how they are providing instructions and change to increase the thinking necessary to challenge students.
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including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc
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This is very important for me to learn and do! The first online course I taught was in 1997, and most of these tools weren't even available. I have added some of them through the years but not enough. I need to step up my game in this area.
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It's hard to keep up with online tools because they come and go so quickly! But it's not going to change so your right; we all need to keep our game sharp if we are going to work in an online environment.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
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Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b
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content knowledge
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I think content knowledge is very important and sometimes overlooked. Some become to concerned with the bells and whistles of the technology and try to create an innovative way to use the tech. However, if it is not rooted in an important knowledge base to the content the person is teaching, the technology is meaningless. As an instructor and as I coach, I first consider what content is important.
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Has knowledge of learning theory appropriate to online learning
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Creates a safe environment, managing conflict
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such as with the Iowa Core (Varvel I.A, IT
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which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (
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Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varvel I.D)
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including rubrics for student performances
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In teaching art, rubrics are an essential grading tool in summative assessments. It is very helpful to have this information available to students before they start their learning. That way they know the direct route they are going, can reflect on modifications they may need to make to reach mastery, etc.
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ol101-2020: Iowa Online Course Standards - 0 views
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2. INSTRUCTIONAL DESIGN (NACOL 2)
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The instructional design is so important to start off on the right foot with students! If the course is not set up effectively and clearly, students will lose interest right away if they are confused. Expectations, requirements, privacy, netiquette, integrity, etc all must be addressed early on in a clear manner to provide the structure for a successful course.
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• Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson.
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moodle_iowa I have found this to be helpful to me as I am taking online courses. I think it will help my elementary students feel secure before they move on to the next skill, as it will for me as their teacher. Having a feature for students to make corrections, or add more to their assignments/projects is important in the learning process.
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The course makes maximum appropriate use of current online tools outside of the LMS (including email, web 2.0, chat, and synchronous/videoconferencing) to enhance learning (iN 4.7, QM 6.1, 6.2, 6.5, ROI 5.a)
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moodle_iowa This is where I will need to do more learning and training with. I utilized email, and I realize the benefits of videoconferencing , so would like to add that to my online component.
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Yes, I need more training with how to add additional tools to make my online learning more meaningful. I can do some very basic work, but I need to do better. I have found the AEA online tutorial that Evan sent out to be helpful and have it bookmarked to go back to as I continue to learn.
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I grade assignments promptly. We have small class sizes so I can always read every assignment and provide feedback.
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bjectives are measurable
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A variety of high-quality learning resources and materials are available to increase student success (iN 1.5, 2.11, 4.4, QM 4.5, ROI 5.c) • The resources are of sufficient rigor, depth, and breadth to teach the standards being addressed. (QM 4.1) • Instructions on how to access resources at a distance are sufficient and easy to understand.
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Academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism are clearly stated (
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The course architecture (CMS) permits the online teacher to add content, activities and assessments to support the learning objectives of the course.
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The course provides opportunities for appropriate student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction.
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The course instruction includes activities that engage students in active learning.
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We use Digits in 6-8 math. It is a online program that has many good features. But some of the homework is multiple-choice questions. Usually there are 4 possible answers and the student has 3 changes to get it correct. So some students just guess until they get it correct or go to "similar question" and again guess until successful. This in not active learning.
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The course content and assignments are aligned with state’s content standards or nationally accepted content standards (iN 1.2)
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It will be even more important this year to consider the district's standards. Our time will be very valuable since we have pre-requisite skills to fill in from last year.
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Right,everything we do is now wrapped around our teaching standards and reporting out how students are doing with those standards.
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The course meets universal design principles, Section 508 standards and W3C guidelines to ensure access for all students.
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including a self-introduction activity for students and the instructor
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Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
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The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways
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Instructions make clear how to get started and where to find various course components.
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I think this is a very important idea for both student and adult learners. It is important for teachers to set that foundation with students so they feel comfortable with the online components being used in the class.
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With online learning being new to so many of our students and parents I agree that we need to have a good foundation for them to easily understand the process and to be comfortable with it.
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Technologies are chosen that are accessible to students
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I think this is a very important idea that needs to be addressed before online learning can even happen. Teachers need to make sure that all students have access to the technology being used and the internet. Without these in place, students will not be able to be successful in the online learning environment.
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The course is organized logically
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The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material.
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Regular feedback opportunities, including autonomous feedback such as "self-check" or computer-generated practice assignments, make the student continuously aware of his/her progress in class. (
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The course provider offers orientation training.
