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Erica Larson

The Theory Underlying Concept Maps and How to Construct and Use Them[1] - 1 views

cmap.ihmc.us/...heoryUnderlyingConceptMaps.htm

concept map online assessment conceptual storylines

shared by Erica Larson on 15 Mar 11 - Cached
  • Erica Larson on 15 Mar 11
     
    Joseph D. Novak & Alberto J. Cañas Florida Institute for Human and Machine Cognition Pensacola Fl, 32502 www.ihmc.us Technical Report IHMC CmapTools 2006-01 Rev 2008-01 (click here for a printable PDF version: small filesize (998K) or high quality 6.6MB)) Introduction Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as + or %, and sometimes more than one word is used. Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement. Sometimes these are called semantic units, or units of meaning. Figure 1 shows an example of a concept map that describes the structure of concept maps and illustrates the above characteristics.
Jill Carlson

PLE Articles - 3 views

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

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

dol1: Lesson Planning: The Missing Link in e-Learning Course Design - 7 views

www.aeak12online.org/...view.php

shared by Jamie Fath on 18 Feb 16 - No Cached
  • The point of the template is to force a comparison between the two instructional delivery modes, and to make the differences between them explicit to the ID.
    • Deborah Cleveland
      Deborah Cleveland on 18 Feb 16
       
      I work with a lot of individuals/groups who want to take their f2f training to a online/self-paced lesson/training. I have had a difficult time explaining how content needs to look different online. The comparative lesson plan/template looks like a great way to make these differences explicit to the content experts and help them begin to see how they may need to adjust their content to fit the way in which it is being delievered.
  • lesson planning does not preclude an iterative approach to e-Learning course design.
    • Deborah Cleveland
      Deborah Cleveland on 18 Feb 16
       
      While lesson planning may take some additional time upfront, does it streamline the time and effort it takes to storyboard and at the same time turn out a higher quality product? Thus, reducing the need to go back and "fix" things?
  • IDP to storyboards requires intermediate steps. What can we do to help close the “e-Instruction gap”? Lesson planning is the answer.
    • Deborah Cleveland
      Deborah Cleveland on 18 Feb 16
       
      How much overlap should one expect to see between the content in the lesson plan and what goes on the storyboard? As I work on the lesson plan, I can see myself starting to write out the content for the actually storyboard and eventually getting lost in all of the content and loosing sight of the lesson plan.
  • ...38 more annotations...
  • The comparative lesson plan requires the ID to develop the same lesson for two different delivery methods: instructor-led, face-to-face instruction, and self-paced e-Learning
    • Pam Buysman
      Pam Buysman on 21 Feb 16
       
      While different strategies and techniques are needed for F2F settings and online design, one thing that is the same is the need to plan and develop strong lessons first. 
    • kelly40
      kelly40 on 20 Feb 16
       
      Creating the same lesson for 2 different delivery methods will be so helpful in seeing the difference between what is needed with face to face and online instruction.
    • kelly40
      kelly40 on 20 Feb 16
       
      Doing both will only make the lesson more effective and make it much easier to understand if the end goal/objective is attainable and clear. I really like this comparison model.  
    • Kelly Snyder
      Kelly Snyder on 22 Feb 16
       
      I like this as well.  This will definitely help with clear goals and targets for the learners. 
  • . Modeling • Learners need to see examples of a product or a process • Instructor may model or learner may model • Needs to be visual and verbal
  • But why choose? Do both. Remember, lesson planning does not preclude an iterative approach to e-Learning course design.
    • kelly40
      kelly40 on 20 Feb 16
       
      How do we model in a way to engage students? When they are watching a "how to" video, they are engaged, but in LA, don't have many of those types of videos...often I am modeling paragraph structure or textual citation which isn't very interesting to many.
  • Comparative lesson plans help to ensure that self paced e-Learning includes the “voice of the instructor.”
    • Judy Sweetman
      Judy Sweetman on 21 Feb 16
       
      I remember learning about the "voice of the instructor" in one of the OLLIE courses. This is important not only in the course content, but also in feedback provided to the students. In all of the OLLIE courses, and also so far in this course, I've learned how important subtle (and perhaps not so subtle) humor is for the online student.
  • Since introducing lesson plans as required deliverables in my e-Learning design courses, I have seen tremendous improvements in the work of my students. Even students who have considerable experience developing e-Learning courses say they benefit from doing both comparative and detailed lesson plans. This has led to many “Aha” moments!
    • Judy Sweetman
      Judy Sweetman on 21 Feb 16
       
      This is one of the reasons I am taking this course! The instructional design of my online courses definitely improved after my taking the OLLIE courses, but there is still something missing in my courses. I am hoping that learning how to design lessons in SoftChalk will be the missing piece in my courses, and that my students will benefit from this addition.
  • The graduate students’ learning products are not just mere “page turners,” they are lacking both in interactivity to hold the learner’s interest and to ensure that learning occurs, and in sufficient information to guide the learner through the lesson or course.
    • Judy Sweetman
      Judy Sweetman on 21 Feb 16
       
      Even though my students typically indicate that they learn a lot from my courses, I don't feel they are very interactive. Learning how to design lessons for the courses may help with this, as well as providing sufficient information to the learners. I provide websites for students to read that are related to the module concept, but a lesson would really help to gel the resources and the objectives together.
  • “The Design Document: Your Blueprint for e-Learning Standards and Consistency” in the December 5, 2005 issue of Learning Solutions e-Magazine.
    • lauralross
      lauralross on 21 Feb 16
       
      I wonder if the designs features in this dated article are still relevant to instructional design in 2016. 
  • It is important to let IDs know that not every section needs to be used for each lesson. IDs can think of “Modeling” as “show me” and “Guided Practice” as “let me try.” “Independent practice” might be used for a case study that ties together practice for multiple objectives.
    • lauralross
      lauralross on 21 Feb 16
       
      I think this is reassuring that we don't have to cover each method for every lesson. How can each section, when applicable, be truly engaging for the online learner?
    • Deborah Cleveland
      Deborah Cleveland on 22 Feb 16
       
      I wonder if this goes back to Evan's post about Divergent or Convergent lessons. Depending on your general purpose you might vary which parts of the lesson you would include.
  • Lesson plans require clarity; they make ideas explicit.
    • lauralross
      lauralross on 21 Feb 16
       
      The difficulty in lesson planning for e-learners is dealing with the unknown.  What if one of the technology aspects of the lesson plan is unsuccessful, or instructions aren't clear?  
  • For lesson planning, we assume that IDs can write learning or performance objectives. We assume that IDs know how to assess learning in meaningful ways and at the right cognitive level. And we assume that they know the limitations and possibilities of the course media. Detailed lesson plans are particularly useful for this last point. While we ask IDs to be creative in designing instruction, we also ask that they be cognizant of the appropriate use of media for instruction
    • Pam Buysman
      Pam Buysman on 21 Feb 16
       
      Just like when we are using technology in a F2F class, we need to make sure the technology fits the lesson and is not just used for it's wow factor. Again, always thinking about why and how the technology fits will make it much more effective. 
  • Too often, formal storyboarding does not occur prior to authoring. Instead, IDs use the authoring tools to generate storyboards of their already-developed instruction.
    • Pam Buysman
      Pam Buysman on 21 Feb 16
       
      What happens behind the scenes is often much more important than what we actually see! No matter what format or platform we use, that will probably never change! 
  • hey are lacking both in interactivity to hold the learner’s interest and to ensure that learning occurs, and in sufficient information to guide the learner through the lesson or course
    • khageman2
      khageman2 on 22 Feb 16
       
      How do new online instructors ensure that their lessons have clear instructions, engaging content, and meaningful learning outcomes?
  • Lesson planning is also useful for helping facilitators and technical writers transition to instructional design roles.
    • khageman2
      khageman2 on 22 Feb 16
       
      Educators transitioning to creators of online content may find great value in using comparative and detailed lesson plans to ensure development of quality course content.
  • Though developing a lesson plan for e-Learning is similar in many ways to developing a lesson plan for instructor-led learning, there are also differences.
    • khageman2
      khageman2 on 22 Feb 16
       
      I think it is often difficult for instructors moving from face-to-face to online environments to accurately gauge student understanding and reactions to online instructional strategies, which makes lesson planning a challenge.
  • To demonstrate the effectiveness of integrating lesson planning into the e-Learning design flow, I will work through an example of the documentation for a project. The result will be one lesson for a self-paced WBT course on using basic features of Microsoft Word. The lesson focuses on using the Word Count feature.
    • Evan Abbey
      Evan Abbey on 22 Feb 16
       
      This is a sample comment.
  • Recently, I drew upon my background in elementary education and in special education to devise a way to help novice instructional designers (IDs) progress quickly in their e-Learning design competencies
    • Evan Abbey
      Evan Abbey on 22 Feb 16
       
      Thought goes here
  • Lesson plans are merely templates that can guide the development of good e-Instruction, saving much time and effort by minimizing revisions and misunderstandings."
    • Holly Palmersheim
      Holly Palmersheim on 22 Feb 16
       
      I am not sure why lessons plans are seen as a negative.  Anyone delivering learning whether to students or professional learning for adults should be engaging in purposeful planning.
    • evanabbey
      evanabbey on 22 Feb 16
       
      Good point!
  • "In this article, I will describe [how to use] lesson planning [to help] IDs transition into e-Learning course designers without slowing down the design process. The term 'lesson plan' may sound 'school marm-ish' and academic, but I ask that you reserve judgment until you finish reading this article. Lesson plans are merely templates that can guide the development of good e-Instruction, saving much time and effort by minimizing revisions and misunderstandings."
    • evanabbey
      evanabbey on 22 Feb 16
       
      Sample post
  • The “e-Instruction” gap
  • Editor’s Note: Parts of this article may not format well on smartphones and smaller mobile devices. We recommend viewing on larger screens.
    • evanabbey
      evanabbey on 22 Feb 16
       
      Sample Thought goes here
  • How would the learner know that?
    • Holly Palmersheim
      Holly Palmersheim on 22 Feb 16
       
      I am lucky to work with the professionals I do.  They alert me to situations in my online courses that need more direction development and do so in an understanding manner.  I am teaching a course for the 11th time and there will be tweaks made again to try and provide the best experience possible.
    • Denise Krefting
      Denise Krefting on 24 Feb 16
       
      Very true Holly- students and participants are very helpful in vetting content. Whenever I get a "I don't understand..." message I always as them to help me make it better for others. They are often happy to be asked.
  • Our learners want to jump in and take just the training they want and need to perform a task.
    • Holly Palmersheim
      Holly Palmersheim on 22 Feb 16
       
      This is an area I struggle with.  Trying to gauge the level of the room to provide enough instruction that everyone can preform the tasks without frustration or boredom.
  • Checking for understanding • Has learner acquired knowledge? • Sampling — group response • Signaling — agree, disagree, not sure • Individual response — to instructor — another learner
    • Kelly Snyder
      Kelly Snyder on 22 Feb 16
       
      Makes me rethink my own practice after seeing all the examples in the lessons we looked at.  Many had check for understandings along the way.  This is an area that I need to spend more time developing in my lessons.
  • The first lesson section — the Anticipatory Set — for the face-to-face lesson has the instructor displaying a Word memo and asking participants to guess how many words the memo contains.
    • Kelly Snyder
      Kelly Snyder on 22 Feb 16
       
      Love using screencasts for anticipatory sets.  Give them a little snip of what you are teaching toward.
  • n the second lesson section — Objectives
    • Kelly Snyder
      Kelly Snyder on 22 Feb 16
       
      I need to do a better job at writing clear objectives for the students so that they know what is expected of them in the lesson or module.  This can more easily guide the teaching and learning.
  • Gain attention Inform learner of objectives Stimulate recall of prior learning Present stimulus materials Provide learner guidance Elicit performance Provide feedback Assess performance Enhance retention and transfer
  • http://www.e-learningguru.com/articles/art3_3.htm
    • Kelly Snyder
      Kelly Snyder on 23 Feb 16
       
      Link doesn't work.  Wanted to read this as well.
  • instructional designers start the storyboarding process. Designers
    • Denise Krefting
      Denise Krefting on 24 Feb 16
       
      I have tried for what feels like forever to have students storyboard their work. They do not like it and some have even done the work then created the storyboard for grade. When I talk about storyboarding or graphically organizing work for adults they often don't want to spend the time doing it. I would be interested how others are getting students and adults to storyboard.
    • Jamie Fath
      Jamie Fath on 26 Feb 16
       
      I have a hard time storyboarding, Denise!  I think it has to do with how different people process information and plan!  I like to think of myself as a backwards designer and start very big picture.
  • You might even address compliance with Section 508 of The Americans with Disabilities Act in the lesson plan template
    • Denise Krefting
      Denise Krefting on 24 Feb 16
       
      Great idea! This is very helpful online and something we forget about but fairly easy to do.
  • Detailed lesson plans help to ensure that there is adequate instruction — practice and feedback — for each learning objective
    • Denise Krefting
      Denise Krefting on 24 Feb 16
       
      Very important. I like that addition of simulations in the example.
  • The comparative lesson plan requires the ID to develop the same lesson for two different delivery methods: instructor-led, face-to-face instruction, and self-paced e-Learning
    • Jamie Fath
      Jamie Fath on 26 Feb 16
       
      I think this is an interesting concept - if people struggle moving from F2F instruction this seems like a good scaffold help IDs bridge the gap between F2F and eLearning.  I occasionally offer the ISU class I teach as an online module and really struggle the weeks we are online - thinking through what it would like look F2F always helps me (even if I don't formally lesson plan them out).
  • section of a comparative lesson plan
    • Jamie Fath
      Jamie Fath on 26 Feb 16
       
      This is a big a-ha for me!  I think this is an interesting concept - if people struggle moving from F2F instruction this seems like a good scaffold help IDs bridge the gap between F2F and eLearning.  I occasionally offer the ISU class I teach as an online module and really struggle the weeks we are online - thinking through what it would like look F2F always helps me (even if I don't formally lesson plan them out).
  • Guided practice
    • Jamie Fath
      Jamie Fath on 26 Feb 16
       
      As a district, we have spent a lot of time exploring two Fisher and Frey frameworks - Productive Group Work and Gradual Release of Responsibility.  I'm wondering how these frameworks would fit into an eLearning structure.
  • not all nine events were required for every lesson
  • asks IDs to consider activities,  assessment, and materials/inputs for each learning or performance objective
    • Jamie Fath
      Jamie Fath on 26 Feb 16
       
      I like that from the beginning, IDs are linking objectives and tasks together in this version
  • kelly40 on 20 Feb 16
     
    Lesson Planning - The Missing Link in e-Learning with stickies
  • kelly40 on 20 Feb 16
     
    Lesson Planning - The Missing Link in e-Learning with stickies
Keith Bonnstetter

ollie1reppert: Iowa Online Course Standards - 0 views

moodle.aeapdonline.org/...view.php

moodle_iowa

shared by Keith Bonnstetter on 15 Nov 11 - No Cached
  • Sufficient learning resources and materials to increase student success are available to students
    • anonymous
      anonymous on 15 Nov 11
       
      Having an online presence really makes this possible because you can easily increase the resources and materials available to students. For instance, on my Google site, I have links to other resources where students can go for help if they do not understand a concept, such as the textbook site, writing skills sites, and study skills sites.
  • Academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism are clearly stated • Privacy policies are clearly stated. • The self-introduction by the instructor is appropriate and available online, and students are likewise asked to introduce themselves to the class. (CP) • The course provider offers orientation training.
    • anonymous
      anonymous on 15 Nov 11
       
      All four of these are very important, but I have to say that my course currently lacks each of these. I'm wondering if since my course is partially online and partially in person if all of these are necessary to have in the online component, or if it counts as long as it is covered at one point, whether it be online or in person.
    • LeAnne Wagner
      LeAnne Wagner on 15 Nov 11
       
      This is an area that often gets overlooked.  It is a skill just like any of the technical skills--knowing the online etiquette, etc.  
  • The course makes maximum appropriate use of online tools outside of the CMS (including email, web 2.0, chat, videoconferencing, and whiteboard) to enhance learning
    • LeAnne Wagner
      LeAnne Wagner on 15 Nov 11
       
      So many times, you see schools that have their teachers use a CMS like Moodle and that is the extent of their technology use--it is only one way to utilize.  There are many ways to deeply integrate these types of tools in the classroom.
    • Josh Hetrick
      Josh Hetrick on 17 Nov 11
       
      I have really started to think this year how to connect with students using my Promethean board at school.
  • ...17 more annotations...
  • The course instructions articulate or link to a clear description of the technical support offered.
    • Steve Butler
      Steve Butler on 16 Nov 11
       
      got to have the technical support... learners will get discouraged or quit w/o it!
    • Robin Olberding
      Robin Olberding on 17 Nov 11
       
      I highly agree.
  • The course is easy and logical to navigate, including self-describing links
    • Steve Butler
      Steve Butler on 16 Nov 11
       
      I think it is very important to remove potential barriers to learning. Confusion leads to shutdown.
  • Technologies are chosen that are accessible to students
    • Josh Hetrick
      Josh Hetrick on 17 Nov 11
       
      It's important to remember when placing items on a website that are downloadable to choose programs that most students have. What I am thinking is when using the latest version of microsoft that some students don't have to convert to a pdf file.
  • Specific and descriptive criteria, including rubrics, are provided for the evaluation of students’ work and participation
    • Josh Hetrick
      Josh Hetrick on 17 Nov 11
       
      I have really started to use more rubrics in my teaching and students find it useful. I really think when students are allowed to help create the rubric it makes their learning more powerful and gives them a sense of ownership.
  • A clear, complete course overview and syllabus are included in the course
    • Andy Denton
      Andy Denton on 17 Nov 11
       
      This is the best way to start all classes. everyone knows what is expected and there ar eno questions as to what is going to be done in the class.
  • Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson.
    • Andy Denton
      Andy Denton on 17 Nov 11
       
      The question then becomes what to do when some are ready to move on abd the others are not quite there yet. Stay with the topic and bore some, or go on and lose others.
  • The course content and assignments are of sufficient rigor, depth, and breadth to teach the standards being addressed
    • Andy Denton
      Andy Denton on 17 Nov 11
       
      They have to be challenged to the point just before frustration.
  • clearly state what the participants will know or be able to do at the end of the course
    • anonymous
      anonymous on 18 Nov 11
       
