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Mary Overholtzer

ollie1: Iowa Online Teaching Standards - 0 views

    • Monte DeArmoun
       
      This is where online testing will be a benefit. Students could have immediate feedback on their learning process. Teachers will NEED to create a variety of assessments to keep students interested so they are not bored from taking the same type of test.
    • Deon Wingert
       
      I agree 100% Monte! Students DO want feedback immediately, and I truly believe this would provide for IMMEDIATE feedback, if used effectively.
    • Tim Hadley
       
      Plus.... no papers to carry home!
  • Has experienced online learning from the perspective of a student
    • Monte DeArmoun
       
      If teachers haven't tried the software how can they instruct the students or answer the students' questions? I am enjoying this class!
    • Bob Pauk
       
      This is the fourth online class I have taken and have definately experience online learning. Most has been very good and very easy to follow, but some has been very confusing. I do use aspects with my current classes such as blogging.
    • crjessen44
       
      I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
    • david moeller
       
      Yes, going through the process helps us better understand how to use it. And provides us with both resources and examples.
    • anonymous
       
      I am enjoying this class very much. I also believe that we as educators must experience things ourselves so that we can better help our students and understand the struggles that they might encounter.
    • Deborah Ausborn
       
      I definitely concur. It is vital to know the problems frequently encountered and how to trouble shoot them from experience.
    • Kathy Hageman
       
      We gain student trust not only when we can help them solve technological challenges but when we can empathize with them as well.
    • mhauser
       
      This class is a great experience, but sometimes I've wondered if Evan has purposely built some obstacles into the course so that we could experience the kinds of problems that our kids might experience and have that empathy going in. For example, last Sunday night I tried to finish up the first week's work, but couldn't get in to the program. While I found out later that the server was quirky, I didn't know that at the time. I just knew that my work was going to be late, and the kid in me said, "I'm in trouble!" That was a very good experience.
    • Jessica White
       
      Think of all the years that we have spent as students in the "traditional" classroom setting. We have watched teachers and seen so much modeling. Those experiences are still with us as we teach today. Online learning is a new avenue, but we still need to see the modeling from our teachers. It will help us be more successful as teachers.
    • Mary Overholtzer
       
      I have been in trouble with lates since day one....This online experience is NOT anything like I have experienced in the past. The tools out there are phenomenal...and overwhelming.
  • 5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
    • Monte DeArmoun
       
      This is where online testing will be a benefit. Students could have immediate feedback on their learning process. Teachers will NEED to create a variety of assessments to keep students interested so they are not bored from taking the same type of test.
    • Bob Pauk
       
      I have clickers in my room which does allow for immediate feedback. It can be very useful, but have had pretty significant software problems with the clickers so far.
    • Monte DeArmoun
       
      Is there a particular brand/kind that you use?
    • Tresa Zaragoza
       
      I have clickers, but I am a little weak on using them.
  • ...50 more annotations...
  • 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
    • Mary Trent
       
      It is difficult to develop assessment tools that show this kind of learning growth with technology without it being more of a lab setting with a control group. I haven't found anything real practical yet that is reliable.
  • 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)
    • Mary Trent
       
      I think that classroom teachers are still struggling with this. We are improving our teaching styles to meet the needs and different learning styles of students, but we aren't quite there yet. My son, for example, is an auditory learner. I'd like for him to be able to have tests read to him without filling out a 504 or IEP. It should just be something that every classroom is quipped to do and the teacher is willing to do it.
    • Bob Pauk
       
      This is always a challenge. We have done training on this for years.
    • crjessen44
       
      This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
    • Ashley Weaver
       
      I think these online learning tools, if used properly, can help all students, but especially thoses with special needs (including TAG, ELL, etc.). I think the ability to move at their own pace would help some greatly!
    • rcordes1961
       
      Ashely took my comments! She is dead on though. Online learning tools can be an amazing assest to students with special needs, if used appropriately. In Mary's example, podcasting or some other type of online audio program could be used to assist auditory learners.
    • Cassie Gruman
       
      I am a huge fan of Howard Gardner's multiple intelligence model. As I have been searching through the "Cool Tools for School" website, I am constantly thinking of ways I could apply these newly discovered tools to my curriculum to reach all of the eight intelligences to some degree. I really think it will be vital to offer more options in an on-line course, since the face-to-face interaction will be less, perhaps making it more difficult to get to know students and their unique personalities.
    • Bob Pauk
       