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C. Learner Engagement
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6. LEGAL RESPONSIBILITIES • Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). (iN 4.11)
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Student information confidentiality is of great concern to ethical educators as well as the parents of these students. Too often, in the past, confidential information was not guarded and those who did not need access to this information were able to access it. This story, although not about curriculum, addresses this point: A substitute teacher was helping with lunch duty and saw students' lunch account balances. At a school board meeting this substitute, who was a liaison community member, commented on how many students were carrying negative lunch balances!
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incorporated and taught
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All resources and materials used in the course are appropriately cited and obey copyright and fair use. (iN 4.9, QM 4.3)
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self-directed learning
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Technologies are chosen that are accessible to students
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Regular feedback opportunities
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Regular feedback I feel can be more difficult in an online course. When you are in the face-to-face you can receive feedback directly to you or from what others are being told so you can judge how you are doing. In online courses you either need to request feedback or wait for the instructor to post something. In the ideal online course there would be an occasional face-to face video meeting to discuss your progress. The time frame of most courses and the amount of students in the class prohibit that practice.
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ol101-2020: Iowa Online Teaching Standards - 9 views
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I chose this criteria because having your course evaluated gives you valuable information to guide your next attempt. Reading through the student feedback of the course helps to know what you are doing right and what needs to be changed or tweaked to help students be successful.
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Student feedback is essential. What do you use to get their feedback? I use either Google Forms or SurveyMonkey.
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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
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Understands the differences between teaching online and teaching face-to-face
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moodle_iowa After being thrust into online learning in the spring, I learned this is vitally important. I am still learning how to be an online teacher, the preparation it takes, and how essential communication is with the student and his or her family.
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I agree, this summer has really opened my eyes to how important it is for a teacher to learn how to teach online. One of the most important parts is having consistent structure and clear expectations at the start.
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This is something that I am learning more about and believe is extremely important. What might work well in the classroom may not work as well online. Finding the best practices for the environment is essential to making sure the students are successful.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
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This is important. I can see myself creating a screencastomatic video as an intro to each of my classes in order to meet this criteria.
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Moodle_iowa This is a good one. I have always known the "course syllabus" in my head, but especially next year, it would be super helpful to give a course syllabus to families. In the case that we do have to move online for a period of time, families could see where we are going like a roadmap to help their children achieve success.
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moodle_iowa I agree, Jill! It gives families a roadmap, and if we have to suddenly switch modes, it is already in place. It will take some time, but the preloading should help in the long run.
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This is something that I need to do a better job with in all my classes. This summer I have been working on updating and improving my class syllabus to be a much better overview of the class and showing what is expected of them throughout the course.
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I need to be better about posting and discussing learning outcomes before every lesson I teach.
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Identifying the objectives can be easy for a teacher to do but the communication piece is more difficult. Students need to see what does that objective mean and what should it look like.
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
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This is where teaching online can sometimes be beneficial as long as you provide various ways to learn--videos, text, using text speak, etc.
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moodle_iowa Yes! I think it calls for collaboration with specialist teachers to be sure we are providing the accommodations needed.
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Visual graphics and videos for visual and auditory learners. Checking in with and offering office hours and extra support for students who may need this. Accommodations for students with disabilities or other needs.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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I think this is very important in the classroom and online. When students collaborate they can share knowledge and learn from one another.
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Allowing students to do their own PowerPoint presentations of lesson material. Always letting students ask questions which are answered during Zoom meetings.
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I feel this is the part that can be missing in online learning. How do you get collaboration and provide a safe environment. As the instructor, do you need to be involved in every interaction between students? Yes when you are dealing with younger students. I am still looking for tools that allow collaboration with adult supervision.
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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)
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7. Engages in professional growth (ITS 7)
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Has experienced online learning from the perspective of a student
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This is a big one because then you can relate to how the students are feeling. Learning a new LMS can be frustrating and take time, so being able to experience that yourself and then apply that to what the students are feeling can help. I also think taking online courses helps you face many struggles students might have (such as being afraid to ask questions or participate). Again, you are experiencing the struggles students might have, which I feel back benefit the teacher by knowing what these struggles might be beforehand,.
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Assists students with technology used in the course
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If we expect our students to use the technology, we need to be able to help them use it! I had one student this past spring who was confused on what I was trying to explain on our LMS. I ended up video taping myself and showing him what to do, and he LOVED it. It was good that I was familiar with the LMS and could then show him myself what to do. If a teacher can't assist the students with the technology they expect them to use, then they shouldn't be using it.