      I appreciate knowing upfront what I am expected to do and what I will learn in a course! Clarity is great!
  • Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information.
    • anonymous
      anonymous on 18 Nov 11
       
      The issue that I see as a concern is that tutorials become outdated as soon as a tool updates and the interface/operations change. Keeping the tutorials current is another job for the instructor.
  • The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material.
  • The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction.
    • anonymous
      anonymous on 18 Nov 11
       
      Student interaction can be so powerful! One of the best ways to learn!
  • The course instruction includes activities that engage students in active learning.
    • Kristy Cleppe
      Kristy Cleppe on 21 Nov 11
       
      The ability to utilize online resources and course work provides many opportunities for students to actively engage themselves and what they learn with in a course. Some hands on activities can be utilized within a moodle
  • Instructions make clear how to get started and where to find various course components.
    • Kristy Cleppe
      Kristy Cleppe on 21 Nov 11
       
      This is one reason I truly enjoy utilizing a moodle with in my classroom. It limits handouts and creates a great opportunity for me to provide very detailed instructions about assigments, activities or projects. When students are absent they can access this information in order to be prepared for the next class.
  • The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
    • Keith Bonnstetter
      Keith Bonnstetter on 23 Nov 11
       
      This is extremely important for AP classes. The students need to reach this level of thinking skills in order to perform well on the AP exam.
    • Keith Bonnstetter
      Keith Bonnstetter on 23 Nov 11
       
      This is extremely important so that the students know exactly what they must do. It is hard to get to the final destination if the map is unclear.
  • The requirements for student work, including student interaction, are clearly articulated.
Deb Henkes

Infographics as a Creative Assessment - 0 views

sites.google.com/...infographics

infographics assessment kathyschrock moodle_iowa

shared by Deb Henkes on 27 Jun 11 - No Cached
  • This site will provide you with links, ideas, tips, and much more for supporting the use of infographics as an assessment option in the classroom. The site has three informational pages, linked on the right.
  • Deb Henkes on 27 Jun 11
     
    Infographics as a Creative Assessment. This  Kathy Schrock site provides links, ideas, tips, and much more for supporting the use of infographics as an assessment option in the classroom. Great way to differentiate your classroom and provide support for visual leaners.
Michael Panoch

ollie1roberts: Iowa Online Teaching Standards - 24 views

moodle.aeapdonline.org/...view.php

shared by Michael Panoch on 22 Sep 11 - No Cached
  • Understands the differences between teaching online and teaching face-to-face
    • Lori Pearson
      Lori Pearson on 22 Sep 11
       
      So important and so different!
    • Peggy Hamilton
      Peggy Hamilton on 26 Sep 11
       
      I see a huge difference between teaching online and teaching face-to-face. While online learning has it's place I don't think it can ever take the place of face-to-face teaching, especially with elementary students.
    • Rick Hamilton
      Rick Hamilton on 27 Sep 11
       
      One huge difference between teaching online compared to face to face teaching is the ability to bring students from literally all over the world into a common learning environment. There are some things that could not be accomplished online, yet may overcome some obstacles that such a diverse class group of learners may experience if they were in a classroom environment together.
    • Kevin McColley
      Kevin McColley on 28 Sep 11
       
      I'm excited to see how kids interact with this new method of teaching!
    • anonymous
      anonymous on 30 Sep 11
       
      I am very interested in the benefits of online learning as well as some of the challenges facing both adult learners as well as school-age students. I've seen adult learners who have not been particularly successful in school thrive in an online environment, but they must be motivated to learn the technology and get past the fear of learning online. Their certainly are many differences between teaching face-to-face and teaching online. I'm excited to see what this will all look like ten years from now.
  • using appropriate visual web design techniques
    • Lori Pearson
      Lori Pearson on 22 Sep 11
       
      What are "appropriate visual web design techniques?"
    • Deanna Etherington
      Deanna Etherington on 27 Sep 11
       
      I found this web resource. It talks about web design with 2.0 in mind, but I think it would work for designing any web page. I'll try to figure out how to share it with everyone. http://www.webdesignfromscratch.com/web-design/web-2-0-design-style-guide/ Well, when I shared it, the link appeared above our discussion and I'm not sure that's where it's supposed to be so I erased it. I will have to continue to experiment with sharing links with our group.
  • Demonstrates ethical conduct
    • Rick Hamilton
      Rick Hamilton on 26 Sep 11
       
      It is important to demonstrate this if we expect the students to also follow ethical standards and practices.
    • Lori Pearson
      Lori Pearson on 28 Sep 11
       
      Totally agree, Rick. We have to model what we expect.
  • ...29 more annotations...
  • • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • Peggy Hamilton
      Peggy Hamilton on 26 Sep 11
       
      This is my second experience with online learning. I just thought my first experience was a stretch. This class is stretching me way out of my bubble with technology. I can understand the frustration a student would feel if they didn't understand how to do something.
    • Sue Ruch
      Sue Ruch on 27 Sep 11
       
      I found this You Tube Video entitled "How to Use Diigo for Education." A middle school teacher shares how he is using Diigo in his classroom with his students. http://www.youtube.com/watch?v=2RC3uvzv4_8
    • Phyllis Hinton
      Phyllis Hinton on 27 Sep 11
       
      Like Peggy, this is my second online class. Both have been extremely challenging, but very rewarding. I really have to know what it's like, if I'm going to expect teachers and students to incorporate online training/learning. It can be very frustrating, so customer service is key:).
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 30 Sep 11
       
      This is my first online class. I have students that work on Moodle for there science classes and are very comfortable with the format. My concern is can I catch up to where my students are technology-wise.
    • Lynnette Green
      Lynnette Green on 30 Sep 11
       
      This is the second online class I have chosen to take for this very reason. I have taught hybrid and online classes and felt that I needed to see the process from the student's viewpoint!
    • Kris Ward
      Kris Ward on 02 Oct 11
       
      I don't necessarily think it is a matter of catching up anymore. I think it is mostly the determination to continue learning and experimenting with what you find. I thought I was behind the students, but I am beginning to think it is only because I don't have the same gadgets. Much of what I ask the students to use in regards to technology they have to be taught. I like on-line learning, however, I realize from taking this course and Introduction to the On-Line Learner there is so much advance preparation and so much to take into consideration to make everything run smoothly for the learner. Fixes to struggles seems to be more immediate in a face-to-face course than an on-line one, especially if I am working late at night. Diligence would be key for an instructor.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • Lisa Jellum
      Lisa Jellum on 26 Sep 11
       
      I am very interested in learning more about assessment tools for online learning. Especially for adult professional development.
    • Phyllis Hinton
      Phyllis Hinton on 27 Sep 11
       
      I am wanting to get comfortable with building and using a wiki. Reflection is a good tool for adult learners and can expand the training opportunity, I hope.
  • including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.)
    • Lisa Jellum
      Lisa Jellum on 26 Sep 11
       
      I know this is why we are all here, to learn more about this, but reading this seems very overwhelming to me! Whew there is a lot to learn!
    • anonymous
      anonymous on 01 Oct 11
       
      Possibly it can be broken to to work on one thing, get comfortable with that, then another, then another rather than looking at them all at once.
  • Creates a safe environment, managing conflict
    • Rick Hamilton
      Rick Hamilton on 27 Sep 11
       
      Though not impossible, and absolutely necessary, I think this could be a particularly daunting task in online classes with students and would require constant supervision of the sight and the ability at times to read between the lines in some of the group assignments.
  • • 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)
    • Sue Ruch
      Sue Ruch on 27 Sep 11
       
      Differentiation is important. Appealing to students' interests is important when engaging students in the learning process.
    • Marlo Van Peursem
      Marlo Van Peursem on 02 Oct 11
       
      Each student is going to be different and it is very important that a variety of learning styles be used--especially knowing there is no face-to-face contact.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Sue Ruch
      Sue Ruch on 27 Sep 11
       
      As educators, we are always looking for the best way, the most effective way, to teach content and skills.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Sue Ruch
      Sue Ruch on 27 Sep 11
       
      I have learned about more technologies in the last week and a half than I have learned in the last year. Choosing the best strategy to meet the target is essential.
    • Phyllis Hinton
      Phyllis Hinton on 27 Sep 11
       
      With so many tools available, it is a huge task to just try and decide which tool would be best to achieve an objective.
    • Lynnette Green
      Lynnette Green on 30 Sep 11
       
      I agee....a huge but necessary challenge!
    • anonymous
      anonymous on 01 Oct 11
       
      One of the things that is difficult is the time it takes to learn the tool, let alone apply what you have learned to develop the content with it. Possibly within a school you have different 'experts' of different tools so not everyone needs to be an expert right away with all the tools. Might be worth 'assigning' or 'signing up' to learn different tools for the district - ones that are considered critical.
    • Kris Ward
      Kris Ward on 02 Oct 11
       
      What challenges me most is learning about the different technologies and then selecting which ones are appropriate for the content at hand. I feel I could read forever, so I just have to make a choice and go with it to test out how the students respond.
    • Lora Lehmkuhl
      Lora Lehmkuhl on 07 Oct 11
       
      As I am posting beyond the due date, I'm a good example of how technology has really challenged me. I didn't realize I needed to to OPEN the standards while using Firefox. Something so little can hinder progress.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 30 Sep 11
       
      This concept is nothing new. Everything we do is or should be driven by data.
    • Michael Panoch
      Michael Panoch on 12 Oct 11
       
      This component seems to have found its way into the new Iowa teaching blueprint.
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 30 Sep 11
       
      I think this is very important since technology is always changing and it is important for educators to try to stay current.
  • Provides substantive, timely, and constructive feedback to students
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 30 Sep 11
       
      Timely feedback is very important for students. But when you have 150 students, how do you make it work?
    • Kris Ward
      Kris Ward on 02 Oct 11
       
      This is where a small school is helpful. I have a smaller number of students and it is easier to meet with them during the day or in class. I wish the students knew to use the feedback more effectively.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • anonymous
      anonymous on 30 Sep 11
       
      This is one really important benefit that I see in online learning, and it is important that the online teacher creates the environment for this to happen with assignments and discussions.
    • Lynnette Green
      Lynnette Green on 30 Sep 11
       
      If this learning community is not developed, the student will feel that they are doing an independent study!
    • Paul Anhalt
      Paul Anhalt on 02 Oct 11
       
      I am trying to figure out how to get students to learn astronomy like I have over the past few years. I start with the Astronomy Picture of the Day site and just click link after link, learning along the way. I think it would be awesome if students used Diigo to help each other learn and see what other students are learning. They could share when they've found something they found helpful (if trying to complete an assignment on specific content) or just something they thought was cool.
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • anonymous
      anonymous on 30 Sep 11
       
      While knowing the content is critical, understanding how to teach it may be our biggest challenge. For instance, how many teachers are still explaining how to use a dictionary, thesaurus, and telephone book instead of teaching how to locate information with today's technology.
    • Heather Sutton
      Heather Sutton on 02 Oct 11
       
      I agree with Trista on the biggest challenge is how to teach with the changing technology and how students learn today. I found myself still teaching the way I was taught 10 years before and my school were I taught was not adapting as quickly as the students were so there was major struggles to capture the students attention.
    • Heather Sutton
      Heather Sutton on 03 Oct 11
       
      I also think it is extremely essential to know your content so you can further expand on topics as students bring up questions and ideas. Student thinking can expand a topic/discussion into more depth on a concept and lead to higher levels of learning.
  • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
    • Susie Peterson
      Susie Peterson on 30 Sep 11
       
      Unfortunately, many people don't use data to determine how to procede with instruction or redo instruction.  Instead data is used to "give" grades.  Much learning needs to happen with this standard.
    • Susie Peterson
      Susie Peterson on 30 Sep 11
       
      Having prompt feedback is a priority in any classroom setting, but especially important when you are operating an on-line class.  Without the daily/weekly face-to-face, it is difficult to have an instructor presence or establish the all-important cohort climate.  Quality feedback becomes essential to enhance the on-line learner's experience.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Lynnette Green
      Lynnette Green on 30 Sep 11
       
      How crucial this standard is for students to feel comfortable and productive in an online class!
    • Kris Ward
      Kris Ward on 02 Oct 11
       
      The students really pick up on sincerity and most of the time we need to be available in the evenings for the high school students.
    • Lori Pearson
      Lori Pearson on 10 Oct 11
       
      This is a tough one to know how far you need to go to meet the students' needs without also overtaking one's life and evenings.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 01 Oct 11
       
      I feel it is very important that teachers are knowledgable of the programs that they use. The problem is that sometimes, there is no time for training and getting help with new programs. Teachers often have to figure it out on their own.
  • Aligns assessment with course objectives
    • Paul Anhalt
      Paul Anhalt on 02 Oct 11
       
      I think that this is so obviously important but I have in the past noticed I had taught something and then never assessed it. The freedom I am hoping for in my online course may make it more difficult to come up with old-fashioned assessments.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
  • engage students
    • Heather Sutton
      Heather Sutton on 02 Oct 11
       
      Engaging students is a major concern for me in the online environment. I want to continue exploring more opportunities to engage students besides just giving a grade to go on to the site and complete a task. How do you engage students in your "classroom" when you haven't built a relationship yet?
    • Marlo Van Peursem
      Marlo Van Peursem on 02 Oct 11
       
      Great questions asked, Heather. I, too, think it is very important to have students engaged--especially with no face-to-face contact! Not sure how to answer your last question though.
    • anonymous
      anonymous on 06 Oct 11
       
      Found an interesting article on what is happening in Florida. No teachers in labs with online classes. http://www.nytimes.com/2011/01/18/education/18classrooms.html?pagewanted=1&_r=1
  • 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)
    • Marlo Van Peursem
      Marlo Van Peursem on 02 Oct 11
       
      I feel it is very important that the presentation of the content is easy to understand and follow. The process has to include exact steps in the lesson plans and posted in such a way that is clear to all.
  • 3. Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)
    • Kindall Todd
      Kindall Todd on 09 Oct 11
       
      Without a doubt, planning and design is essential for online le
  • 7. Engages in professional growth (ITS 7)
    • Kindall Todd
      Kindall Todd on 09 Oct 11
       
      Continually engaging in professional development is crucial for improving online learning experiences for participants taking my courses
  • Provides substantive, timely, and constructive feedback to students
    • David Sundstedt
      David Sundstedt on 10 Oct 11
       
      How many times have I heard students complain about how long it takes other teachers to grade papers?
  • Communicates with students effectively and consistently
    • David Sundstedt
      David Sundstedt on 10 Oct 11
       
      Consistency is essential. Students are keenly aware of fairness.
  • Assists students with technology used in the course (Varvel III.C)
  • • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
  • growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • Michael Panoch
      Michael Panoch on 12 Oct 11
       
      While I believe this to be an important standard, I witness daily the struggles administrators face daily with issues of inappropriate student use of technology. This is an area of need.
  • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
    • Michael Panoch
      Michael Panoch on 12 Oct 11
       
      As I teach my current class, I believe that there are times when an online class can facilitate more productive collaboration. An online format promotes student engagement and conversation rather than saying nothing during the classroom experience
  • Phyllis Hinton on 27 Sep 11
     
    Highlight Key Words
  • Lora Lehmkuhl on 07 Oct 11
     
    Highlight Key Words
  • bdowney on 01 Nov 17
     
    Ethical conduct is also listed and described with the BOEE.
Judy Sweetman

Cool Tools for Teachers - 0 views

www.lifestreamcenter.net/...main.htm

moodle_iowa Resources for Teachers

shared by Judy Sweetman on 18 Sep 10 - Cached
  • Judy Sweetman on 18 Sep 10
     
    This site contains links to tools that would make a teacher's life easier. Some of the links are to sites such as: Rubistar, Bloom's Taxonomy, Graphic Organizers, Vocabulary, and Virtual Museums. At the bottom of the page, there are also links to process templates.
lisa rasmussen

ollie4: Educational Leadership: The Quest for Quality - 5 views

moodle.aeapdonline.org/...view.php

shared by lisa rasmussen on 25 Sep 11 - No Cached
  • Five keys to assessment quality provide the larger picture
    • Maryann Angeroth
      Maryann Angeroth on 25 Sep 11
       
      The Clear Purpose paragraph resonated with me since I just finished reading an article in Education Leadership called Know Your Target. It is all about knowing the purpose and sharing that with students and how student achievement goes up as a result.
    • Nancy Peterman
      Nancy Peterman on 27 Sep 11
       
      I would agree with you that it is important to give the students a clear idea of the purpose of the lesson and how it would impact their life or daily skills.
  • Five keys to assessment quality provide the larger picture into which our multiple measures must fit
  • Are results communicated in time to inform the intended decisions
    • Maryann Angeroth
      Maryann Angeroth on 26 Sep 11
       
      One of the "What Works in the Classroom" strategies from Marzano is: Setting objectives and providing feedback. Research shows that giving feedback improves student achievement. This statement about results being communicated in time to inform the intended decisions reminds me of the Marzano work.
    • Nancy Peterman
      Nancy Peterman on 27 Sep 11
       
      I have seen positive results in my own classroom when I have provided feedback in a timely manner that is directly to the specifics that were taught.
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      This is one of the benefits of educational games if they are created well... instant feedback and another level to conquer!
    • Maryann Angeroth
      Maryann Angeroth on 28 Sep 11
       
      Did you read Evan's blog about gaming? I was interested in his perspective to making it synonomus with using literature to teach content.
    • Kevin McColley
      Kevin McColley on 28 Sep 11
       
      I completely agree! I have around 600 kids and try my best to comment more than just "good job" but with meaty feedback for my older kids in 3rd, 4th, and 5th grade and I've seen many kids work and rework their challenges out until they get it. It shows the kids they're not just a number. :)
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      Teachers are becoming more data driven than ever before.  Teachers will need to have a condensed curriculum if they want to provide enrichment opportunities in their classroom.  Currently, there is not enough time within the school year for teachers to assess, analyze, and enrich for each and every child unless some of the content they are expected to teach is removed.  This is a situation where it looks great on paper but right now doesn't work in the classroom.  If we really are stressing Quality than quantity needs to be reduced. 
    • Tim Brickley
      Tim Brickley on 02 Oct 11
       