      I think one way to address this is to do a hybrid course with some online aspects and other face to face. I think anytime we can have variety in our assignments, presentations and assessments, we are more likely to reach a greater number of students with at least some part of our class.
    • Shirley Horstman
       
      I like the hybrid concept. Our students are diverse in the way they learn and this allows each student to maximize and individual their learning.
    • Mary Overholtzer
       
      Again, moderation in all things is key for learning and building relationships.
  • • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a
    • rcordes1961
       
      Providing feedback to students in any type of course is extremely important in order for students to continue to progress. When not meeting face to face with the instructor communication and course feedback is imperative.
    • Deon Wingert
       
      Rob, I think that feedback, when given constructively to students prior to any type of evaluation, can be one of the most effective teaching tools a teacher can use!
    • Ashley Weaver
       
      I think the use of technology will enhance feedback opportunities. I also think that the peer feedback opportunities could be a very enriching experience for students, in addition to teach feedback.
    • anonymous
       
      I struggle with feedback within my language arts classroom when it comes to writing assignments. By the time I get them all graded and handed back, the kids look at their grade and many recycle them on their way out. Did they really benefit from all the time I spent making comments and giving them feedback?
    • Nancy Peterman
       
      I think that supplementing our face-to-face classrooms with online environments (ex. Moodle) will enrich the student experience and provide the teacher with a quicker response method.
    • rcordes1961
       
      Sherri, I wonder if students would take more time reading feedback if the feedback was on some form of online feedback. I agree many times students are just interested only in the grade as oposed to how to improve or what they can learn from the feedback. I said many times, nothing gets in the way of learning more, than the almighty grade!
    • Mary Overholtzer
       
      I model feedback after the Boy's town Model. Constructive feedback starts with a powerful statement of praise AND supporting details. We also have a consideration statement...NO buts...for example: I truly appreciate the aesthetic details that your writing creates within my mind due to your word choice and the emotions created. You might consider looking at us more by becomeing more familiar with your writing so that eye contact is given to your audience. I have found that many students appreciate oral feedback and most look forward to it. Naturally, I always end the feedback session after the students go. What's really neat is when students have done such a good job with feedback that it's difficult for me to add more...
    • Mary Overholtzer
       
      Once again, it's the relationship piece that is needed within the feedback piece. I believe we need to show students improvement through building the relationship.
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • Deon Wingert
       
      I am TRYING to stay current with technologies provided by our staff development, and believe it is critical to stay one step ahead of students.
    • anonymous
       
      I also am trying to stay current with new forms of technology. My biggest roadblock though is not knowing what is out there. That's why I was so excited to see the Cool Tools for Schools site. It was a valuable resource that I can browse through to find out what is currently being used technology-wise.
    • Amy Burns
       
      I am constantly hunting for new tools to use. I am sometimes frustrated by sites that lure me in and then, just as I am feeling comfortable using their tools, suddenly want to charge me. Back to searching......
    • rcordes1961
       
      Staying current with new technolgy is vitally important, however, I respectfully disagree with Deon that teaches need to stay ahead of the students, as students can sometimes be the best teachers for adults.
    • mhauser
       
      I agree with rcordes, sorry Deon! We can't keep ahead we have to guide. I took the human relations course 30 years ago, and remember hearing for the first time that teachers would become 'facilitators'. I thought that was a crazy idea back then, but boy, that has to be who we are. It's great when the kids solve a problem before me, for them and for me.
    • Chip Bishop
       
      Staying current on technology is an never ending struggle. You can't keep up with all of it, but by focusing on a few things that work for you can make it less stressful.
    • Victoria Guilliatt
       
      I agree with not knowing what is out there, especially since I am not in the classroom anymore, it is hard to find sites that are easy to navigate.
  • • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • Tim Hughes
       
      This could be difficult for an animated personality, where actions speak as loud as words.
    • anonymous
       
      I can definitely see the benefits to teaching online, but it would be a sad foreign language class if all of the material was taught this way. There has to be social, face-to-face interactions. That's where fluency can be built.
    • anonymous
       
      I totally agree. I keep trying to add more technology to my classes all the time, but I really try to caution myself to add it because it is an improvement and not just simply adding technology.
    • Tim Hadley
       
      This standard seems very vague to me. How do you determine if the instructor knows the difference between face to face and online learning? I guess I am still sorting out and determining that myself what the difference is, so may be why it is difficult for me to discern.
    • Mary Overholtzer
       
      It's the relationship variable.....do we care enough to reach out?
  • • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
  • 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)
    • Bob Pauk
       