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During the first week of online learning, I had an instructional Zoom meeting with my students and walked them through the "Instruction to Seesaw Tools" Activity that was going to be assigned. I "shared" my computer screen so that they could see me pointing out, describing, and using each feature on my "Sample Student" account. This was well worth my time because it explained to them how to use the tools and turn in their work on SeeSaw. I also told my students that they could ask me questions in the comments space for each assignment .When they had any questions, I would reply back to them that way and then they could finish up their work.
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Many times we assume that students know how to use a computer lesson and how to read the expectations. Helping them to be able to use the programs will increase their success.
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• Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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This is essential!!!! I wanted my students to still know and feel like I was their teacher and I think it is important for any teacher to do this. Students still need to know we care and want to help them become better learners. I believe keeping in touch with my students daily/weekly was vital in their success this spring.
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In our Zoom classrooms I always try to greet each student as they enter, to check in how they are doing and whether or not I can hear them and they can hear me.
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Students need interact with their peers as well as their teachers. Teachers should provide opportunities for students to interact, as is appropriate. Weekly class meetings give the students a chance to see each other and to catch up.. This was very important--especially to our littlest learners during the spring 2020 shut down.
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Understands student motivation and uses techniques to engage students
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This stuck out to me because this is something I tried hard to do with my students this spring. I knew that I had to find ways to motivate my students to do the work, and I would reach out to them individually to keep them motivated. I want to make sure I am keeping my students engaged when learning online and I am hoping I will be able to find more ways to do this if we have to continue to teach online this next school year. I think it is essential for motivation and engagement so our students still want to learn.
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You are SO RIGHT! In the classroom I can come up with incentives and I have a full toolkit for that....but last spring, I was struggling with online. Looking at the Maslov pyramid maybe the kiddos were stalled at the second step 'safety needs-security'. There was a lot of scary stuff on the news and through some reflections the kids that I didn't think would be bothered were really worried about the world. :( (Also, I can imagine being a middle schooler and being separated from my friends---ewwwwww!!!)
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I agree Sam. Keeping students motivated and engaged online may be hard. I don't think the being on technology will be hard for us to do, as they love to game and talk to their friends. However, keeping their attention and focus on educational curricular might be a whole other ballgame.
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I think it also helps to motivate students when they know the "why" in learning. Why is it important for us to know and why are we doing it. I think this is a little harder to get across in online learning. I know I did not do that as we were running a little blind this spring with the Covid situation. I need to improve in my directions to help students be more motivated about the work.
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• Knows the content of the subject to be taught and understands how to teach the content to students
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It is essential that a teacher understands the content and is confident in their ability to teach it. If a teacher is not competent in the subject and hasn't taught it before, it would be difficult to teach an online course. I think one of the best ways to learn as a teacher is to see student's reactions face to face & learn along with them. This would be harder to do in an online setting.
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It is extremely important for the teacher to understand the content, so they can teach it effectively to their students.
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Utilizes a course evaluation and student feedback data to improve the course
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Teachers should always be willing to improve on their craft. Reflection should be from all stake holder's - parents, students and the teacher themselves. Especially as we do this for the first time - feedback can only make things better.
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Gathering data and feedback from students and others to improve your course and teaching skills I feel is best practice. Teachers should always want to improve their teaching and want to make their course better. Not every student learns the same way, so what worked the first year may not work the next.
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If teachers don't use a course evaluation or ask for student feedback how do they know what went well or needs improving in the course. All teachers should want every student to succeed. It is important to welcome feedback and be willing to make changes that will improve a course.
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Selects and uses technologies appropriate to the content that enhance learning
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Content can sometimes look fun, but might be challenging for students to do. Their internet might be slow or their computer is not working right or it requires a program that they don't have loaded. These issues make the student focus more on the computer than on the learning at hand.
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I agree with this standard. I love how it says appropriate to the content to ENHANCE LEARNING. Many times I observe technology use from other teachers as fluff and used just to be used. There is not a purpose or application to the students' learning. It is just in there to pass the time. Technology is a tool, and this tool should engage, foster learning, and encourage application of skills. Not to play a game, watch a video or movie, or just fill time.
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I think this is a huge standard. I find myself sometimes using technology just to use it. It needs to enhance the learning instead of just there.
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This standard stick out to me because the technology I choose for my students should be appropriate for their age and the skills/strategies they are learning. I want the technology to be effective and not just being used to use it.
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Incorporates social aspects into the teaching and learning process, creating a community of learners
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Students are very social learners. Many of us have collaborative activities that they do in a face to face setting. It is important that we keep these social activities in an online course as well. Learning is definitely more fun with others!