      The time factor and choosing the right assessments is a daily struggle for teaching. I wish that there was more time in the day, week, month to evaluate past assessments and determine the effectiveness of them.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      I agree with all your comments on the value of feedback. That's what I really like about some of the online assessments I've seen - kids get the feedback right away and then are pointed to extra help or a different type of explanation if they need it.
  • ...42 more annotations...
  • Who will use the results to inform what decisions?
    • Barb Shutt
      Barb Shutt on 26 Sep 11
       
      and...is there already and assessment in place that give you this information? Do I need to duplicate? Not only is the why important, but also the what-does it get to what I need to know for future instruction?
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      Your last statement is very importatn, Barb! That question should be asked prior to giving each assessment--how will this help my students and how will this help me to change my instruction to help my students.
  • four categories of learning targets
    • Barb Shutt
      Barb Shutt on 26 Sep 11
       
      I hadn't seen LT' broken down this way before.
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      Neither have I seen this breakdown! Worth sharing with teachers.
    • linda vann
      linda vann on 28 Sep 11
       
      I love this! What an easy, direct guide to clarifying learning targets!
    • David Olson
      David Olson on 02 Oct 11
       
      Stiggins actually has 5 targets, which includes dispositional targets
  • which assessment methods are most likely to produce accurate results for different learning targets.
    • Barb Shutt
      Barb Shutt on 26 Sep 11
       
      It's always about working smarter, not harder and this leads us toward that.
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      I agree--and I really like this chart! It really helped to enhance my understanding of this information.
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 01 Oct 11
       
      The chart is very helpful. I like how it shows that perfomance assessments aren't always the best, it depends on what you are assessing. I am glad selected response is still acceptable for knowledge mastery.
    • Gary Petersen
      Gary Petersen on 09 Oct 11
       
      I am always looking for "filters" that I can use when developing a course. This is a great filter when reviewing the assessments used in the course.
  • more assessments
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      If the additional assessments were mostly formative, I do believe that we would be more accurately estimating student achievement.
    • Becky Hinze
      Becky Hinze on 27 Sep 11
       
      And...if those formative assessments are linked directly to the learning of the skill, it wouldn't take time away from the learning to assess.
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      Currently I think the students feel like they are being assessed all day long.  Think about how many classes they have in a day.  If those teachers are being asked to provide data showing progress/mastery in each of their subject areas they will be overwhelmed with assessments.  A balance is key but at the same time we need to think about our students and think about what it might be like to be assessed this much.
    • linda vann
      linda vann on 28 Sep 11
       
      Balance being the operative word here...assessment for assessment sake is not time efficient or effective. Assessment for adjusting instruction is highly valuable.
    • Natalie Smithhart
      Natalie Smithhart on 03 Oct 11
       
      I think more assessments can help teachers estimcate student achievement, but only if it is not taking away teaching time. We need to assess in ways that don't interupt class time. I know there are times that I have had to spend assessing my students when I felt I could of been giving them more by teaching....
  • The assessor needs to have a clear picture of what achievement he or she intends to measure. If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      Clear learning targets are so important--and so often not understood by teachers. I still work with so many teachers who don't question learning targets, as they just go from page to page in the textbook and teach what is next regardless if students already know the information or would need background knowledge in order to understand the concepts.
    • Becky Hinze
      Becky Hinze on 27 Sep 11
       
      So often we assess and we truly don't know what our learning targets were. Often our assessment doesn't even match what we thought our learning targets were.
    • Nancy Peterman
      Nancy Peterman on 27 Sep 11
       
      I would agree that many of us do not take the time or effort to evaluate if the assessments actually measure what we are teaching in the classroom.
    • linda vann
      linda vann on 28 Sep 11
       
      The alignment between curriculum, instruction, and assessment is critical. If we don't take the time to clarify our intended outcomes, how can we expect students to perform to expectations?
  • Or, you can highlight the phrases on the rubric that describe the hypothesis's strengths and areas for improvement and return the rubric with the work.
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      In the first class I took towards my Master's in Educational Technology, the professor did this--not just for our assignments, but also for our participation in our forums. Since then, I have "borrowed" this strategy for my own students. It definitely encouraged me to work on improving my responses in the weekly forums!
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      Might we be suggesting the end of grades and the beginning of standards based assessment?  How would that affect colleges and universities?  Would they be willing to accept a student who met all the standards at a school over a student who got a 4.0?
    • Judy Sweetman
      Judy Sweetman on 01 Oct 11
       
      I think it depends on the discipline. Art and graphic design--and perhaps music--are probably going to be much farther ahead here. Students have to prepare portfolios of their work and that is what is looked at, at least at Morningside College. They also look at GPA, but there is more weight put on the portfolio.
    • Tim Brickley
      Tim Brickley on 02 Oct 11
       
      More and more former students are telling me they needed to submit a portfolio of past work for colleges. Whether it be for scholaraships or acceptance into a certain program.
  • assessment literate
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      I'm finding the sessions I've attended in Des Moines by Margaret Heritage to be very helpful in understanding what "assessment literate" means!
    • Pam Buysman
      Pam Buysman on 27 Sep 11
       
      That is a term I've not heard before. It makes sense, however. Data used inappropriately can have disastrous results.
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      The state will need to spend a lot of money and time training teachers how to assess, use the data, and enrich students.  As my district begins its transition into this new data-driven age, I am noticing more and more teachers struggling to analyze data.  They are also struggling to find enough time to check assessments, analyze data, and provide meaningful enrichment activities to help students reach proficiency. 
    • David Olson
      David Olson on 02 Oct 11
       
      Stiggins has a great plan to move a district and a school toward assessment literacy. He calls it the 7 actions for school leaders.
  • four assessment methods (selected-response, extended written response, performance assessment, and personal communication
    • Judy Sweetman
      Judy Sweetman on 26 Sep 11
       
      I'm not sure I've seen these four assessment methods listed like this. This is good information to have and to help in creating assessments.
    • lisa rasmussen
      lisa rasmussen on 18 Oct 11
       
      I have used all of these methods in my art class room, but not on a regular basis. Our 4th grade assessment assignment includes two methods. Students answer a written test with true/false and multiple choice answers to identify concepts the children know. Students make a drawing of a landscape and then go pack to paint the landscape. Teachers keep wanting to add the personal communication componant where the students discuss the choices they made in their landscape painting.
  • Do the results provide clear direction for what to do next?
  • Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • Pam Buysman
      Pam Buysman on 27 Sep 11
       
      Selecting the best assessment method makes a difference. If we are using the data to guide our instruction, it's imperative we use the right assessment tool.
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      I agree, Pam! So is ITBS or ITED ever the "right assessment tool"? Can they truly reflect the intended learning?
    • Nathan Fredericks
      Nathan Fredericks on 29 Sep 11
       
      We are told at my school that, at minimum, they are going to be better than what they were as the ITEDs are now supposed to be aligned with the Common/Iowa Core. We shall see how this will end up.
    • David Olson
      David Olson on 02 Oct 11
       
      We are so messed up on our standardized tests when it comes to 21st century skills and their measurement.
    • Gary Petersen
      Gary Petersen on 09 Oct 11
       
      So much seems to be a matter of alignment. A misalignment between assessment method and intended learning leads to inaccuracy of results.
  • What decisions will the assessment inform?
    • Pam Buysman
      Pam Buysman on 27 Sep 11
       
      The following paragraph highlights the way formative assessments should guide our instruction. Changes may not be immediate, but they certainly provide a way to plan for the future.
  • Use SAT scores to determine instructional effectiveness
    • Pam Buysman
      Pam Buysman on 27 Sep 11
       
      Just a sidebar....could this mean we need to be very careful when we use ITBS scores to measure teacher effectiveness?
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      Oh, yeah!!
    • Mark McGaffin
      Mark McGaffin on 28 Sep 11
       
      Why doesn't NCLB consider the many other "X" factors that could influence ITBS scores when they make the SINA list or use data like this to determine teacher pay?  Great on paper but not in practice.
  • For instance, if students will be the users of the results because the assessment is formative, then teachers must provide the results in a way that helps students move forward. Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • Amy Burns
      Amy Burns on 27 Sep 11
       
      I am going to play devil's advocate here.....how can we motivate students to take action in order to promote learning if that is not within their goals? I agree that descriptive feedback linked to targets will give more meaning to the assessment, but in all reality, don't we often deal with students who can't see the reason for the writing?
    • Maryann Angeroth
      Maryann Angeroth on 28 Sep 11
       
      Why do you think that is? How many K-2 students are not excited about coming to school and learning? What happens that kills thier love and devotion to learning?
    • linda vann
      linda vann on 28 Sep 11
       
      Do you see this attitude of "this doesn't fit my goals/needs" as more prevalent at the secondary level or the elementary level? I know I have seen this with adult learners until they understand they tune to WII-FM (What In It For Me?). Once they do, then the learning "takes off" like gangbusters when provided the specific type of feedback described here.
  • Teachers should design the assessment so students can use the results to self-assess and set goals. A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others.
    • Amy Burns
      Amy Burns on 27 Sep 11
       
      Self-assessment is a vital step in setting personal goals. How many of our students have actually been asked to look deeply into their skill set? Would many students willingly "communicate their status to others?" Hmmmmm
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      I think this is a great reason why students should have input into what is being assessed in a rubric... what is important and how will you know what you know?
    • Kathy Hageman
      Kathy Hageman on 01 Oct 11
       
      Well-designed rubrics not only set targets but also help students monitor their progress. It has been my experience that middle school students are quite honest and perceptive in self-evaluations when "communicate their status to others" means sharing the self-assessment exclusively with me (their instructor) or with me and their parents or guardians.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      Students would need to be guided through self-assessment at first.
  • data from these assessments
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      It's all about data!! "What does the data say...?"
    • linda vann
      linda vann on 28 Sep 11
       
      The caution about data is using it appropriately. It is an intensely powerful tool if used to make decisions about instruction and assessment. The more data, the better!
    • Cheryl Carruthers
      Cheryl Carruthers on 29 Sep 11
       
      The more data, the better....this makes sense to me. We need to make sure we are using the right data in making decisions; making decisions based upon poor or incomplete data leads to poor decisions. Here lies another challenge...it sometimes seems like we are "drowning in data." How do we choose the data we use?
    • Natalie Smithhart
      Natalie Smithhart on 03 Oct 11
       
      It seems obvious...the data you get from assessing should show you what your students are learning and what you need to work on more. I like your comment Cheryl...it does seem like sometimes I have more data than I know how to organize or what to do with it!
  • Assess learning targets requiring the "doing" of science with a multiple-choice tes
    • Judy Griffin
      Judy Griffin on 28 Sep 11
       
      I've seen this many times - the assessment doesn't fit the learning expectations.
  • meeting student, teacher, and district information needs
  • a reading score from a state accountability test as a diagnostic instrument for reading group placement.
    • linda vann
      linda vann on 28 Sep 11
       
      Or expect that decisions regarding eligibility for special education is based on diagnostic assessments alone!
  • Using misinformation
  • his means that teachers need to write learning targets in terms that students will understand.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      Parent involvement is an important component when children are young. Parents help a child budget time. If they are not aware of what the child is involved in, or needs to set aside time for, then the child will not accomplish much. parents also need to be able to understand the terms involved and the intended outcome.
  • all assessment users have access to the data
    • lisa rasmussen
      lisa rasmussen on 17 Oct 11
       
      Our art department currently grades all children, but only assesses 4th grade students with a February drawing, painting, and multiple choice test. Children and Parents should have an idea before then about how their child is picking up one the curriculum.
  • From that foundation
  • groups of students
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 29 Sep 11
       
      Our distirct is really focused on SES and IEP students since that is where our lowest ITED scores are.
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      We would have to add African-American in our district in addition to SES and IEP.
  • unprecedented overflow of testing
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 29 Sep 11
       
      Our department had to create a math assessment that would test what the average 10th grader should know. Then we were told the test should be about what all 10th graders should know. We have spent countless hours debating, rewriting and trying to come up with methods on how to help our students that are not proficient on the test.
    • Cheryl Carruthers
      Cheryl Carruthers on 29 Sep 11
       
      Today on the radio, I hear Jason Glass say that all 11th graders need to take the ACT and the state needs to help pay for this. I don't think I agree with adding another required assessment for our students...I do agree we need to provide a rigorous curriculum for our secondary students, but do they need to demonstrate their knowledge by taking the ACT??
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      In response to Deena, I have struggled as the leader of the curriculum and assesment efforts on WHAT to ask people to do. I have hesitated developing any local assessments due to the movement from local standards...to Iowa Core and not the common core. Hope we have stopped changing because up to now it has been a moving target!
  • In math
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 29 Sep 11
       
      This is the first time I have actually seen a math example when discussing assessment. Usually the examples I see are for english or social studies.
    • Jean Van Gilder
      Jean Van Gilder on 03 Oct 11
       
      knowledge targets work pretty well in mathematics!
  • A grade of D+, on the other hand, may be sufficient to inform a decision about a student's athletic eligibility, but it is not capable of informing the student about the next steps in learning.
    • Cheryl Carruthers
      Cheryl Carruthers on 29 Sep 11
       
      Thus the term "assessment FOR learning." The intent is to provide guidance for improvement.
    • Gary Petersen
      Gary Petersen on 09 Oct 11
       
      It's amazing the number of assessments that I have received in my formal learning that involved only a grade or pass/fail. It makes me wonder if I retained very much from those learning opportunities.
  • Teachers have choices in the assessment methods they use, including selected-response formats, extended written response, performance assessment, and personal communication.
    • Kathy Hageman
      Kathy Hageman on 01 Oct 11
       
      Wouldn't matching method of assessment to method of practice be a consideration?
  • which require students to use their knowledge to reason and problem solve
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 01 Oct 11
       
      This is an area that I am currently working on. I am trying to come up with more projects so that students can apply what they are learning.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      When I took my first college stat class, I could follow the directions just fine and get the right answer, but I had no idea why we were using the particular statistic or what it actually meant. When I asked my stat lab instructor, he looked up my grade and said, "What do you care, you're getting an A." I cared because I wanted to know how to use the stuff, not just get through the class!
  • What information do the decision makers need
    • Nancy Peterman
      Nancy Peterman on 02 Oct 11
       
      This paragraph makes a distinction between decision makers that we might forget when edited our assessments. There is a definite difference in level and approach between classroom and school or community assessments.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Agreed. I think not recognizing that distinction can lead to misuse of the data. For example, a school or community use of classroom level data when they don't know the circumstances or environment under which the data is collected can lead to some inappropriate conclusions.
  • use of clear curriculum maps for each standard
    • Nancy Peterman
      Nancy Peterman on 02 Oct 11
       
      Although time consuming, the importance of curriculum maps becomes clear when writing essential questions and revisiting the teaching strategies we use to improve student learning.
  • instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.
    • Jessica White
      Jessica White on 02 Oct 11
       
      This is our hope as educators. I truly hope that the valuable time spent testing will return dividends.
    • lisa rasmussen
      lisa rasmussen on 17 Oct 11
       
      I find the information gathered to be very useful to my teaching, and to the students and parents.
  • Ongoing classroom assessments serve both formative and summative purposes and meet students' as well as teachers' information needs.
  • provide information about student progress not typically available from student information systems
    • Jean Van Gilder
      Jean Van Gilder on 04 Oct 11
       
      Time involved is major...classroom teachers will tell you it is very labor intensive.
  • high-stakes tests were common in schools
    • Bruce Baedke
      Bruce Baedke on 03 Oct 11
       
      Seems like the public would say this isn't true. They would believe that there was no accountability before NCLB.
  • if the teacher wants to assess knowledge mastery of a certain item, both selected-response and extended written response methods are good matches
    • Bruce Baedke
      Bruce Baedke on 03 Oct 11
       
      At muy school our science assessment is of this variety with both extended response and multiple choice answers for teh questions asked.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree that a variety should be used in accurate assessment. Students respond differently to different assesment methods. Some students have a very anxious response to timed tests, or written tests, but may do fine in showing their knowledge on multiple choice or matching.
  • Students learn best when they monitor and take responsibility for their own learning.
    • Gayle Olson
      Gayle Olson on 06 Oct 11
       
      Best parent teacher conference I ever attended was a student-led one for my 5th grader. Each student built their portfolio and was in charge of explaning it to their parents. Most honesty and responsibility I've ever seen in kids!
    • lisa rasmussen
      lisa rasmussen on 17 Oct 11
       
      I have been to the same kind of Open House led by students in the class. It really gives the students ownership to what happens in that classroom.
  • to triangulate on student needs defeats the purpose of bringing in more results to inform our decisions.
    • Gary Petersen
      Gary Petersen on 09 Oct 11
       
      Multiple measures have been used for years to establish whether assessments are valid. Very important to note that if the measures are not valid, multiple measures do not indicate validity.
  • For example, suppose we are preparing to teach 7th graders how to make inferences. After defining inference as "a conclusion drawn from the information available," we might put the learning target in student-friendly language: "I can make good inferences. This means I can use information from what I read to draw a reasonable conclusion." If we were working with 2nd graders, the student-friendly language might look like this: "I can make good inferences. This means I can make a guess that is based on clues."
  • Bias can also creep into assessments and erode accurate results. Examples of bias include poorly printed test forms, noise distractions, vague directions, and cultural insensitivity.
    • Lynne Devaney
      Lynne Devaney on 09 Oct 11
       
      I believe we are OK at reviewing materials with a "traditional" sense of bias but when it comes to cultural sensitivity...I'm not sure my district has a handle on the work.
    • lisa rasmussen
      lisa rasmussen on 17 Oct 11
       
      I agree. Some cultural sensitivity can't be easily understood by other people. I've been surprised often by what kids say about the way their family opperates.
  • What are the essential assessment conditions?
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      When we do our annual assessment for 4th grade artists effort is made to provide clear instructions and visuals, with the same materials available to all teachers. The other factors that enter into a student's performance vary widely. Some teachers deliver the test in their own art room, others in the classroom because they teach there. There are many factors that affect performance.
  • No Child Left Behind
  • The assessor must plan to manage information from the assessment appropriately and report it in ways that will meet the needs of the intended users,
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      i would assume this would mean that information should be shared in user-friendly language for parents and students, and be shared in a timely fashion.
  • Kevin McColley on 28 Sep 11
     
    Different assessment methods chart
Seth Denney

ollie1: Iowa Online Teaching Standards - 3 views

moodle.aeapdonline.org/...view.php

shared by Seth Denney on 19 Sep 11 - No Cached
  • Tailors instruction to meet the different needs of students
    • Marcia Boberg
      Marcia Boberg on 19 Sep 11
       