      I currently use numreous programs: from powerpoint and gradebook to email, smartboard, blogging, etc. In four weeks I will either be much more technologically advanced or I will be ready to give up.
    • Tim Hughes
       
      I must agree. It is starting to get out of hand
    • Deborah Ausborn
       
      Yes, I know, but I'm willing to give it a good shot. If I fail, I fail, but I think I'll learn something useful. I guess "Nothing ventured, nothing gained" applies here very well.
    • Steven Petersen
       
      This standard will have to be updated a lot. Technology seems to change very frequently. What is advanced today may very well be obsolete tomorrow. More importantly, the variety of technology out there makes this a nightmare. You might be in one district that utilizes one type of application then go to another district that uses a totally different platform for the same task.
    • Mary Overholtzer
       
      I'm with you all on this. It's called information overload. Moderation in all things is GOOD. Too much drink, we know what it does. Too much food, we know what that does. Too much technology, oh nooooo what could that do. Moderation in all things will bring a balance
  • Selects and uses technologies appropriate to the content that enhance learning
    • Ashley Weaver
       
      I definitely need to work on this standard. Everything seems so new and unfamiliar. I hope I can learn through this course which tools are appropriate for my students and curriculum.
    • rcordes1961
       
      Ashley, it is very difficult to determine what strategy or technology is best to use when, especially, when there are so many different options out there for an instructor to use online. I guess we just need to keep an open mind and adjust accordingly because new technology is always being developed.
    • Laura Eklund
       
      This is also something I need to work on. There are so many online tools that are available to use, but I feel overwhelmed by the number available to us.
    • Joleen Louwsma
       
      I am currently using Moodle for several of my classes. I don't use the "tools" to make my classes more engaging. My goal is to use the Moodle as more than a homework repository. I think we all have good intentions on adding technology , but we get bogged down in the routines. This class is a great way to explore new "tools". :)
    • Jeffrey Haverland
       
      Technology is such a difficult thing because it is ever changing, and it seems that by the time we get it loaded on our machines, life has moved on without us. The other issue is the amount of tools that are available for use because time to explore is rather limited.
    • David Olson
       
      I have not yet figured out what technology is fun, and what technology is actually useful in teaching.
    • Melissa Hesner
       
      I believe a lot of teachers (myself included) are stuck in using technology as an add-on to learning. For example, my 6th grade students are currently creating Google presentations about extraterrestrial locations. The presentations are very nice and the practice of making and presenting them will help communication skills, but the creation of the presentation itself will not enhance their learning of the science content. I have simply integrated a different media for presentation. We need to use technology in pedagogy not a superficial add-on.
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • Ashley Weaver
       
      Critical piece when working with young adults in this media age!
    • Chip Bishop
       
      I would agree, and add that teachers also, to be reminded of what is appropriate. You see all too often where a teacher is being accused of inappropriate behavior while use social media sites.
  • ensure academic integrity
    • Ashley Weaver
       
      It is so important to teach them media literacy. I know this is a fear that my fellow teachers have about moving to online learning, but academic integrity should be part of the curriculum!
    • Shirley Horstman
       
      Academic integrity is necessary when learning online! One also needs to teach students how to filter through all the information to find the accurate sources.
    • mhauser
       
      Academic integrity has been an issue long before the development of the internet. I started out as an English teacher and have several tales of the plagiarized or bogus research paper. I moved to the role of teacher librarian in '95 as the internet surged into our lives. what an interesting dynamic it is, but the issues go back to basic human ideas of right and wrong. I very much appreciate that the teaching standards, the core and the 21st Century Skills all address this fundamental issue of working with people.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • david moeller
       
      this can be difficult. but it seems that there are tools in place in our LMS's to choose to moderate what students are posting, and disallow any inappropriate comments. or at least delete them shortly after their initial posting. email alerts make this easier.
    • Matt Tracy
       
      Isn't it amazing just how little the students understand about what is appropriate and inappropriate online?
    • April Tidwell
       
      I am constantly amazed at what a student thinks is appropriate as well. Most of our teachers are concerned about going 1:1 becasue of this reason.
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
  • Assists students with technology used in the course
    • Laura Eklund
       
      With my experience so far in teaching it seems that the students will be assisting me with the technology. My students seem much more knowledgeable than me.
    • Deborah Ausborn
       
      I think they have more time to just explore than we do. What I dislike most about exploring technology is the amount of time it takes.
    • hollysoby
       