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I have never really thought about this as being a standard in an online class. After taking a couple of classes myself, I can see the benefits of creating a community of learners and bringing in the social aspects for my online learners.
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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"moodle_iowa" Learning to evaluate material is important because the internet has multiple sites with different information. My class researches saints every year and I have specific websites I ask them to research with because not all the sites are accurate. I have had to complete my own research in order to lead them to more accurate sites.
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Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
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"moodle_iowa" Teaching students about being safe online and making certain they understand their own rights as well as the rights of others is extremely necessary. In our society, we have the rules of the road to follow and explicit classes for students learning how to drive. This standard jumped out to me because I feel there are not a lot of parents ensuring their child is safe online.
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Provides opportunities that enable student self-assessment and pre-assessment within courses
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"moodle_iowa" At our school we are teaching the students about Growth Mindset and using self-assessment is key. Students understanding what they are failing at and learning how to fix it is a part of moving forward in their education. Using pre-assessments allows students to move above and beyond their strengths and to work on their not as strong areas with more practice.
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I like the idea of allowing students to self-assess as well. This gives them to really reflect and be more active in their learning.
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Sets and models clear expectations for appropriate behavior and proper interaction (
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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Teachers must be able to set up a course online successfully using the necessary tools. It seems that some think you can just a F2F class and put it online. There is a lot of prep work that goes into doing this successfully and knowing what resources/tools are out there is vital for success.
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Definitely. I am feeling more and more unprepared as I learn what is needed to make online course work and all the resources available.
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If you have ever had a face-to-face course or online course that the instructor was struggling to show, share or run something you know that impacts the effectiveness of the learning. I have had that experience and tend to focus on the problems instead of the content. I understand that technology doesn't always work but not knowing how to use it can be very distracting.
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It is so important to be knowledgeable and have the ability to use computer programs required in online learning! This is exactly why I am taking this course! I need to be more knowledgeable.
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If you have ever had a face-to-face course or online course that the instructor was struggling to show, share or run something you know that impacts the effectiveness of the learning. I have had that experience and tend to focus on the problems instead of the content. I understand that technology doesn't always work but not knowing how to use it can be very distracting. on 2020-06-19
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Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a
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Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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This is so important in the online world. We want our students to know that we are "with them" and paying attention to them, just as we would be in a F2F class. This can actually be more time consuming as we may need to address each student individually to motivate, prompt, encourage, guide, etc and it will take longer than it would in a F2F setting. Feedback is so important in all settings!
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Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
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Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
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Providing timely and constructive feedback can help student become stronger learners.
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Timely feedback is very important. I remember as a child I would ask when the test was being passed back, just so I know how I did on the test. I still have students asking me when I will grade something or have a comment back to them by. I always tell my students I am available 24/7 via email for their programming needs, but sometimes they just want a quick check on their work. It is that constructive feedback that I feel needs to be precise and to the point, so they understand what you are asking of them and what they need to do to get the grade they are searching for.
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Providing feedback is so important for the student. It is even more important that the feedback is given in a timely manner. This is one way to build a rapport with the student, and make sure they are understanding the content being taught.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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This is something that assessments, quick checks and tickets out the door will allow us to check what the students know and what I need to do to make sure they will understand later.
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This is an effective strategy for any teaching style. Sometimes when students are not understanding the content, the teacher needs to look back at how the content was taught and make a change. Also, if an instructional strategy is not effective there should be reteaching as well.
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This is essential to online and classroom instruction. It is always important to use data to drive instruction. By looking at data one can see if the students are understanding what is being taught.
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Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction
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Engages in professional growth
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
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This is important because without the alignment we will end up with arrows pointing in random directions instead of one common goal.
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It will be even more important this year to consider the district's standards. Our time will be very valuable since we have gaps to fill in from last year.
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This is very true. We will probably need to look at previous grade's standards as well as our own since our students missed a third of the academic school year.
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This is especially relevant due to the online learning that needed to be done this past spring. The teachers at our school will need to meet and discuss what standards were not met for each of our classes and make adjustments.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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Has knowledge of learning theory
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safe environment
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Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
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As a computer science teacher and technology coordinator, I feel that it is important to know the content that you are teaching before you try to teach it to the students. Which also may mean you need to be certified to teach that content area, or have some background with the curriculum (as in Iowa you do not have to have a Computer Science degree to teach computer science, yet) However the most important asset of this standard is the assistance we should provide to students.
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As a computer science teacher and technology coordinator, I feel that it is important to know the content that you are teaching before you try to teach it to the students. Which also may mean you need to be certified to teach that content area, or have some background with the curriculum (as in Iowa you do not have to have a Computer Science degree to teach computer science, yet) However the most important asset of this standard is the assistance we should provide to students.