      The majority of trainings I am involved in are ones that require participants to use some type of technology from low to high tech. Knowing where my participants are starting at is so important to my planning and being able to individualize techniques to meet them where they are comfortable. This is the only way I get buy in and eventual implementation.
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      Totally agree. How have you assessed their prior knowledge?
    • Marcia Boberg
      Marcia Boberg on 19 Sep 11
       
      I started using Google Forms a couple years. Since all my trainings revolve around technology I like to get a feel for whether the learner (typically adult) is a technology novice or an early adopter. Have had the full range.
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      If I'm in a face-to-face training, I usually start with a five-finger assessment: rate your knowledge of this thing from zero to five, and hold up that many fingers. Just by looking around the room, you get a feel for their comfort level. A Google Form would be a very easy way to do the same thing.
  • Understands and uses data from assessments to guide instruction
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      I think this would be difficult in a course you set up prior to instruction..how to be flexible and responsive to learning..
    • C Richardson
      C Richardson on 02 Oct 11
       
      I'm thinking about that too, how would you set up a course that could be responsive to each learner? I was thinking part of the responsiveness might occur with pacing. That if you're skilled at one of the 'assignments' you wouldn't have to spend time on all the tutorials. What I don't understand is how an instructor would change an online course once it is created and students are enrolled...?
    • Anne Michel
      Anne Michel on 24 Oct 11
       
      We do an assessment at the beginning of our courses to see where teachers are with the content.
  • Provides substantive, timely, and constructive feedback to students
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      Challenging if you have a hundred participants. Also requires very clear targets so feedback can be about the LEARNING.
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      You have made a good point Kim. I also think from a students perspective if you are taking the class for credit timely feedback is highly important to know if you are matching teacher expectations. I can see how for an instructor this would be very difficult with a hundred participants.
  • ...27 more annotations...
  • Assists students with technology used in the course
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Sometimes it's hard for me to remember that I use technology all the time, and many people don't. I have to remember to provide scaffolding for people that are not only learning the content of my course, but are also learning the technology I'm using to deliver the content and assess their learning.
    • Marcia Boberg
      Marcia Boberg on 01 Oct 11
       
      This is so true. One of the big challenges I am facing this Fall is not only how to provide support to staff on the use of iPad apps, which does lend itself to some online PD, but how do I demo and assist attendees with the divice navigation piece? I don't seem to have the correct tools to do a live demo or recorded demo showing such things as pushing the home button twice, practicing gestures etc..
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      This is one I was going to place an annotation on too. If a student gets stuck on the technology that I have embedded in Moodle then I need to be able to be an expert and walk them through it. There is nothing more frustrating than being a student, having questions on not the content but the tools in the course, and a teacher who is unable to assist and send you to someone else.
    • Vicki Carr
      Vicki Carr on 07 Oct 11
       
      You're absolutely right. It's very frustrating to have difficulty using tools that seem to make understanding the content difficult.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Maintaining an online social presence can be very time consuming, depending on your other job responsibilities.
    • Deanna Etherington
      Deanna Etherington on 27 Sep 11
       
      I agree with both of you that it's important to keep it manageable.  I think facilitating an online class could be a good lesson in time management.  I like the idea of online office hours and the ability for your to reach you in multiple ways.  I think you need to make a multi-faceted plan and stick to it as a personal commitment to yourself.
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      I am currently teaching a fully online course for Morningside right now, and I am finding that I have to force myself to stop and not spend so much time online. Students think they need immediate feedback, and I typically feel as if I need to give that feedback. Noticing I have more to do with this class, work, and family, I just can't be online 2-3 hours every night addressing their questions. I'm learning to set boundaries and making students accountable for deadlines.
  • Has experienced online learning from the perspective of a student
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Hmm, we seem to be doing that right now...
    • Andrea Danker
      Andrea Danker on 29 Sep 11
       
      I appreciate so much more the student perspective and it will make me more consious of trying to develop an understandable format to improve their opportunities to learn online.
    • Terri Bush
      Terri Bush on 03 Oct 11
       
      If we can empathize with a student, it make the relationship that much stronger...
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      I am one that has never taked an online class before this. It is necessary to experience an online class to be able to construct a decent class for others to take online. I am learning so much by doing this.
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • Deanna Etherington
      Deanna Etherington on 27 Sep 11
       
      I agree with some of the other posts that it's important not to use technology for technology's sake.  Just because you can, doesn't mean you should include it.  Sometimes I am "wow"ed by a technology and find it tempting to use without thinking about whether it's the most appropriate in a particular case.  That's one reason why I hope to gradually learn a wide variety of online tools so I can better determine which tool to use when - and if at all.
  • uses techniques to engage students
    • Seth Denney
      Seth Denney on 27 Sep 11
       
      We have to remember that technology alone isn't enough to engage students. Just because it has a screen and buttons doesn't mean people will learn.
    • Terri Bush
      Terri Bush on 03 Oct 11
       
      Student engagement at a high level will be key in improved student achievement.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Amen!!!! If students are not engaged in the methods being used to teach them or in the learning process in some way, teaching becomes a mute point!
  • sessment instruments that are a
  • uses techniques to engage students
    • Andrea Danker
      Andrea Danker on 29 Sep 11
       
      I think young learners especially will be extremely engaged in an online learning environment and easily able to manipulate the technology and get the most out of their learning.
  • opportunities that enable student self-assessment and pre-assessment
    • Marcia Boberg
      Marcia Boberg on 01 Oct 11
       
      I have not mastered this at all, but I do keep trying! So many times I have found that staff participating in trainings I conduct, come with the feeling that they have no background knowledge in what I will be addressing. I view it as my responsibility to help them draw connections between what they are already doing or know how to do and what I will be presenting. Ideally I try to develop a pre assessment the uses their current knowledge and will help them make the connection to what the training will entail. When I succeed at this anxiety levels are lowered and the training goes smoothly and retention seems to be improved.
  • 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)
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      I think it is very important to keep the technology structured. When you are teaching face-to-face there is usually an agenda, planned breaks, planned activities, etc. Careful considerations need to be taken when structuring an online course too. I am finding with this class a consistent set up helps me feel much more comfortable and I can focus on content and not get held up on the technology.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      This is going to be very important especially in just beginning to teach online classess. Feedback will help improve the course and improve the chances of participants recommending the course to others. Colleagues of mine put together a course, asked for feedback, and learned their quizzes weren't working on every section. Pretty important to know but nobody said anything until they were asked for feedback.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Vicki Carr
      Vicki Carr on 07 Oct 11
       
      We can't assume that all teachers have a deep understanding of the content to be taught
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Are you referring to the teachers taking the course or the teacher teaching the course? If a teacher has choosen to teach an online course, I would hope they have a deep understanding of the material/content being taught otherwise they shouldn't be teaching the class.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • Jody Albertson
      Jody Albertson on 09 Oct 11
       
      I think this standard is particularly essential to teaching online successfully. We have to realize that online learners have different needs than students we are teaching face to face, and our instruction must change accordingly.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I agree completely! After taking a couple of online courses and then teaching face to face courses, it is a completely different teaching and learning experience.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Jody Albertson
      Jody Albertson on 09 Oct 11
       
      This is another critical standard. Online learners can feel very disconnected and disengaged from the course. They can feel like it is difficult to communicate with instructors or classmates. Instructors need to communicate effectively and frequently to keep our learners engaged.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      First, if we have students go to a link or a tool that is no longer accessible for some reason, that could be a bit of a problem and would hold the class up. Also, staying up-to-date on new technologies and skills provides many more opportunities to incorporate tools into a course to make the delivery of the content of the course as accessible and appropriate as possible
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      I think this would be an area that would be easy to find yourself getting into trouble with. We need to give credit where credit is due, and gain permission from owners of sites, materials, etc. before using them. With so much information out there, we want to make sure we have quality information, without trampling on the rights of those who created the material.
  • ifferent learning styles, different interests and backgrounds, and
    • Pam Elwood
      Pam Elwood on 09 Oct 11
       
      Learning styles is an interesting concept to be included in teaching standards. Recently I have been studying the research for another class. I have always trained PD considering learning styles and consider myself a "visual" learning, I also have taught Gardner's theory to teachers, however there is little empirical research to support this concept. In fact in our years of Every Child Reads work, they had this listed as a myth to reading strategies! If you want to consider this as a myth, here is a link you might be interested in; www.youtube.com/watch?v=sIv9rz2NTUk
    • Pam Elwood
      Pam Elwood on 10 Oct 11
       
      Link not working. Search Youtube for learning styles a myth and you will find it.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Maybe rather than referring to the visual, auditory or kinesthetic needs of a learner, they are referring to whether a student learns better by reading material and "digesting" it on their own vs. collaborating with others over the material read; showing they have an understanding of the material by video taping a lesson in their classroom vs. writing a learning log of the lesson: lesson description, what went well, what they would change, what didn't work, etc. Just a thought!
  • Demonstrates effective instructional strategies and techniques, appropriate for online education
    • jquandahl
      jquandahl on 09 Oct 11
       
      Our OLLIE courses will be important in helping me to be able to meet this standard. I need to explore the instructional strategies and techniques that are appropriate for online education and find the ones that will best meet the needs of students in my courses.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • jquandahl
      jquandahl on 09 Oct 11
       
      It is always important to align resources and learning materials with learning goals and choose the things that will enhance learning. I find that it is easy to get caught up in all the cool web 2.0 tools out there and I need to remind myself to focus on the things that will help students meet their learning goals.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I believe it is so important for a teacher to constantly evaluate the data being collected in their "classroom" - whether it's an assignment or journaling, etc - to evaluate if the instructional strategies that they are using to teach the course are actually helping the students to learn or causing more confusion! It is only by analyzing the data collected from the students in various forms that a teacher can truly know if their methods are helping the students learn and if they are not, by changing those strategies or methods so that the information is more accessible/understandable to the student. Teaching is only truly effective if the students are also learning!
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I wish ALL teachers would do this, including middle school and high school teachers!! I feel it is so important to make sure students know what they are going to be learning in a course and the expectations of how they will be learning the material presented. Otherwise, students are going in blind to the reality of what the course is all about and how they will be expected to learn the information.
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      You are so right, Andrea. In my learning about formative assessment, I have learned that it is critical that students know what the expectations and the learning goals so that they will know if they are on the right track. It is very difficult for students to self-evaluate if they do not know what the learning goal is.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      A teacher is only teaching if the students are learning! I believe it is so important for a teacher to look at their class data (coursework) to determine if the students are learning or able to learn the material being presented. If all the students or a majority of them are failing, it's probably not the students fault as much as it is the teachers. Teachers need to be open to changing their instructional strategies based on the needs of the students, and if the students are not learning then it's time for a change!!
  • • Aligns assessment with course objectives
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      Through learning with formative assessent the assessment must be aligned with the course abjectives. It is entirely unfair to assess something that is not a part of the objectives, and students will be quick to point that out. The course objectives must be the guide for all that is done in the class.
  • 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)
    • Belinda Blackbur
      Belinda Blackbur on 12 Oct 11
       
      The idea that one might start an online course AND learn the content at the same time seems like a recipe for disaster to me! While I consider mystelf a lifelong learner and there are new things to learn all the time, if I had to study conetent to stay one step ahead of my students in an online course AND develop the tools, it would be one daunting task!!
  • management software
gfrolekclark

Using Moodle: Inline display of images captured with Jing - 0 views

moodle.org/...discuss.php

shared by gfrolekclark on 28 Jun 11 - Cached
    • gfrolekclark
      gfrolekclark on 28 Jun 11
       
      Anyone ever try this? I am thinking there has to be a way to get this posted.
  • After you capture and save your image to the Web, Jing gives you a popup letting you know that it has put the (non-embeddable) URL on the clipboard. That popup also contains a link to a page on screencast.com where you can manage the image (e.g., rename, delete). That page displays a link to the embeddable URL. You can right click and copy link location from there. It's an extra step, but it's acceptable.
sjensen21

Lesson: Articles on Visual Design - 5 views

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

shared by sjensen21 on 09 Dec 14 - No Cached
  • A successful visual design does not take away from the content on the page or function.  Instead, it enhances it by engaging users and helping to build trust and interest in the brand.
    • Nancy Peterman
      Nancy Peterman on 09 Dec 14
       
      This statement was important to me because I want to make the page interesting but need to be selective to ensure the element enhances rather than "decorates".
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      Great point Nancy! I need to keep this in mind as well that the focus needs to be on the content with the design supporting and not distracting.
  • White space is used around text and between sections to allow the page to breath
    • Nancy Peterman
      Nancy Peterman on 09 Dec 14
       
      I believe white space will be important to my Softchalk lessons to engage learners. If I have too much text, the reader may feel overwhelmed or disinterested. I need to hightlight my text by using white space as an element of design.
  • When navigating a good design, the user should be led around the screen by the designer. I call this precedence, and it's about how much visual weight different parts of your design have.
    • Nancy Peterman
      Nancy Peterman on 09 Dec 14
       
      This article reminded me to lead the reader through each of the important points of the web page. It mentioned using images to bring the reader to an important statement or paragraph. Use of shapes or arrows are obvious but also useful in directing the reader while adding interest.
  • ...30 more annotations...
  • List out the different types of tasks people might do on a site, how they will achieve them, and how easy you want to make it for them. This might mean having really common tasks on your homepage (e.g. 'start shopping', 'learn about what we do,' etc.) or it might mean ensuring something like having a search box always easily accessible.
    • Nancy Peterman
      Nancy Peterman on 09 Dec 14
       
      This statement seems pretty basic, but I think it is important to help reduce reader stress. If I provide instructions for the beginner, they may become engaged and explore longer than expected.
  • The more options a user has when using your website, the more difficult it will be to use (or won’t be used at all). So in order to provide a more enjoyable experience, we need to eliminate choices.
    • Nancy Peterman
      Nancy Peterman on 09 Dec 14
       
      This statement spoke about providing too much choice. I think it also applies to find text about the subject, so I think providing an easy to see and use filter or search box is important. I think about my lessons and if students want to review a specific part of the lesson, I want to make it easy for them to find it.
  • Instead users satisfice; they choose the first reasonable option.
    • Nancy Peterman
      Nancy Peterman on 09 Dec 14
       
      I think it is important for me to remember that my audience may scan for reasonable options or things that will help with an assignment, rather than click on each link in order that it is listed.
  • the web-page should be obvious and self-explanatory. When you’re creating a site, your job is to get rid of the question marks
    • Nancy Peterman
      Nancy Peterman on 09 Dec 14
       
      I think it is important that a web page and a lesson is obvious and self-explanatory. If a student has a question, they are may not be willing to wait for an instructor's reply. The student has now lost some of their motivation and engagement in the lesson.
  • Buttons to travel around a site should be easy to find - towards the top of the page and easy to identify. They should look like navigation buttons and be well described. The text of a button should be pretty clear as to where it's taking you. Aside from the common sense, it's also important to make navigation usable.
    • Mary Trent
      Mary Trent on 09 Dec 14
       
      I think this is important in my lesson as I want the users to be able to navigate around the pages according to where their interests lead them.
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      I agree that navigation gives users a chance to move around more freely. It appears within SoftChalk you are limited to the options of top, previous and next. I'm still in the early stages with learning about the tool so still am curious if you are limited too just those three options.
  • Consistency means making everything match. Heading sizes, font choices, coloring, button styles, spacing, design elements, illustration styles, photo choices, etc. Everything should be themed to make your design coherent between pages and on the same page.
    • Mary Trent
      Mary Trent on 09 Dec 14
       
      This is a big one for me, too.  I feel that websites or lessons need to stay consistent in look and design.  It just looks more professional.  Less is more. 
  • Occam’s razor is a principle urging one to select among competing hypotheses that which makes the fewest assumptions and thereby offers the simplest explanation of the effect. To put it in the design context, Occam’s Razor states that the simplest solution is usually best.
    • Mary Trent
      Mary Trent on 09 Dec 14
       
      This is very true.  I have a few pages that have too many words and phrases that are too complex.  I am looking at simplifying these and use other resources like audio or video to include the information so it isn't visually overwhelming.
  • Users don’t read, they scan. Analyzing a web-page, users search for some fixed points or anchors which would guide them through the content of the page.
    • Mary Trent
      Mary Trent on 09 Dec 14
       
      So very true. I want to design my lesson so that a teacher can decide in a manner of seconds if the STEM Scale-up they are looking at is for them or not.
  • Users want to have control. Users want to be able to control their browser and rely on the consistent data presentation throughout the site. E.g. they don’t want new windows popping up unexpectedly and they want to be able to get back with a “Back”-button to the site they’ve been before: therefore it’s a good practice to never open links in new browser windows.
    • Mary Trent
      Mary Trent on 09 Dec 14
       
      I agree, that is why I really want the table of contents or navigation to be on every page so the users can explore wherever the want and go back if they need to.
  • Visual design must strike a balance between unity and variety to avoid a dull or overwhelming design.
    • bgeanaea11
      bgeanaea11 on 10 Dec 14
       
      This is the tricky part- finding a balance between unity and variety- I will try to find this balance as I create my lessons.
  • Web design ain't just about pretty pictures. With so much information and interaction to be effected on a Web site, it's important that you, the designer, provide for it all. That means making your Web site design usable.
    • bgeanaea11
      bgeanaea11 on 10 Dec 14
       
      This is going to be my focus as I develop lessons. If the lesson is not usable, there really is no point.
  • Without knowing ANYTHING about these circles, you were easily able to rank them. That’s visual hierarchy.
    • bgeanaea11
      bgeanaea11 on 10 Dec 14
       
      Interesting! I have never really thought of it this way- what catches my attention is more important and cretes a hierarchy!
  • Here’s what the golden ratio looks like:
    • bgeanaea11
      bgeanaea11 on 10 Dec 14
       
      Cool! I will start looking for this now!
  • Conclusion Effective web design and art are not the same. You should design for the user and by having a business objective in mind. Using these web design principles you can get to aesthetically and financially rewarding results.
    • bgeanaea11
      bgeanaea11 on 10 Dec 14
       