      I've noticed how many basic things kids don't know about technology, though. Like the one I notice the most is they do not know how to use Google - if they are looking for answers to questions, they post the full question. While I think there are a lot of things they are better at than we are, we still need to stay on top of the technology that matters most to us so they can learn the best ways to use things.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Julia Schreckengast
       
      Engaging students is a constant struggle for me in my mathematics classes. Any appropriate technology to assist in that would be helpful.
    • Joleen Louwsma
       
      I also struggle with engaging students in the Language Arts classroom. Getting students to try new things isn't always easy, but I think they get bored with some technology. Finding and perfecting different technoloical ideas may help students to stay engaged.
    • Kathryn Christensen
       
      I also think students get bored with technology tools. The key question is...are you use the correct technology tool? Our students (or at least most of the class) will get bored if there is fluke during the lesson and will notice if the tool doesn't fit the lesson well.
    • Jeffrey Haverland
       
      Student motivation is a concern for me when considering online learning. There is something about a living, breathing, and physically accessible educator that brings me peace of mind.
    • Lynne Devaney
       
      My challenge is to translate what some of these tools do in relation to what I traditionally do with a group of students. If I think through the tool plus the strategies I use in class...what new products could be developed? Kind of boggles the mind.
    • Boyd Card
       
      Engaging students is a little work at times. Students have developed so many skills with portable technolgoy they carry with them,the first challenge is to get them present then get them to engage??
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB
    • Julia Schreckengast
       
      Using online instruction for a high school class requires an appropriate balance between the online and the in class instruction.
    • Lynne Devaney
       
      Finding that balance may be challenge. I have not thought deeply about some of the strategies we use in the district butI believe online might be interesting to use with AIW...both teachers and as we move to students reflecting on their work.
  • informs student of their rights to privacy and the conditions under which their work may be shared with others
    • Matt Tracy
       
      I wish the students were aware that privacy was okay and they don't have to share everything. This is a huge issue with the technology now available.
  • Maintains an online social presence that is a
    • Joleen Louwsma
       
      I'm wondering about building the relationship and discussions with online students. I build on student questions and anwers. How does the time delay affect the social aspect? How will I know if the students feel I'm approachable or unapproachable?
    • Kathryn Christensen
       
      I have been wondering the same thing but...our instructor has managed to gain my trust and is approchable. He has done this through timely and honest emails. Thanks Evan!!
    • Cassie Gruman
       
      I agree that Evan does seem very approachable and has provided helpful and timely feedback, but I too wonder how this is possible. I guess it still seems a bit overwhelming when I am not overly familiar with Moodle. Perhaps the best thing to do is have an initial activity like we had for this course where students introduce themselves in a creative manner and respond to others' introductions as well; it serves as an icebreaker.
    • Steven Petersen
       
      Contractually this one bothers me. It would almost appear that teachers will be required to work outside the contract time on a regular basis. This may lead to some legal issues.
  •  Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
  • Communicates with students effectively and consistently
    • Kathryn Christensen
       
      Time consuming???? Any ideas on how to handle this with out being on consant email surveillance?
    • mhauser
       
      I've used e-mail and a blog to communicate with sophomore world history students for several years. E-mail is actually pretty fast. It's a great way for kids to ask for help. I think it's easier for the student to get my attention that way, because they're not competing for my attention, and they're not embarrassed about the help they're asking for. I respond to their blog posts privately. They receive my comments in both an e-mail and in a reply on the blog. I think your question about constant surveillance is a good one. It's easy to respond quickly to e-mail questions, but I've found that I need to establish a time to respond to their blog entries. Depending on the class, you would have to determine how often and when you'd respond. Otherwise you'd be constantly distracted.
    • Deb Ritchie
       
      An organized approach to responding has been an issue for me this year. I'm likeing the model Evan is using in this course with specific days we can expect assignments to be graded and specific times he will be checking e-mail, etc. I think I will borrow from that idea. Of course, the burden is eased when we are also seeing students fact to face and not just online.
  • encourages collaboration
    • Kathryn Christensen
       
      Great to see so many tools for problem solving with a partner (no matter what you teach)!
    • Amy Kemp
       
      I agree.  I feel it is very important to have that learning community to allow the students to collaborate.  Let's face it, the less we say, the more they learn!
  • including student-teacher, student-student, and student-content
    • Cassie Gruman
       