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Has experienced online learning from the perspective of a student
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I feel that all four of these sub-standards are critical to the professional growth of any teacher who is teaching an online course. Teachers need to stay current with technology, network with peers, and apply learned knowledge and skills to improve best practices.
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I agree, one the best learning experiences for me was taking these classes and being a student again and seeing instructional strategies for a student's perspective. Going into next year, I have already implemented changes to my classes because of my experience as a learner and a student.
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This is what we are doing on this course. I also get this experience somewhat when I am in an online Professional development meeting at my school.
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It is very important the a teacher has went through an online class (or 4) so they have a good idea of how it works, what a student goes through, where hang-ups occur, and just to know, it is easy to get stuck.
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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moodle_iowa This is definitely an area that we use in face-to-face teaching, so I would expect that it would be included and important to online teaching. It is good for students, and teachers, to know the expectations that are needed for an assignment, assessment or project. It is a guideline to follow until you reach the desired product or learning objective.
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Communication within online courses is more difficult. It can be difficult to share in detail the expectations and answer many questions as you can in a face-to-face classroom. Clearly stating assessment criteria and providing some kind of framework. like a rubric, is important to a successful learning experience.
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Applies research, knowledge, and skills from professional growth to improve practice
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It is equally important whether we are teaching F2F or online. A teacher is a lead learner. We set the example, we learn, we reflect, we improve our practice. The key here is to incorporate the new learning. We simply cannot afford to attend PD sessions and never put new learning into practice. That would be malpractice!
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Demonstrates competence in planning, designing, and incorporating instructional strategies
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Understands and uses data from assessments to guide instruction
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students
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This is interesting because in our brick and mortar classrooms we can often have other teachers that work with some of our students due to special education needs, physical needs, or language needs, but in an online classroom you are the only teacher. Makes me wonder if online teachers ever have these types of people as resources.
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Networks with others involved in online education for the purpose of professional growth
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
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This is important because some students perform better through different ways. For example, I would have some assignments that required oral or typed answers, some required drawings, and some required the students to take a picture of an item that represented the lesson we were learning. Depending on the assignment, the students could pick the way they wanted to use for their answers.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
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Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
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It is important for educators to meet the standards set forth by the state to protect the students, ensure their education and prepare the students for their future. As education and society evolve, educators will be required to demonstrate their mastery of technology as well as their specific field of study.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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• Knows the content of the subject to be taught and understands how to teach the content to students
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The state has adopted requirements for teachers to protect our students, to provide the best trained professionals for our schools and to insure appropriately licensed teachers are leading classrooms. When I was first in Iowa, it was quite a battle to obtain my endorsements. Reciprocity between Illinois, Iowa and Nebraska didn't exist and my administrator went to the wall for my licensure.
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Selects and uses technologies appropriate to the content that enhance learning
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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Demonstrates ethical conduct as defined by state law and local policies or procedures
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When I read this one it make me think of the online learning this spring and the video conferencing that was taking place. We were reminded to dress appropriately, not to conduct conference in private rooms in our house, and not to have a one on one video conferences with a student. It was important to demonstrate ethical conduct.
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, managing conflict (Varvel VII.D, ITS 6.e)
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Selects and uses technologies appropriate to the content that enhance learning
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This is a concern because it takes quite a bit of time to research and implement different types of technology. Is this just an expectation? Should school districts provide more training/instruction on the various types of technologies?
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This is a concern because it takes quite a bit of time to research and implement different types of technology. Is this just an expectation? Should school districts provide more training/instruction on the various types of technologies?
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Networks with others involved in online education for the purpose of professional growth (
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Creates or selects multiple assessment instruments that are appropriate for online learning
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Is there a list of resources/instruments for formative and summative assessments available? How many types should be used in a class? Are there some assessments that are better suited for high school students in the online environment?
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Is there a list of resources/instruments for formative and summative assessments available? How many types should be used in a class? Are there some assessments that are better suited for high school students in the online environment?
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (
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The online instructor is expected to demonstrate techniques to deal with inappropriate use of technology by students. Is it the teacher's responsibility to find the techniques or software and discourage inappropriate use? Or, does the technology department in a school district find the techniques and the teachers use them?
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The online instructor is expected to demonstrate techniques to deal with inappropriate use of technology by students. Is it the teacher's responsibility to find the techniques or software and discourage inappropriate use? Or, does the technology department in a school district find the techniques and the teachers use them?
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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