      I was an Art minor in college and did not have any courses in web design, so this is an interesting distinction for me and one to keep in mind!
  • 6. Strive for simplicity The “keep it simple”-principle (KIS) should be the primary goal of site design. Users are rarely on a site to enjoy the design; furthermore, in most cases they are looking for the information despite the design. Strive for simplicity instead of complexity.
    • bgeanaea11
      bgeanaea11 on 10 Dec 14
       
      Absolutely! If it is too complex I will move on!
  • 7. Don’t be afraid of the white space
    • bgeanaea11
      bgeanaea11 on 10 Dec 14
       
      Every article we read mentions this one! It must be a really important one!
  • The basic elements that combine to create visual designs
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      The in-depth definations on how lines, shapes, color palette, texture, typography and form impact what / how a viewer interpret the information along with design is a key factor for consideration.
  • White space is an important part of your layout strategy.
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      White space is an area that I've been learning more about with other work related projects. From what I am learning "white space" provides the learner/reader a chance to break before moving forward. It also serves as a point to reflect.
  • Dominance focuses on having one element as the focal point and others being subordinate.
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      I didn't realize that the focal point of a lesson was considered to be labeled as "dominant" and all information in the area would be viewed as "subordinate". Size, shape, location, etc...clearly sends a message to the viewer.
  • Color contrast
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      This is an important item to remember when it comes to drawing attention to "key" information. I will consider trying this in a few section of my lesson.
  • Empty space seemed wasteful. In fact the opposite is true.
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      This is another way to reference the importance and use of "white space" to give the viewer a chance to pause or in some cases reflect upon the content just read.
  • bread crumb trails,
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      This is good reminder of another way users can work their way around different areas. I didn't see this as a 'form of navigation" until reading this section.
  • Font Choices — Different types of fonts say different things about a design. Some look modern, some look retro. Make sure you are using the right tool for the job.
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      I had know idea that font selection would send a different message. This is something to be aware of when designing a lesson.
  • if text has an underline, you expect it to be a link
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      Great point!
  • The best images follow the rule of thirds:
    • Kathleen Goslinga
      Kathleen Goslinga on 20 Dec 14
       
      Utilizing the rule of thirds is a effective way to capture your audience and help guide them in a specific direction. This is something I will consider when selecting images for inclusion in lessons.
  • Hierarchy shows the difference in significance between items
    • sjensen21
      sjensen21 on 22 Dec 14
       
      I find that a hierarchy can be very helpful in understanding how topics are related to one another.
  • Web design can be deceptively difficult
    • sjensen21
      sjensen21 on 22 Dec 14
       
      I know it's difficult.  I have not been deceived!
  • if there is a gigantic arrow pointing at something, guess where the user will look?
    • sjensen21
      sjensen21 on 22 Dec 14
       
      Good "point."  haha  But, seriously, it's obvious, but an important idea, especially for the visual learner.
  • White Space
    • sjensen21
      sjensen21 on 22 Dec 14
       
      I never thought about White Space before I took this class, but I see where they are coming from.  Endless lines of text can be quite overwhelming.
  • Golden ratio
    • sjensen21
      sjensen21 on 22 Dec 14
       
      I believe it was originally discovered by Fibonacci.  Just a little math trivia for you:-)
r kleinow

online1: Iowa Online Teaching Standards - 43 views

205.221.40.124/...view.php

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

ollie-afe-2019: Building a Better Mousetrap - 1 views

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

shared by mschutjer on 31 Mar 19 - No Cached
  • Rubrics can be used either for “filtering”—as they are used in placement testing—or for “latticing,” or “scaffolding”—if they are shared with students prior to the completion of any given assignment.
    • alisauter
      alisauter on 31 Mar 19
       
      I think communicating the rubric ahead of time makes them easier to score. I have had to conduct technology camp entrance interviews using a rubric that is "blind" and they are more challenging because the students come into the interviews completely blind to any of the questions or criteria.
    • zackkaz
      zackkaz on 03 Apr 19
       
      Ali, I agree I feel like giving the rubric for the assessment with the directions at the beginning helps students understand what the assessment is assessing. I just hope it doesn't lead to students formula writing like suggested late in the article. Or possibly killing creativity.
    • tmolitor
      tmolitor on 09 Apr 19
       
      I can easily see both sides of the coin here. On one hand it's tough to give students an assignment and not tell them how its being graded. On the other if a student knows exactly what they need to do to get the score, then it does kill creativity.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I can see where sharing the rubric might "kill creativity" but I think sharing the rubric is a great way to let students know what you are looking for and what is important. I know of many teachers who share the rubric at the very beginning of a paper/project/assessment, but I don't know of many who use it somewhere in the middle. I think we get too caught up in the completion that we forget to take time in the middle to help students self-evaluate their work. I think this is a great way to teach students to be owners of their own learning, and thus success.
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      I really like this for pre-assessment. Students can self assess and start where there are with their learning. The teacher will need to have the classroom set-up to meet all the needs of the students accordingly.
  • habits of mind practiced in the act of self-assessment.
    • alisauter
      alisauter on 31 Mar 19
       
      THIS! I think developing the right mindset in our students when it comes to grading and rubrics is so important, although sometimes challenging.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I agree, but we will need to put more of an emphasis on student self-assessment and justification as well as post-assignment reflection. Much of the time students and teachers see final assessment as a "post mortem" evaluation of where they were with nothing to be done about where they can go.
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      Here is an interesting critical thinking rubric https://educate.intel.com/download/K12/elements/pba_lessons/resources/24_Critical_Thinking_Rubric.pdf This rubric could be used throughout a project to help the learner think about their thinking.
  • others worry that doing so will encourage formulaic writing
    • alisauter
      alisauter on 31 Mar 19
       
      I think that this depends on how the rubric is written.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I've found it also depends on the student. Ironically, I've found that the higher achieving students will tend more strongly toward formulaic writing because they are worried about "missing points." If the grade on the assessment puts their GPA at risk, they are not willing to do any intellectual risk taking.
    • sjensen21
      sjensen21 on 04 Apr 19
       
      Seems to me that if a student meets the criteria, then that is what is expected. (Coming from a person who is not inherently creative.)
    • cathy84
      cathy84 on 04 Apr 19
       
      LOL. I just wrote this very thing "students create their paper too closely like the model" in last paragraph. The problem with following it so closely is that I wasn't sure they really understood the concept if they couldn't recreate it in an independent way.
  • ...89 more annotations...
  • Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing; such rubrics are as limiting to the development of rhetorical mastery as the five-paragraph essay.
    • annott
      annott on 06 Apr 19
       
      This is hard for me to do. I am a concrete thinker, and writing prescriptive rubrics is something I need to work on.
  • adopt a rubric
    • alisauter
      alisauter on 31 Mar 19
       
      Rubistar and https://rubric-maker.com have different academic content area rubrics and grade levels.
    • kmolitor
      kmolitor on 04 Apr 19
       
      rubistar is helpful...sites like this can help build your skills as you create your own rubrics on that site as well.
  • While the fundamental focus of assessment is always to promote learning, there are other reasons why we engage in assessment: curriculum reform, placement, promotion, diagnosis, accountability, and so on (Critical Issue).
    • alisauter
      alisauter on 31 Mar 19
       
      Establishing your purpose is so vital.
  • well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education
    • robertsreads
      robertsreads on 02 Apr 19
       
      Well-designed and meaningful - I think these are the keys to a good rubric. If it doesn't measure what it aims to measure, then a rubric is completely useless.
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      I agree as well. It is important that students see what his or her expectations are before they right instead of getting the information from teachers at the end.
    • annott
      annott on 06 Apr 19
       
      When I started many moons ago, in the classroom, almost every period was lecture. Student based learning is so much more effective.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      This is interesting that they're using rubrics at the post-secondary level. I agree that the best use of rubrics is for complicated assignments that ask students to problem-solve, show conceptual understanding, or even just write extended explanations. Rubrics are too time-consuming to write to use for simple tasks.
    • tmolitor
      tmolitor on 09 Apr 19
       
      It's important to have something to objectively assess outcomes of these types of assignments.
  • Rick Stiggins, of the Assessment Training Institute, contends that we ought to illicit student input when constructing rubrics
    • robertsreads
      robertsreads on 02 Apr 19
       
      While I assume the author means 'elicit' and not 'illicit', I do agree that getting student input is essential, especially at the high school and college level where we are seeking to have students think meaningfully and critically about their work.
    • cathy84
      cathy84 on 04 Apr 19
       
      I struggle with this a bit, for how do students know exactly what is quality of a product they do not have extensive knowledge of?
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric
    • robertsreads
      robertsreads on 02 Apr 19
       
      This does not surprise me at all. My six year old was docked for not using the word "next" in one of her writings. I read the work, and her transition was much more advanced than that (something I would have encouraged as a high school teacher).
    • annott
      annott on 06 Apr 19
       
      I could see how students would get stagnant in their writing.
    • mschutjer
      mschutjer on 27 Apr 19
       
      Maybe I do not make rubrics correctly...because I really do not see this happening!
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • robertsreads
      robertsreads on 02 Apr 19
       
      This is a great idea! It's similar to requesting student input without the students feeling pressured to contribute.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      Often this recalibration happens the year after in my experience. As an English teacher, we rubricate everything - for good or bad. I've found that once we ask students to go through a task and use the rubric to assess it, we see where the task, our teaching, and the rubric fail.
    • zackkaz
      zackkaz on 03 Apr 19
       
      Student feedback can be just as useful to us to Wendy.
  • a set of standards and/or directions for assessing student outcomes and guiding student learning
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I see the confusion stemming from a linguistic debate about whether "directions" refers to the task requirements (e.g. write a persuasive essay using 5 sources) or the assessment criteria (cites strong and thorough textual evidence). Many times students ask to see the "rubric" when they really just mean the specific task requirements.
  • “performance benchmarks” for the “behavioral objectives” appropriate to each year in the program. E
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I find this interesting that they are assessing "behavioral objectives." Much of what our discussions around grading versus assessing have focused on is the need to grade/assess the demonstrated learning and NOT the behavior which lead to the demonstrated learning.
  • study on student-generated rubrics, they tend to “think more deeply about their learning.”
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I tried having students create their own rubrics for an independent learning project. They were all high achieving seniors near the end of their secondary academic career. And across the board, NONE of them said they enjoyed the process, calling it one of the hardest parts of the project as a whole. ALL said it was very eye opening. Ironically, these high-achieving, point grubbing seniors found it MORE difficult to define for themselves what a "perfect" project would be, then to just rise to standards already set by someone else (me). Having to set the bar themselves made them far more nervous about meeting it than if I had set a goal for them to meet. It does make sense, however. By setting their own standards, they would potentially be letting themselves down if they did not rise to their own challenges. Whereas, if they did not fully meet the criteria on a teacher generated rubric, it did not necessarily reflect badly on themselves.
    • cathy84
      cathy84 on 04 Apr 19
       
      Fascinating and insightful!
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Wow. Good points!
  • writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments”
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      See, these seem more like task requirements rather than assessable rubric criteria
    • annott
      annott on 06 Apr 19
       
      Yes Wendy, I agree. This would be an assignment, but not in the rubric.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Yes, and if that's all you want to grade, you could just make it a checklist and save yourself a lot of prep time!
    • tmolitor
      tmolitor on 09 Apr 19
       
      I think that a checklist instead of a rubric in that case is a great idea.
  • Of course, a teacher could have the best of both worlds here, by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      Is there anyone who DOESN'T do this?
    • annott
      annott on 06 Apr 19
       
      Most of mine are the same but then I change the content part for the details of the assignment.
  • A holistic rubric is more efficient and the best choice when criteria overlap and cannot be adequately separated; an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      Interestingly, until the 2019-2020 school year, the College Board and AP programs have always used holistic rubrics to score the written essay portions of the exams (at least the English Language and Literature exams). These were used because, especially for the third free-response question, students could choose to respond to any aspect of the passage they chose. With the third free-response question, students had a choice about what text to use to respond to a very vague thematic prompt. Holistic rubrics were necessary to meet the needs of all these different approaches. Beginning next year, during the 2019-2020 school year, the College Board and AP program are replacing all holistic rubrics with analytic ones to "more specific feedback on your Instructional Planning Reports about your students' performance." Interestingly, this feedback is not to the students - students never see their rubrics - but to the teachers so the teachers can adjust their teaching. https://apcentral.collegeboard.org/courses/ap-english-literature-and-composition/course/updates-2019-20
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      That's interesting! The College Board switched to an analytical rubric for social studies a few years ago. It will be interesting to compare those.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      In the case of social studies, it gives the student and teacher more specific guidance in what should be included rather than feedback.
  • In addition to these basic directions, you should consider your purpose and audience.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I mentioned this above, but the College Board and the AP program are changing their use of rubrics from holistic to analytic to provide TEACHERS with a better understanding of student performance and comprehension. It's interesting that the audience for these new rubrics will not be the students who are being assessed, but the teachers who taught them. Who is really being assessed here?
    • cathy84
      cathy84 on 04 Apr 19
       
      Great point!
  • we need a meta-rubric to assess our rubric.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      While this makes complete sense and would be a great use of PLCs, my instinctual response was "Oh Geez. Yet another thing..."
  • will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      There are some rubrics that I have used that remind of this. Students basically being programmed on what to do to get an A without any deep learning taking place. However, I still see the need for rubrics like this.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I agree. Unfortunately, many times students use rubrics to get the grade they want without focusing on the learning. Maybe it's not the rubrics themselves but how we are using them in the classroom?
    • mschutjer
      mschutjer on 27 Apr 19
       
      I feel students are programed to give us what we want and not explore their own learning. So often when I give a writing assignment I hear first, how long does it have to be? How do we get away from that?
  • advocates of rubrics at all educational levels have argued that rubrics provide students with clear and specific qualities to strive for in those assignments that “are open-ended, aligned more closely to real-life learning situations and the nature of learning”
  • Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      Obviously a good thing with standardized tests focusing more on state standards.
  • Share the rubric with your students and their parents.
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      Great for students to know expectations and criteria. Have never thought about sharing a rubric with parents. See the benefits of that as well.
  • “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (
  • More conceptually, critics claim that rubrics, in effect, dehumanize the act of writing. According to Thomas Newkirk, an English professor at the University of New Hampshire,
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      Curious to know what methods of grading are popular among the critics of rubrics.
  • You can adapt a rubric—
    • zackkaz
      zackkaz on 03 Apr 19
       
      Honestly, I feel like this is what I do the most. I adopt a lot of rubrics and tweak them to fit what I want. I feel like in education there is a lot of resources available to me and people way smarter/better than me at their jobs. No point in reinventing the wheel, so why not adopt and tweak to fit the need that I have for my assessment.
  • “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments, wrote poorly when writing, as we might say, to the rubric.
    • zackkaz
      zackkaz on 03 Apr 19
       
      That's always been a fear of mine with rubrics when writing an opinion or free write. Does this stifle the creativity of some students. It's really interesting to also look at who was seeing the bias as the article states girls/boys. Does it also bias ethnicities?
  • The issue of weighting may be another area in which you can enlist the help of students. At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
    • zackkaz
      zackkaz on 03 Apr 19
       
      +1 for student choice. Hopefully this would develop lifelong learning.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I think by enlisting the help of students in creating the rubric, it will promote ownership of learning. It should also help students keep in mind what is most important while they are creating their product.
  • “Is the assessment responsive to what we know about how [students] learn?” and “Does the assessment help students become the kinds of [citizens] we want them to be?”
    • zackkaz
      zackkaz on 03 Apr 19
       
      As a SS teacher that second part hits home. Will they be a responsible democratic citizen.
    • cathy84
      cathy84 on 04 Apr 19
       
      To me, this gets to the content of the assignment...not conventions.
  • rubrics should be used in conjunction with other strategies,
    • mpercy
      mpercy on 04 Apr 19
       
      Rubrics are a great tool but not necessarily the way to go all the time. Students need to be exposed to other strategies as well.
    • kmolitor
      kmolitor on 04 Apr 19
       
      I agree multiple strategies should be used as that will help our students grow as learners.
  • Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
    • mpercy
      mpercy on 04 Apr 19
       
      When students are part of the process there will likely be more enthusiasm and buy in from the students.
    • annott
      annott on 06 Apr 19
       
      I have to admit, I have not gone this far yet. But it makes total sense, that if students are a part of creating the rubric they would have a better understanding of the expectations.
    • jennham
      jennham on 08 Apr 19
       
      I agree. It will give them a sense of ownership in their own learning. Even my elementary students would be more than able to help with this. I plan on rolling it out to my colleagues to try with an upcoming paper.
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      I have seen this done with second graders. They were not creating criteria based on standards, but rather criteria for quality. The students decided what the quality of presentation and speaking were. They actually were pretty tough on eachother and set the bar high. This is a great process, but can also be a challenge if you have multiple classes and want to have some consensus with evaluating.
  • Revise the rubric and try it out again
    • mpercy
      mpercy on 04 Apr 19
       
      Would this be the point to gather student input? I would want to make sure my objectives were being met and then allow students to input.
  • Each score category should be defined using description of the work rather than judgments about the work.”
    • mpercy
      mpercy on 04 Apr 19
       
      Does this really make a difference to the student?
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I like using rubrics so that it takes the teacher out of the grading. I like that communication is clear without bias.
  • When instructors plan on grading
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      By giving students the langugage to talk about thinking we open the door to them reflecting on their thinking and eventually refining it.
  • , rubrics cannot be the sole response to a student’s paper; sound pedagogy would dictate that
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      A writing assignment that is part of an authentic learning opportunity that the student chose to participate in might decrease the emphasis on simply meeting the criteria of a rubruc.
  • sions differently if you feel that one dimension is more important than another. There are two ways in which you can express this value judgment: 1. You may give a dimension more weight by multiplying the point by a number greater than one. For example, if you have four dimensions (content, organization, support, conventions) each rated on a six-point scale, and you wish to emphasis the importance of adequate support, you could multiply the support score by two. 2.
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      I tend to use the "multiply a dimension by 2" method of weighting grades. In writing a particularly like this because it allows you to address things like conventions, but at the same time emphasize orther aspects of writing.
    • annott
      annott on 06 Apr 19
       
      I use weight dimensions in History class. I'm not as worried about the writing style, sentence structure etc.... But I'm more concerned with the what they know and if there research is thorough. I still include those things on my rubric, it's just worth less points.
  • The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all.”
    • tommuller4
      tommuller4 on 04 Apr 19
       
      This is very important thing to think about. A student can't make changes to something they are doing after it is already turned in. They may think they are following all things on the rubric correctly but teacher may think differently
  • In any case, withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult
    • tommuller4
      tommuller4 on 04 Apr 19
       
      Seems kind of stupid to not give the students the rubric for the assignment when they are working on it. You expect them to turn in something worth while without knowing what you want from them.
  • hose students who had been natural writers, those students who had “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules [as outlined in a rubric]
    • tommuller4
      tommuller4 on 04 Apr 19
       
      I can see this being true across the board. Lots of time when I start a project the first thing some of the students ask is "what do I need to do to get an A." They don't care about learning the content. They just make their project geared to meet all requirements on the rubric and don't care about anything else.
    • jennham
      jennham on 08 Apr 19
       
      I hear that comment often. Until our system changes to not be so focused on the grade itself, I totally side with the students. We put so much pressure on kids to achieve and achieve well so that they can apply and receive scholarships, be inducted into NHS, make it into the college of their dreams...I feel we leave them absolutely no room to worry about the learning. Teachers are just as guilty. I can't count the times I have heard, "I don't know why he has a B; there isn't any reason why he shouldn't be getting an A in my class." (This is without me asking why my child has a B instead of an A.) To me that makes the focus on the grade. They never mention what my child is actually learning or not.
  • clear understanding of how rubrics operate can help educators of all levels design rubrics that facilitate, rather than obviate, student learning and teacher improvement.
    • kmolitor
      kmolitor on 04 Apr 19
       
      This is so true. Rubrics should be designed to help teachers facilitate learning so it's more student driven which will improve both student learning and allow teachers to improve.
  • Doing so, many educators argue, increases the likelihood of a quality product.
    • tommuller4
      tommuller4 on 04 Apr 19
       
      I agree you can get a quality product by giving students the rubric up front but I don't think you will get a great product because students tend to not go above and beyond the rubric. They just do enough to meet the criteria for the grade they want. No more and no less.
  • evaluate your rubric
    • kmolitor
      kmolitor on 04 Apr 19
       
      I think it is important to continually evaluate your rubrics or any assessments for that matter. It is important to consider if you are assessing what you want/need to and get feedback from students.
    • sjensen21
      sjensen21 on 04 Apr 19
       
      Stultifying: stunts creativity so that students achieve only what is required. Empowering: clarifies for students and teachers what is expected.
  • no longer appropriate
    • sjensen21
      sjensen21 on 04 Apr 19
       
      "no longer appropriate" is a bit over-stated. Students in Introductory Statistics still need to know these skills. I agree that we do need to focus more on developing statistical thinking, so more performance tasks (and assessment rubrics) are necessary.
  • features known to the student
    • sjensen21
      sjensen21 on 04 Apr 19
       
      Sharing the rubric with students at the beginning of the task holds students accountable and gives transparency to the task expectations.
    • cathy84
      cathy84 on 04 Apr 19
       
      That, for me, was the primary purpose of the rubric. I wished for students to know clearly what this project should show me of their knowledge and skill. It did always frustrate me that they didn't use it more as a resource as they edited and revised their papers.
    • jennham
      jennham on 08 Apr 19
       
      I agree as well. I found them useful as student so that I knew exactly what my teacher/instructor expected. I love them as a teacher as they give the students specific talking points before they start their assignment.
  • ull partners
    • sjensen21
      sjensen21 on 04 Apr 19
       
      This seems like a big time-waster to me.
  • Build a metarubric
    • sjensen21
      sjensen21 on 04 Apr 19
       
      This is a great checklist for evaluating our own rubrics that we have created.
  • a system which some educators see as stultifying and others see as empowering.
    • cathy84
      cathy84 on 04 Apr 19
       
      Not sure why it would be stultifying (which I looked up to be sure I knew what that meant). I mean, how much enthusiasm would a student have toward an assignment?
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      In some cases, a rubric can be a little too prescriptive and actually curb creativity for students. A more open assignment--for some students--allows for more interpretation or flexibility. I think it really depends on how "tight" the teacher writes the rubric.
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      Rubrics can be empowering yes, but not everything needs a rubric in my opinion.
  • gineering programs
  • Closer to home, our own successful Allied Health programs depend on rubrics to both assess and encourage student learning.
  • rubrics can help the student with self-assessment
    • cathy84
      cathy84 on 04 Apr 19
       
      This was a big goal of mine as a writing teacher
    • mistermohr
      mistermohr on 09 Apr 19
       
      I think this is the biggest benefit of rubrics
  • “In short, explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.
    • cathy84
      cathy84 on 04 Apr 19
       
      I found the models to be very helpful for my students. My only problem is often students create something very close to the model. It often was a conundrum for me.
  • Is the description of criteria judgemental
    • cathy84
      cathy84 on 04 Apr 19
       
      That's a rule I have violated...and I probably knew best practice, but getting so specific in the criteria makes correcting so laborious
    • jennham
      jennham on 08 Apr 19
       
      You are so correct. Now that I have read this information, I know that when I would say "good", I meant, "following current conventions." Most 10-year-olds understand "good". Not so much for the other!
  • rubrics should be non-judgmental:
    • annott
      annott on 06 Apr 19
       
      I have a hard time keeping judgement out of rubrics.
    • mistermohr
      mistermohr on 09 Apr 19
       
      this could be a place where submission into an LMS using blind grading can be a huge benefit! I love blind grading...rarely do I need to know who produced the artifact.
  • rubrics are now used similarly by post-secondary educators in all disciplines to assess outcomes in learning situations
    • annott
      annott on 06 Apr 19
       
      As we are to assess the pros and cons of rubrics, I would say this is a con to using them. We need colleges to get on board and use them as well, and some are switching over.
  • solving real problems and using statistical reasoning
    • annott
      annott on 06 Apr 19
       
      Rubrics are better at assessing real problems and statistical reasoning.
  • student thinking and not just student knowledge
    • annott
      annott on 06 Apr 19
       
      Rubrics are better at assessing student thinking.
  • (
    • annott
      annott on 06 Apr 19
       
      I do feel that rubrics are more closely connected with real life situations. In the workforce, you will not be given a grade. Instead, they will evaluate your performance.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      True...but sometimes with a rubric. =) I think of the way even my husband's corporate world annual evaluation tool is written.
  • when rubrics are published in the classroom, students striving to achieve the descriptions at the higher end of the scale in effect guide their own learning.
    • annott
      annott on 06 Apr 19
       
      This is what we should all be striving for.
  • as long as each point on the scale is well-defined.
    • annott
      annott on 06 Apr 19
       
      When looking at standards based learning it is encouraged to have the same scale number for each department. And sometimes there is disagreement between a 3 pt scale or a 4 point scale.
  • modify or combine existing rubrics; re-word parts of the rubric; drop or change one or more scales of an analytical rubric; omit criteria that are not relevant to the outcome you are measuring; mix and match scales from different rubrics; change the rubric of use at a different grade; add a “no-response” category at the bottom of the scale; divide a holistic rubric into several scales.
    • annott
      annott on 06 Apr 19
       
      I surf the internet quite frequently, and use other rubrics ideas as a starter for mine. And then I adapt it to my objectives.
  • Steps in developing a scoring rubric
    • annott
      annott on 06 Apr 19
       
      This could be shared in Professional Learning Communities.
  • However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instructio
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      I think this is really key, especially the part aobut being linked to classroom instruction. I've used rubrics by introducing them at the beginning and then using them to score at the end--and felt like students never looked at them and therefore got very little out of them. The key was when I used the rubric during instruction--as an explanation tool, as a peer reflection and self-assessment tool. We just have to be really deliberate and explicit and pulling it out and using it in instruction if we really want students to use it in their process.
    • jennham
      jennham on 08 Apr 19
       
      I have never used a rubric during instruction, other than to remind them to use it. I am excited to see how it will help them when we use the rubric continuously throughout a project.
    • mistermohr
      mistermohr on 09 Apr 19
       
      For me, I don't know how you do this in early elementary. Reading and comprehending "standard" language is not conducive to young readers. (ie subject/verb agreement)
  • maintains the traditional gap between what the teacher knows and what the student knows.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Yes, and some students have more ability to bridge that gap than others. I think this is where we get into equity problems--some students are better equipped (by home life or personality/strength) for school and intellectual processes. In other words, they are more insightful and therefore better "guessers" of what teachers want.
    • jennham
      jennham on 08 Apr 19
       
      You are exactly correct and I could not have said this better.
  • non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internalize.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Yes, exactly! We can even the playing field for students by being explicit in our expectations.
  • Pilot test your rubric or checklist on actual samples of student work.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      This is a helpful step because one of the downfalls of a rubric is not rewarding something students do well (because it's not on the rubric) or unintentionally rewarding something you don't want students to do.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      By piloting the rubric, we are able to make sure we are truly assessing what we intend to. These samples could also be shared with students to practice using the rubric (so they can better evaluate their own work).
    • nealjulie
      nealjulie on 08 Apr 19
       
      This is why I like rubrics. It helps guide student learning.
  • “on what students have actually learned rather than what they have been taught,”
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      this is the key to a successful classroom. it is not about what you teach it is about what have the students learned. Or it is not about providing time for student to be active, but what have you taught them that will lead to be active for a lifetime!
    • nealjulie
      nealjulie on 08 Apr 19
       
      This is an interesting quote about knowing what students have actually learned that what we taught. More of a formative assessment. How is the student's learning progressing and what do we need to do to get them there.
    • nealjulie
      nealjulie on 08 Apr 19
       
      This is the tricky part. A well designed rubric that does give the teachers the information that they need to understand what their students have learned.
    • nealjulie
      nealjulie on 08 Apr 19
       
      There is a lot of power in students who self assess themselves.
  • are about their potential to harm students learning.
    • nealjulie
      nealjulie on 08 Apr 19
       
      I'm not sure how a rubric can harm a students learning.
    • nealjulie
      nealjulie on 08 Apr 19
       
      Exactly, it has to be conferring with teachers along the way on their progress.
    • nealjulie
      nealjulie on 08 Apr 19
       
      I like this idea of enlisting the help of students.
    • nealjulie
      nealjulie on 08 Apr 19
       
      I like this idea of a pilot rubric!
    • nealjulie
      nealjulie on 08 Apr 19
       
      These should definitely be a checklist when teachers make their own.
  • “an established custom or rule of procedure.”
    • tmolitor
      tmolitor on 08 Apr 19
       
      It's important to have an established procedure for grading so that the grades remain objective.
    • chriskyhl
      chriskyhl on 10 Apr 19
       
      totally agree and is a large reason have gone to SBL this year. Also have to make sure no gray area in rubric
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      We are moving to SBL as well and it already is making a huge difference in the classroom.
  • consistently and accurately
    • mistermohr
      mistermohr on 09 Apr 19
       
      I feel that the most consistent and accurate rubrics are checklists. I understand rubrics should not be checklists, but I find they need to be checklist-esque to keep them objective.
  • traits, or dimensions, will serve as the basis for judging the student response and should reflect the vital aspects of the assignment
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      This is a great reminder. I know I have failed in the past with having too much on a rubric or too little. Being focused on the vital aspects of the assignment will prevent you from assessing parts that are not important. This will also help students know what the criteria is without worrying about the fluff.
  • rubrics that are outside of the students “zone of proximal development” are useless to the students.
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      Wow, rubrics are really challenging to create. In the assess this assignment I started off way to high and would not be in a student zone of proximal development. How does a teacher know thijavascript:void(0)s. I am assuming rubrics that are aligned with grade level standards would be appropriate but I now feel like i need to take a look at more examples. This could be a Con if the rubric creator does not understand this idea.
  • ubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      I once heard a speaker say that "rubrics make cooks and we should strive to make chefs." His statement refered to that fact that students simply follow the recipe to complete the task rather than using their own thinking and knowledge to create a product. I think there are rubrics that can do both, but I can also see that this is a concern.
    • mschutjer
      mschutjer on 27 Apr 19
       
      I think the deep learning should be coming from the teacher more than the student.
  • “performance benchmarks” for the “behavioral objectives” appropriate to each year in the program. E
    • chriskyhl
      chriskyhl on 10 Apr 19
       
      totally agree. Find that really interesting since so much research is on NOT grading behaviors and focusing on the learning itself
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      I think I would like to see what are these behavior objectives are. Are they really just skills that students demonstrate?
  • Specific rubrics, on the other hand, are particular to a given assignment—one rubric for a narrative essay, another one for an argumentative essay
    • chriskyhl
      chriskyhl on 10 Apr 19
       
      this is one of the hardest things in SBL or rubric use. They take so much time but have to make sure truly fit an assignment
  • broader and more ambitious
    • kylelehman
      kylelehman on 10 Apr 19
       
      This is so true. The objectives are changing and sometimes they are changing in a way that we don't know how to assess them correctly
  • important assessment tool in “achiev[ing a] new vision of statistics education.
    • kylelehman
      kylelehman on 10 Apr 19
       
      100%. It is the expectation now that all of our assignments and work have some sort of rubric. Now, it doesn't have to be super detailed but the goal is that students know what they are trying to achieve
  • explicitly delineate the qualities of thought that they are looking for
    • kylelehman
      kylelehman on 10 Apr 19
       
      This is key I believe. This is also the #1 problem I see with rubrics today. Instructors need to know every detail of what they are looking for in order to make a rubric work out. With that said, sometimes you think of things late and that makes it hard to get them in the rubric
  • I once gave extra credit
    • kylelehman
      kylelehman on 10 Apr 19
       
      I have seen this happen before as well. The way that I look at it, there needs to be an aspect of the rubric that discusses that pieces of evidence from class need to be included.
  • However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instructio
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      Some the best teachers allow students student to assess a sample assignment so they can understand the language of the rubric.
    • mschutjer
      mschutjer on 27 Apr 19
       
      I agree. This is an important step and sometimes I feel like it is missed, by myself as well.
  • a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      This type of student know the system and how to chase points not learning. Rubrics or other grading tools are about giving feedback to the students so they can continue their learning.
  • The argument against using rubrics
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      It's interesting that all of the arguments against rubrics are writing examples.
  • Does the rubric encourage students to be independent writers?
  • Can different scorers consistently apply the rubric?
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      I think this is a great question. We might need to talk about it more with our teacher teams.
Andrea Compton

ollie_4: Building a Better Mousetrap - 1 views

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

shared by Andrea Compton on 23 Jan 13 - No Cached
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      I understand why teachers want to allow students freedom to be creative in the process of completing a product that demonstrates learning, but the fact is that without the criteria for completion and mastery (two rubric dimensions) students won't know what exactly it is they are supposed to demonstrate to prove learning. Additionally, most students don't know where to go with a new product to demonstrate learning and to be creative with it. If they had that kind of mastery of a product/learning then they wouldn't have to be taught it in the first place. Rubrics or some identification of critical elements that demonstrate that learning has happened on the standards necessary is vital. 
    • Mary Overholtzer
      Mary Overholtzer on 26 Jan 13
       
      Your comment about students not knowing where to go with a new product is huge. I have found that "regurgitation" of others notes/lectures/explanations/ideas seem to come through for many students. That creative component is difficult
  • rubrics their institution developed can be used to reliably
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      That's the key; creating valid and reliable rubrics that truly assess what needs to be assessed.
  • ...71 more annotations...
  • well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy
  • “Meaningfully” here means both consistently and accurately
    • Mary Trent
      Mary Trent on 24 Jan 13
       
      This is the key! Sometimes feels like an unsolvable puzzle!
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      Very true. I am guilty of not always being consistent from student to student. Rubrics help, but also for me to complete the grading of an assignment in one sitting :)
    • Mary Overholtzer
      Mary Overholtzer on 26 Jan 13
       
      As an educator, I have the tendency to place in my rubric.....teacher impression in comparison to the peer group. Yes, that is one area students do not like because the view it as "opinion". This is usually from my A students who want the path of least resistance.
    • Pam Rust
      Pam Rust on 27 Jan 13
       
      I love rubrics because it not only helps me be consistent but it makes very clear my expectation on an assignment/project. If they ask a question I can often say, "refer to your rubric".
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      "...consistently and accurately" this is vital!
  • “latticing,” or “scaffolding”—if they are shared with students prior to the completion of any given assignment.
  • rubrics can help the student with self-assessment;
  • the habits of mind practiced in the act of self-assessment.
  • “Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
  • two basic elements to a scoring rubric
  • the vital “traits,” key qualities, or “dimensions,” to be rated
    • anonymous
      anonymous on 24 Jan 13
       
      Naturally, the traits have to reflect the assignment.
    • anonymous
      anonymous on 28 Jan 13
       
      i agree or the assignments wouldn't match up!
  • “rating scale.
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      I agree that this is powerful. But unfortunately, having the students build the rubric and then complete the product of the rubric becomes very time consuming. It is important to pick and choose when instruction will be furthered by the students' participation in the creation of the rubric and when it is not feasible because of the time commitment and loss of time that would need to be committed to another set of learning goals.
    • Jason Martin-Hiner
      Jason Martin-Hiner on 24 Jan 13
       
      I would agree with this. I think it also makes a difference if the purpose of the rubric is for final grading or scaffolding. Students may not have a good feel for the different levels when first tackling a topic/project.
  • withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult
    • Andrea Compton
      Andrea Compton on 06 Feb 13
       
      It is so unfair to students not to give them a rubric for assessment purposes. Without a rubric they are left in the dark to guess what the teachers wants, what the teacher expects, what emphasis the teacher is placing on various parts of the assignment, etc. Rubrics make assessment transparent rather than secretive!
  • best of both worlds here, by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.
    • anonymous
      anonymous on 24 Jan 13
       
      Design multiple templates and then copy/paste as needed.
    • Holly Palmersheim
      Holly Palmersheim on 25 Jan 13
       
      Is this a skill most teachers possess? It boggles my mind and intimidates me just reading about it.
    • Andrea Compton
      Andrea Compton on 06 Feb 13
       
      I would hope teachers have these skills - if not, they need to develop the skills in order to provide the best assessment procedures possible. There are many available resources - books, classes, etc. - for learning these skills.
  • “Standards, Feedback, and Diversified Assessment: Addressing Equity Issues at the Classroom Level,” reports that extensive use of rubrics can help minimize students’ educational disparities and bring fairness into assessment on numerous levels: “In short, explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.”
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      Yes!
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      Exactly! Get students vested in the assessment.
  • A rubric that tells students, as a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
  • longer scales make it harder to get agreement among scorers
  • extremely short scales make it difficult to identify small differences between students.
    • anonymous
      anonymous on 24 Jan 13
       
      Seems to be an argument for something that is 'just right'. I think that would be better for the students also, as they can see what they need to do and not get confused
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      However, that is a poorly written rubric. And perhaps a poorly written rubric with criteria that a student can follow is better than no guidance or standard at all?
  • some rubrics are dumb.’”
    • Andrea Compton
      Andrea Compton on 06 Feb 13
       
      I agree completely! I love the example quoted below - this was one bright and creative student! Some rubrics are dumb, and this is why it is so extremely difficult to develop a "one size fits all" rubric! This is also why I feel teachers should be developing their own rubrics based on the needs and requirements of their subject area and class.
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      Absolutely. "Some rubrics ARE dumb."
  • Analytical or holistic
  • It’s the design
  • A holistic rubric is more efficient and the best choice when criteria overlap and cannot be adequately separated
  • mistake the design of specific rubrics with the concept of rubrics in general.
  • analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
  • document, “Best Practices in Student Outcomes Assessment.”
  • If you visit the web page I cut and pasted this from, you will find that each item is hyperlinked to a full explanation of the step.
    • Jason Martin-Hiner
      Jason Martin-Hiner on 24 Jan 13
       
      FYI - This seems to be a dead link.
  • “general” or “specific.”
  • “analytic” or “holistic.”
  • weight dimensions
  • Steps in developing a scoring rubric
  • With your colleagues
  • Clearly defining the purpose of assessment and what you want to assess is the first step in developing a quality rubric
    • Lorilee Hamel
      Lorilee Hamel on 23 Jan 13
       
      The collaboration among colleagues to create a rubric can not only create a much more reliable and valid rubric, but can also lead to professional growth (through the discussion) and improved instruction because of the collaboration and growth.
    • Mary Overholtzer
      Mary Overholtzer on 26 Jan 13
       
      I agree that this collaboration is well suited for bringing reliable and valid data. With the new "collaboration" mandate where we have over 30 hours to collaborate, documenting on Diggio can enhance the situation for true collaboration... :)
    • Lorilee Hamel
      Lorilee Hamel on 27 Jan 13
       
      Mary, that's so true. Diigo and other sharing forums like it will be incredibly helpful as we move to the new collaboration requirements. This is especially true when 30 hours of face-to-face time (depending on how it will ultimately be defined and delineated) might be impossible to find.
  • second step is deciding who your audience is going to be.
  • decide whether you need a rubric
  • purpose of assessment is.
  • a meta-rubric to assess our rubric
    • Mary Overholtzer
      Mary Overholtzer on 26 Jan 13
       
      Never heard of this til now.
  • . Chicago Public Schools web-site
  • Barbara Moskal, in her article “Scoring Rubrics: What, When, and How?” insists that rubrics should be non-judgmental: “Each score category should be defined using description of the work rather than judgments about the work.
    • anonymous
      anonymous on 24 Jan 13
       
      I think this is important. It will take some careful consideration to phrase statements in a way that is descriptive of the expectation without judging it.
    • Andrea Compton
      Andrea Compton on 06 Feb 13
       
      I agree completely. When a student uses a rubric as a guide to how their work will be assessed it is not possible for them to define our meaning of the word "good" which is why that would not be a reasonable expectation on a rubric.
  • advocates of rubrics at all educational levels have argued that rubrics provide students with clear and specific qualities to strive for in those assignments that “are open-ended, aligned more closely to real-life learning situations and the nature of learning” (Skillings and Ferrell) and mitagate both teacher bias and the perception of teacher bias (Mathews).
    • anonymous
      anonymous on 23 Jan 13
       
      As mentioned earlier, having access to the rubric prior to instruction, and using it to self-evaluate provides the student with more guidance as they do their work.
    • Pam Rust
      Pam Rust on 27 Jan 13
       
      I think they make grading look more objective then subjective and that should help with students thinking teachers grade them lower than their peers simply because "they don't like me".
    • Mike Todd
      Mike Todd on 27 Jan 13
       
      I would like to see more resources that specifically show more designs that are for open-ended writing prompts and projects - this kind of student work is often expected to have different elements depending on the project, writing these rubrics is tricky!
    • Jason Martin-Hiner
      Jason Martin-Hiner on 24 Jan 13
       
      If the rubric is to be used by multiple teachers/scorers, reliability can be further increased by having "exemplars" of work at various levels and having some combined scoring practice to "calibrate" the scoring...similar to our group task for this week. We use this for scoring the ICAM tests.
  • static elements encouraging students to simply make sure their essays have those features
    • Jason Martin-Hiner
      Jason Martin-Hiner on 24 Jan 13
       
      I think there is still a place for a few of these in a rubric - they identify key pieces that are expected in a final project. Unless you're going to have students continually revise until they are at the top level in every category, this kind of thing may be needed from time to time.
    • anonymous
      anonymous on 28 Jan 13
       
      I agree with you that this kind of thing may be needed from time to time to show the students that the essays need to have those features in the paper.
    • Andrea Compton
      Andrea Compton on 06 Feb 13
       
      I agree also, but those are only a small part of a good rubric and shouldn't be the emphasis of the expectation.
  • if you feel that one dimension is more important than another.
    • Jason Martin-Hiner
      Jason Martin-Hiner on 24 Jan 13
       
      I always used this to emphasize the main point of the project, but still give some weight to other important pieces, such as organization and mechanics.
    • Brooke Maine
      Brooke Maine on 25 Jan 13
       
      Me also, it seems unbalanced to give the same weight to the non-essential but still important parts of an assignment, rather than weighting the most importart parts higher.
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      I have done weighting before as well. I wonder if this causes some students to play the "points game." If they do the main element really well, can they still get the grade they want and not do the other elements. But I guess the good point would be that they got the main element.
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • Mary Trent
      Mary Trent on 24 Jan 13
       
      I think this is a really good idea. Many times we think our rubric is what we are looking for, but many times we might have missed a key point.
    • Brooke Maine
      Brooke Maine on 25 Jan 13
       
      I find that a lot in my teaching- I will develop a rubric for a specific assignment and then make modifications the next year, if I find something wasn't quite right after I used it to actually grade assignments.
    • Mary Overholtzer
      Mary Overholtzer on 26 Jan 13
       
      Like both of you, should it be white and black....or lots of gray?
    • Andrea Compton
      Andrea Compton on 06 Feb 13
       
      This is why making a template and being able to make modifications - add and subtract - each year or throughout the year makes things so much easier.
  • educators in all disciplines to assess outcomes in learning situations that require critical thinking and are multidimensional
    • Brooke Maine
      Brooke Maine on 25 Jan 13
       
      I like this quote that explains in very simple terms what rubrics can be used for. It specifies the use of rubrics so educators understand their purpose, to be used for assignments that "require critical thinking and are multidimensional" so educators don't overuse them for the wrong assignments.
  • “on what students have actually learned rather than what they have been taught,”
    • Brooke Maine
      Brooke Maine on 25 Jan 13
       
      I like this quote- it reminds me of another quote that says "If the students didn't learn, did the teacher really teach?" Good food for thought...
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      What a concept! Love to read that this at a post-secondary institution.
    • Lorilee Hamel
      Lorilee Hamel on 27 Jan 13
       
      This is indicative of the changing paradigm from teaching and instruction to focus on learning, and I think that is the correct point of view for teachers/educators to take. I remember when I started teaching 25 years ago and was aghast at the teachers who were still devoted to the Bell Curve. The paradigm then, teach so that only the very top students can understand what you are instructing on, trick the students as much as you can, and, of course, don't worry about the ones who don't get it. We've "come a long way, baby."
  • the rubrics their institution developed can be used to reliably score the performance-based and problem-solving assignments that now form a significant part of the undergraduate engineering curriculum at the University of California at Berkley.
    • Holly Palmersheim
      Holly Palmersheim on 25 Jan 13
       
      I find this encouraging that rubrics and standards based assessment is being done at a college level.
  • When instructors plan on grading student thinking and not just student knowledge, they should articulate the vital features that they are looking for and make these features known to the student.
    • Holly Palmersheim
      Holly Palmersheim on 25 Jan 13
       
      I believe this is where it is important to have models of different levels of student work with explanations why the work is at that level.
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      I agree with your comment about having different levels of student work to use as models. Have you tried providing the examples of different levels and letting the students use the rubric to determine which example fits which level? I have tried it a couple of times and it is a big eye opener for students. I need to make a point of doing it more often.
  • they should articulate the vital features that they are looking for and make these features known to the student.
    • Brooke Maine
      Brooke Maine on 25 Jan 13
       
      This sentence is interesting because I have never heard that you shouldn't share rubrics with students- I have always thought students need to have the rubric as they work on the assignment, so it seems obvious that we should make those features known to the student.
    • Pam Rust
      Pam Rust on 27 Jan 13
       
      Items in a rubric shouldn't be a secret. I go over the rubric with my students so they understand what I want. That way I get what I want!
  • both assess and encourage student learning
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      This is a great reminder that rubrics aren't just used to assess student work, but also to encourage student learning. Often times, I think, rubrics are viewed as a way of assigning a student a grade. When in fact, they should be encouraging students to do well.
    • Lorilee Hamel
      Lorilee Hamel on 27 Jan 13
       
      Well said.
  • the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      Student friendly language and needs to match what is being done in the classroom. Rubrics become impossible when students don't understand what is being measured or what is expected.
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      Makes self-assessment more difficult as well as creates students that are unsure of the expectations, and inevitably the question, "Is this good enough?".
  • prescriptive rather than descriptive
  • Pilot test your rubric or checklist on actual samples of student work
    • Jodi Leimkuehler
      Jodi Leimkuehler on 26 Jan 13
       
      A step I have never done before. My pilot test was always with the first group of students I was using the rubric with. They were my guinea pigs. Keeping samples of student work to pilot test a new rubric on is a great idea.
  • red, “
    • Mary Overholtzer
      Mary Overholtzer on 26 Jan 13
       
      Red in poetry means love....or murder, blood, death or despair. I know colleagues who "love" rubrics and I know colleagues who struggle to build a rubric that truly shows high expectations for students who "beat the system" by following the rubric, but not truly having the "spark" to the overall outcome.
  • “The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all.”
    • Pam Rust
      Pam Rust on 27 Jan 13
       
      Conveying expectations before starting an assignment helps the student focus as they are completing the assignment. Comments at the end of a paper are useless unless students are allowed to fix their paper after reading the comments. Not sure if the students learn much if they don't get feedback along the way so the final product can be a quality product.
  • When students are full partners in the assessment process, as Mary Jo Skillings and Robin Ferrel illustrate in their study on student-generated rubrics, they tend to “think more deeply about their learning.”
    • Mike Todd
      Mike Todd on 27 Jan 13
       
      I would really love to do this, but I think this is much easier in a face-to-face class.  I have ideas about how to do this online using Google Docs, similar to how we are doing it now in class.  Anyone have any thoughts about how to do this?
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
    • anonymous
      anonymous on 28 Jan 13
       
      Often time kids what to do what they can to get the "A" grade instead of writing with their own style.  We must be careful how we differentiate writing to ensure that kids still write their way.
  • Both types of rubrics benefit the teacher and the student in varying degrees:
    • anonymous
      anonymous on 28 Jan 13
       
      If we can have rubrics that give students enough creativity but following basic forms of writing, we would have the best of both worlds. 
  • , it maintains the traditional gap between what the teacher knows and what the student knows
  • When instructors do not explicitly delineate the qualities of thought that they are looking for while grading, they reduce learning to a hit or miss endeavor, where “assessment remains an isolated […] activity and the success of the learner is mostly incidental”
  • Rubrics can be designed to measure either product or process or both; and, they can be designed with dimensions describing the different levels of that “deep learning” so valued in WAC programs.
  • college faculty need a shared vocabulary and a basic understanding of how rubrics operate.
  • it maintains the traditional gap between what the teacher knows and what the student knows
  • mostly
  • 1withholding
  • 1some rubrics
  • you should consider your purpose and audience.
Cari Teske

Iowa AEA Online - Welcome to Iowa AEA Online - 1 views

www.iowaaeaonline.org

moodle_iowa ollie_iowa

shared by Cari Teske on 01 Jun 16 - Cached
  • Cari Teske on 01 Jun 16
     
    Here is a link to the paid online databases that are provided through the state AEAs. You will need a building username and password, which can be provided by your district librarian. This resource is for student, educator and family use.
bkoller86

PLE Articles - 2 views

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

shared by bkoller86 on 13 Jul 16 - No Cached
  • 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.
    • djarends
      djarends on 13 Jul 16
       
      I like this idea with special education students. I think to have a place where they can find resources to help them is a great idea. I have provided many resources, but since they are not easily available or at least the students feel they are not, the students do not use them. I also like that they choose which ones will be helpful to them.  I can't wait to try this.
  • teachers must learn to effectively incorporate these social media based initiatives into their lessons.
    • djarends
      djarends on 13 Jul 16
       
      A concern for me. I have grown greatly in my skills with technology, but it still takes me time to learn the skills and how to implement into my classroom on top of all the new initiatives that the district is adding to our plates. I'm diving in but concerned. 
    • Denise Tatoian
      Denise Tatoian on 14 Jul 16
       
      I agree! It seems as I master something new in the area of technology, something bigger and better takes its place. Hard to keep up with technology in the education world.
    • kbolinger
      kbolinger on 16 Jul 16
       
      It is hard to keep up, and it takes time to implement anything new into a classroom, even with students that are pretty techie. In my experience with younger students, most of them need a lot of instruction and guided practice before they feel comfortable working independently.
  • Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners.
    • djarends
      djarends on 13 Jul 16
       
      This is true of all learning resources.We need to teach students how to use the tools we give them or allow them to find. Knowing this will allow me to prepare a lesson(s) on how to use PLEs. 
  • ...18 more annotations...
  • I’ll continue to collect feedback from students on how this learning tool is working for them and how they are using it for themselves as well as within their groups
    • djarends
      djarends on 13 Jul 16
       
      I like how the author collects feedback on the usefulness of the tool. I have done this many times. As I approach Symbaloo, I will remember to ask students for things that worked for them and concerns. 
    • bkoller86
      bkoller86 on 17 Jul 16
       
      I would be interested in how many students use Symbaloo on future projects that doesn't require its use. 
  • I’ve been slow to use tools and develop skills for managing online resource, such as the use of vehicles like Symbaloo, Evernote, or Diigo
    • djarends
      djarends on 14 Jul 16
       
      That is me! I have used Evernotes with students and like it. I have loved using Diigo. I plan on teaching students how to use it. I'm excited to try Symbaloo. Next step, figure out how to implement.
  • The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • anonymous
      anonymous on 14 Jul 16
       
      As a higher level Spanish teacher, every year I am trying to incorporate a system or resources that can allow students to go to a deeper and higher level of their language learning. Some students want to go on to minor and become more fluent, while others just want the credit. I'm hoping that a PLE can reach those students to dig deeper to become more fluent and culturally aware!
  • It’s easy to use A learner can pull information that’s personally useful to him/her Learners can personalize tiles to make them easy to spot Learners can add to, and draw from, a community of webmixes Interactivity + personalization = fun Instructional uses for Symbaloo include using Symbaloo to help learners create: A personal learning environment (PLE) with personal knowledge management (PKM) tools An eportfolio A collection of resources related to a problem-based learning challenge
    • anonymous
      anonymous on 14 Jul 16
       
      I have created quite a few symbaloos and knew it was a cool tool but never knew how to incorporate those into my classes for students to use - I'm super excited to know how to set this up so that they can access my webpage see what they need to do on a daily/weekly basis and then have resources right there to help them do what they need to do. Can't wait to try for fall:)! 
  • you can create tiles that link to challenges, quiz questions, polls, discussion forums, chat pages, and other types of content and media that will facilitate more student involvement and creativity. You can provide a tile linking to a web page describing a number  of exploratory activities a student will need to engage in, but make the path for accomplishing these activities (e.g., the numbers and types of tiles used) up to the student.
    • anonymous
      anonymous on 14 Jul 16
       
      Love the idea of creating a path for students... could there be a digital checklist also? Teacher could guide students for all class Kahoot game or other challenges. Students can also add a presentation/doc tile to prove their learning - love that, also. Great for project based, research and problem solving activities.  
    • bkoller86
      bkoller86 on 17 Jul 16
       
      I like the idea of the students having the resources to take responsibility of the learning, and they can review and learn at their own pace. It is like a one stop shop.
  • students had to subscribe to news feeds and blogs, discern the value of social bookmarks, and set up the aggregator to manage all the Internet resources.
    • anonymous
      anonymous on 14 Jul 16
       
      I am very unfamiliar with how to use news feeds and blogs with students - this would be something I would need an inservice for and how it can be put into a language classroom...
    • Denise Tatoian
      Denise Tatoian on 15 Jul 16
       
      Me too! I would need training on how to implement in the classroom.
  • Many students in the first class that tried Symbaloo today commented that they liked the 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.
    • anonymous
      anonymous on 14 Jul 16
       
      I can see my students setting up their own symbaloo (I can have them add my webmix to their account!) based on their skills needed to practice or go beyond for Spanish (vocabulary, grammar, culture, then speaking, writing, listening acts, readings)
  • students could demonstrate their learning through their PLE by creating blogs, wikispaces, prezi presentations and photo collages as final projects; thereby diversifying instruction. Some instructors empower students to use their own mobile devices such as tablets and smartphones as a means to create PLEs.
    • Denise Tatoian
      Denise Tatoian on 14 Jul 16
       
      in some cases will students become more proficient than their instructors, especially in the case of technology?
  • The notion of a PLE for students, grounding them intentionally in an environment of information tools and productive applications, is a great way to seek, develop, and structure that balanced approach.
    • Denise Tatoian
      Denise Tatoian on 14 Jul 16
       
      I am inspired by PLEs and what's happening with them in education. I worry about schools who are not 1:1 with technology and/or students who don't have personal devices of their own.
  • Teachers, she explains, are no longer the primary or even the best source of information available to students, and our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners.
    • Denise Tatoian
      Denise Tatoian on 14 Jul 16
       
      Teacher's are not experts in all areas. In PLEs they serve as facilitators. I love my ah-ha moments when I learn something new from a student.
    • kbolinger
      kbolinger on 16 Jul 16
       
      The teacher's role in student learning looks very different in a PLE, which might be hard for teachers to adjust to.
  • The employ of PLEs in the classroom can go horribly wrong if teachers fail to prepare students and set usage parameters.
    • Denise Tatoian
      Denise Tatoian on 14 Jul 16
       
      Or if students do not have the skills to manage their PLEs.
    • kbolinger
      kbolinger on 16 Jul 16
       
      I imagine there would need to be some prior (and ongoing) instruction for students in regards to internet safety and online ethics. My 3rd graders, who are probably much less connected with social media sites than older students, have had issues keeping their focus on the task at hand. Having access to online tools is great, but it can also be very distracting for my students. It is just too tempting for them to visit YouTube or another "fun" website rather than focusing on the task at hand. This is definitely a management issue that I have faced in the past couple of years.
  • The Symbaloo interface looks a bit like a high-tech Scrabble board with movable “tiles” on it. These tiles give you access to Web pages or other webmixes.
    • Denise Tatoian
      Denise Tatoian on 15 Jul 16
       
      Works great with elementary students. I have seen them in action creating webmixes.
  • The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
    • kkoller
      kkoller on 15 Jul 16
       
      I like this concept of PLE because it allows students to take ownership of their learning. It allows them to go as in depth as they want, and students are able to collaborate on their learning. I see this type of environment being very successful in an upper elementary to high school level classrooms. I worry, however, about lower elementary. I feel as educators we should take those early years to teach the skills needed to prepare students for this type of learning environment. Also to make it clear that learning can happen without technology. Technology is great tool for students to use and a great motivator, but I worry about the hands on experience and building of knowledge through the outside world. 
  • ersonal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play
    • kkoller
      kkoller on 15 Jul 16
       
      Could this open the window of opportunity for students to work with other students in another district on the same concept? Another district in their state, another state, or even country? 
  • The idea of having one site to log into daily and then a pre-constructed  dashboard of all the learning tools and spaces available to us seemed appealing to the 7th period students today.
    • kkoller
      kkoller on 15 Jul 16
       
      I love this concept because it allows the teachers to give the students a starting point, but plenty of opportunity to organize it and add to it. Students could use this for projects to organize their findings. They wouldn't have to sit there and search through their history. I like the fact that students can access it from any computer. 
    • bkoller86
      bkoller86 on 17 Jul 16
       
      I could definitely see students using this as a way to visually organize their sources them find on a project. 
  • While it’s easy to create webmixes, you also might want to explore the Symbaloo gallery to find webmixes the Symbaloo community has create
    • kkoller
      kkoller on 15 Jul 16
       
      Symbaloo would be great for students. But how about teachers??? Couldn't we all use this to organize all those sites, blogs, etc. we use on a daily basis? Also couldn't we use this to connect to other teachers who are also trying to adapt their classrooms to this new way of learning? 
  • Students now have access to desktop computers, smartphones, tablets, smart TVs and game systems that connect them to free online tools that are always available
    • kbolinger
      kbolinger on 16 Jul 16
       
      It is important to remember that, while many schools are working in a 1:1 environment, there are still many other schools that have limited access to technology. I would imagine that personalized learning would be much less challenging when there is ample access to technology, as well as professional development for teachers.
  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness.
    • bkoller86
      bkoller86 on 17 Jul 16
       
      I wonder how you handle classes with a large range of student responsibility and awareness in regards of use of PLEs. I would think it would take a large amount of student training. 
lauralross

Lesson: Articles on Visual Design - 2 views

www.aeak12online.org/...view.php

shared by lauralross on 05 Mar 16 - No Cached
  • Instead, it enhances it by engaging users and helping to build trust and interest in the brand.
    • Pam Buysman
      Pam Buysman on 05 Mar 16
       
      I think the key word is enhances. Content has to be most important and the layout and design of the website has to be secondary. It's important to make sure that the website itself doesn't overpower or overwhelm the message. 
  • You should direct the user’s eyes through a sequence of steps. For example, you might want your user to go from logo/brand to a primary positioning statement, next to a punchy image (to give the site personality), then to the main body text, with navigation and a sidebar taking a secondary position in the sequence. 
    • Pam Buysman
      Pam Buysman on 05 Mar 16
       
      Web design is a bit like designing a PowerPoint isn't it? While a web site is certainly not linear, we have to design a way to make sure the content we're sharing is seen by our audience. That does mean figuring out some kind of path for them to follow. 
  • One of my worst habits is making low-contrast text. It looks good but doesn't read so well, unfortunately. Still, I seem to do it with every Web site design I've ever made, tsk tsk tsk.
    • Pam Buysman
      Pam Buysman on 05 Mar 16
       
      There are many things to consider about readability. The thing that stands out for me is that very frequently, simple is better. Fonts might look attractive, but often it is best to stick with tried and true fonts and also tried and true colors. Obviously, if the reader is unable to read your site, they won't see what you want them to. 
  • ...47 more annotations...
  • When a user comes to your site what are they actually trying to do? List out the different types of tasks people might do on a site, how they will achieve them, and how easy you want to make it for them.
    • Pam Buysman
      Pam Buysman on 05 Mar 16
       
      It's important to think like the end user. It might be a good idea to enlist the help of a second set of eyes. Like proofreading an article, having someone "test drive" your website might be a good idea before actually sharing it with the intended audience. 
  • Keeping your design consistent is about being professional. Inconsistencies in a design are like spelling mistakes in an essay. They just lower the perception of quality. Whatever your design looks like, keeping it consistent will always bring it up a notch. Even if it's a bad design, at least make it a consistent, bad design.
    • Pam Buysman
      Pam Buysman on 05 Mar 16
       
      Again, it's so important to keep the end user in mind. Consistency helps the end user know how to use and navigate your site. In web design, and also in Soft Chalk created lessons, users really don't like to be surprised. They want to know what to expect. 
  • Hierarchy does not only come from size. Amazon makes the ‘Add to cart’ button more prominent by using color
    • Pam Buysman
      Pam Buysman on 05 Mar 16
       
      What is your message or goal?  After determining that, you can plan how to prominently place the most important items on your web page. Size and color are two ways of creating hierarchy. I guess I had never really given much serious consideration to this. 
  • In other words, the bigger an object and the closer it is to us, the easier it is to use it.
    • Pam Buysman
      Pam Buysman on 06 Mar 16
       
      Does Fitt's law have something to do with the number of clicks it takes to get to information from the homepage? Is there a rule of thumb that says no more than 3 clicks? 
  • The best images follow the rule of thirds: an image should be imagined as divided into nine equal parts by two equally-spaced horizontal lines and two equally-spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
    • Pam Buysman
      Pam Buysman on 06 Mar 16
       
      I don't know much about photography, but I have heard about the rule of thirds. Again, something I didn't really think this when I considered adding photos to a web site or to a Soft Chalk page. Not all photos automatically ascribe to the rule of thirds, so it might be helpful to know a little bit about photo editing as well. Just one more thing to consider! 
  • Notice how you could see the dog without focusing on each black spot that the dog consists of?
    • Pam Buysman
      Pam Buysman on 06 Mar 16
       
      Sorry, I don't see the dog. :-)
    • Denise Krefting
      Denise Krefting on 06 Mar 16
       
      In the center below the large dark section. His head is down like he is smelling the ground sniffing toward the upper left.
  • Content is more important than the design which supports it.
    • Pam Buysman
      Pam Buysman on 06 Mar 16
       
      This is essential to remember. What we are trying to say is so much more important than making something "pretty." We always need to start with the message or content. 
  • Users are rarely on a site to enjoy the design; furthermore, in most cases they are looking for the information despite the design.
    • Pam Buysman
      Pam Buysman on 06 Mar 16
       
      Not much more to say about this. It's all about the content!!
  • according to Weinberg’s law, a developer is unsuited to test his or her code
    • Pam Buysman
      Pam Buysman on 06 Mar 16
       
      Collaboration is so important. Ask for another pair of eyes to help you. Make sure as well, that your colleague will be willing to critique your work. Sometimes that's difficult to do, but it key to the success of your design and usability. 
  • A successful visual design does not take away from the content on the page or function
    • Denise Krefting
      Denise Krefting on 06 Mar 16
       
      No matter what is done, the message still needs be visible. Enhancement helps to engage viewers.
  • Texture refers to how a surface feels or is perceived to feel.
    • Denise Krefting
      Denise Krefting on 06 Mar 16
       
      This is something that I have never considered. Surface feel is an interesting concept.
  • the user should be led around the screen by the designer. I call this precedence, and it's about how much visual weight different parts of your design have.
    • Denise Krefting
      Denise Krefting on 06 Mar 16
       
      The designer is in control of what the viewer sees. This reminds me that I need to look at my work from the eyes of those viewing content and what the take aways should be. 
  • Most users search for something interesting (or useful) and clickable; as soon as some promising candidates are found, users click. If the new page doesn’t meet users’ expectations, the Back button is clicked and the search process is continued.
    • Denise Krefting
      Denise Krefting on 06 Mar 16
       
      I have found this to be true for all viewers. It used to be just kids but now adults as well. Once additional component to remember is the load speed. Resize your images before they are uploaded.
  • web-page should be obvious and self-explanatory.
    • Denise Krefting
      Denise Krefting on 06 Mar 16
       
      I would also suggest consistency so they don't need to relearn the site with each page.
    • kelly40
      kelly40 on 06 Mar 16
       
      It's important for me to remember all of these tools...moving from a face to face environment to an online setting is vastly different, and these tools are what I as a student need, so I need to be incorporating them as well. Without a good position, color that catches my eye and various design elements I've lost interest. If I've lost interest with the lack of tools, then so will my students.
  • One of the most frustrating experiences you can have on a Web site is being unable to figure out where to go or where you are
  • here you
  • One of the most frustrating experiences you can have on a Web site is being unable to figure out where to go or where you are
    • kelly40
      kelly40 on 06 Mar 16
       
      I find this very frustrating as well. I took an online class a few years ago, (not an AEA class:)), and the various links were not embedded. So, when I would click on those links, I'd be taken completely out of the course and would have to constantly log back in.  
  • To achieve precedence you have many tools at your disposal:
  • Hick’s law says that with every additional choice increases the time required to take a decision.
    • kelly40
      kelly40 on 06 Mar 16
       
      This is such an interesting statement - as I parent I know and agree with this statement, but it seems we're often encouraged to give students as many choices as possible for assessment and/or project purposes.
  • It should not be considered merely ‘blank’ space — it is an important element of design
    • kelly40
      kelly40 on 06 Mar 16
       
      This is so interesting and I've noticed the importance of this "white space" as I've been looking at Softchalk lessons. It also reminds me how we've learned that when designing our lessons, using shorter paragraphs (separated by white space) is better than traditional paragraphs given on a handout in a face to face classroom. 
  • Users don’t read, they scan.
    • kelly40
      kelly40 on 06 Mar 16
       
      I know this is true of students, but as adults we are the same way! We know what we need to read well and give our full attention and then there are other things that we scan to find what we need. This is an important skill for students to learn, so having an online lesson set up well will be beneficial.
  • Web users are impatient and insist on instant gratification.
  • Web users are impatient and insist on instant gratification.
    • kelly40
      kelly40 on 06 Mar 16
       
      This is so true as well and it's important for me to remember as I move forward with my Softchalk lesson - if they can't figure out how to move around, they will become frustrated and give up. It's not that we should not teach them to problem solve, but the training in how to move around the lesson will be important.
  • White space is an important part of your layout strategy.
    • Deborah Cleveland
      Deborah Cleveland on 08 Mar 16
       
      White space on a page can make the really important content stand out. My issue is that sometimes, I have a difficult time finding images that allow me to hit the "right" amount of white space and the text I want/need to have on the page.
  • the first thing you see is the logo
    • Deborah Cleveland
      Deborah Cleveland on 08 Mar 16
       
      When I'm looking for something, the logo or branding is so important to me. I want to know immediately if I'm in the right spot. Logos help me do this. When I see the logo I'm looking for or that I expect to see, it puts me at ease, because I know I'm in the "right" spot.
  • Buttons to travel around a site should be easy to find - towards the top of the page and easy to identify. They should look like navigation buttons and be well described. The text of a button should be pretty clear as to where it's taking you.
    • Deborah Cleveland
      Deborah Cleveland on 08 Mar 16
       
      Buttons or menus across the top of a webpage are very helpful when it comes to navigating a website. One issue I've had is that sometimes my buttons make sense to me, but to the new visitor the language I use to explain where it is taking the visitor doesn't make sense. Take for example, on our website we have something called "Instructor Center". This is the place our instructors who teach PD for us go to get information. To me this makes complete sense. That being said, I know that we consistently get questions about where to find instructor information. The label, "instructor center" doesn't resonate with the visitor. I have seen websites where there is a brief description appears on the screen when you roll over the button, but before you click. I'm not sure if these things help or if they add clutter.
  • Occam’s Razor states that the simplest solution is usually best.
    • Deborah Cleveland
      Deborah Cleveland on 08 Mar 16
       
      A rule never rang more true, but at the same time it is so hard to follow. So often I find myself getting lost in the complexity of what I'm trying to do. Add this to my love of "little bells and whistles" and I find myself creating things that lack real substance.
  • The higher is the cognitive load and the less intuitive is the navigation, the more willing are users to leave the web-site and search for alternatives.
    • Deborah Cleveland
      Deborah Cleveland on 08 Mar 16
       
      This makes me think of what I call the "learning curve". If the learning curve is to long, people just move on to find something different that doesn't have this learning curve. Take for example graphic design tools. Over the years, I've downloaded gimp and seashore, but for some reason I've never quite gotten the hang of them. Instead I use a web-based tool called pixlr. It is easy and I've met with some success. That being said, would Gimp or Seashore provide me with more options and features, probably, but the learning curve is steeper so I've chosen to use pixlr. When I think of learners, I wonder how we can scaffold things so that the learning curve isn't so steep.
  • Unity has to do with all elements on a page visually or conceptually appearing to belong together. Visual design must strike a balance between unity and variety to avoid a dull or overwhelming design.
    • khageman2
      khageman2 on 09 Mar 16
       
      There are lots of ways to achieve unity: theme, banners, fonts colors, and object placement all contribute to a unified feel.
  • Line Spacing
    • khageman2
      khageman2 on 09 Mar 16
       
      Also consider the space between chunks of information. Sometimes changing the size of a "blank" line greatly affects the overall design.
  • back and revise earlier pages to match later ones exactly
    • khageman2
      khageman2 on 09 Mar 16
       
      This final polish is an attention to detail that really makes a difference in professional looking design and audience appeal. It is worth the time and effort!
  • rank elements on your website based on your business objective
    • khageman2
      khageman2 on 09 Mar 16
       
      For educators, this would translate to "educational objective." Is the truly important educational information given prominence?
  • the more choice you give people, the easier it is to choose nothing.
    • khageman2
      khageman2 on 09 Mar 16
       
      Yes, choice within limits so as not to overwhelm to the point of inaction...
  • a maximum of 18 words or 50-80 characters per line of text.
    • khageman2
      khageman2 on 09 Mar 16
       
      Limiting the number of words per line is a design strategy that I hadn't considered before. 
  • Dominance focuses on having one element as the focal point and others being subordinate.  This is often done through scaling and contrasting based on size, color, position, shape, etc.
    • Judy Sweetman
      Judy Sweetman on 13 Mar 16
       
      I have a background in graphic design, and have taken many design courses. It always amazes me how the terms in the elements and principles of design change, depending on who is discussing them. This is the first I've heard of "dominance", as I learned this as "emphasis". Regardless, the elements and principles of design are critically important to all educators, because embedded in the Iowa Core ELA standards is the concept of visually literacy skills. I do include parts learning about the elements and principles of design in several of the online courses I teach.
  • Typography
    • lauralross
      lauralross on 24 Mar 16
       
      "Typography" -https://diigo.com/08f26r I'm curious about different typography.  I was always told to use very readable font and avoid anything fancy. 
  • People won’t use your web site if they can’t find their way around it.
    • lauralross
      lauralross on 24 Mar 16
       
      Students are even less patient than adults, so it becomes imperative that overall flow and navigation makes sense. 
  • White space is good.
  • White space is good.
    • lauralross
      lauralross on 24 Mar 16
       
      This is important to remember.  I don't have to pack every slide/page on Soft Chalk full of stuff.  It was really overwhelming to create a power point presentation and stick an image on every slide - I thought it was too repetitive, esp. based on all the examples we've seen.  
  • reduce the cognitive load
    • lauralross
      lauralross on 24 Mar 16
       
      This idea came up last week - and even in video examples that white space is ok, it is also ok to only have an idea, or a few key words on a slide/page, etc.
  • golden ratio looks like
    • lauralross
      lauralross on 24 Mar 16
       
      I'm not sure if the Fibonacci sequence is the same as the golden ratio, but it reminds of the rule of thirds in photography. 
  • Enough white space makes a website look ‘clean’. While clean design is crucial to communicating a clear message, it doesn’t just mean less content. Clean design means a design that makes the best use of the space it is in. To make a clean design, you have to know how to communicate clearly by using white space wisely.
  • Enough white space makes a website look ‘clean’. While clean design is crucial to communicating a clear message, it doesn’t just mean less content. Clean design means a design that makes the best use of the space it is in. To make a clean design, you have to know how to communicate clearly by using white space wisely.
    • lauralross
      lauralross on 24 Mar 16
       
      Great!  Less pressure to feel like we have to cram a page full of content. 
Carissa Otto

When To Use a Wiki? | Online Community Report - 4 views

www.onlinecommunityreport.com/...when-to-use-a-wiki

moodle_iowa

shared by Carissa Otto on 06 Nov 11 - Cached
  • Carissa Otto on 06 Nov 11
     
    Report on when to use a Wiki with links to other resources.
  • Sharon Irelan on 07 Nov 11
     
    I like this information, thanks for sharing. I created a wiki as part of the class and really discovered moodle and wiki's do about the same things.
Robert Hanson

Cybraryman Catalogue of Educational WebSites - Educational Web sites for Teachers, Educ... - 0 views

www.cybraryman.com

resources classroom Technology

shared by Robert Hanson on 11 Aug 12 - Cached
  • Robert Hanson on 11 Aug 12
     
    Internet catalog for students, teachers, parents, and admins. Over 20,000 links broken down by subject.
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