      With teaching middle school social studies, I am constantly changing up the dynamic of my classroom. Students work individually, in pairs, in small groups, as a whole class, individually conference with me, deliver individual and group presentation, etc. I think changing the arrangement helps middle school students to refocus and stay interested in the material. At first I though this would be difficult to accomplish online; however, I am now realizing that there are many different ways to interact through a wide array of tools.
  • including rubrics for student performances and participation
    • Cassie Gruman
       
      My students are always wanting to know what they are going to be graded on and how they can earn an A. Originally I thought creating a rubric would be a stressful task, but now I have found that rubrics make grading much easier. Also, the feedback provided on the rubric is more beneficial and detailed for students. I also have found that students are more productive and focused on work days, as they know my expectations ahead of time, and they know exactly what they need to do to earn the grade they desire. Certainly with online learning, a rubric would be a key communication tool in guiding students when the instructor might not be readily available to answer questions.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Cassie Gruman
       
      My first year of teaching I had both a self-evaluation for students and a course evaluation to gain an understanding of how students felt the year had gone. I have not done this since, probably because I use several formative assessment strategies throughout each unit to gauge student understanding. I definitely think a course and/or instructor evaluation would be essential in an online learning environment, especially for those of us just starting out, so we can use students' suggestions to better improve our instruction.
    • Nancy Peterman
       
      I am in agreement with you about the need for course and instructor evaluations, but I think a lot of times it gets overlooked or dropped.
    • Kathy Hageman
       
      The most effective course evaluation is frequent and ongoing. Feedback from students is more specific right after an activity or unit than at the end of the school year. Perhaps a course evaluation could be divided into sections to be completed at appropriate times throughout the year.
    • Boyd Card
       
      Having just finished teaching a college class I am awaiting the the student feedback the college requires the students to fill out under the supervison of another person. It will be informative to read what they belive my teaching had done for them.
    • April Tidwell
       
      I use survey monkey for my evaluations. I do it by quarters. It's great because it is free, and it complies the data for you. I get a lot of good information from these surveys and would definitely continue to do this with an online course.
    • Mary Overholtzer
       
      I appreciate data. I appreciate the time needed to look at the data. Until we are able to become more reflective practitioners during the school year, looking at data won't necessarily happen. I know how much time I take to look at data. I am not harried during the summer. When professional development allows for time to be reflective in our teaching, I do think greater results will happen.
    • Mary Overholtzer
       
      As much data as we have at our finger tips, I feel the variable that consistently comes through is the relationship piece. Teaching over the ICN is different than teaching in a face to face. As an instructor of a college level class, my evaluations have always suffered when comparing the face to face students with the students who are at another site. They really don't have any idea what I am like during the natural coffee breaks because of that relationship piece that is lacking. Having a face to face relationship is different than having an online relationship, yet I do believe it's easier to build in person. Many contacts via email doesn't necessarily build it, yet quick responses in email can help....but being that 24/7 teacher is really hard as we juggle our own lives.
  • 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 (SREB A.1, Varvel II.A)
    • Jeffrey Haverland
       
      This is really a critical piece because even thought the course is online, it better be high quality educators who are delivering it through the lens of sound educational practices. One of my biggest fears is online learning opening up a venue for for anyone who thinks they would be better at teaching than trained educators.
    • Boyd Card
       
      As a vocational instructor it is imperative to know your content and be prepared to present it in a manor that not only tranfers the knowledge to the student but in a way that it is retained- (safety)
    • Melissa Hesner
       
      Well said, Jeffrey! I believe it takes cream of the crop teachers who have deep understanding of teaching and learning to teach online. It is hard for some to make learning activities meaningful and rigorous in a face-to-face setting, and to do so in an online setting would be even harder, especially when considering effective instruction for the content area.
  • • 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)
    • Jeffrey Haverland
       
      This really goes along with what I wrote above. Not only do online instructors need to understand teaching and learning, they also need to have the background to teach that course. We can all be "experts" at things we know nothing about--Wikipedia is a great example of this, but the ability to "impart" this knowledge on others needs to be controlled.
    • Steven Petersen
       
      This one has troubled me lately. When I began teaching at the post-secondary level there was a certification required. Now you only have to have enough credits in the topic area to teach it. There is no certification required. This does not insure that the person teaching the course actually knows how to teach.
    • Jessica White
       
      I had a professor in college tell me that intelligence is one thing that separates great teachers from good teachers. I have never forgotten this, and I see it over and over. Teachers need to know the content, but also need to know how to teach. You can't have one without the other.
  • Knows and aligns instruction to the achievement goals
    • Shirley Horstman
       
      To maximize knowledge the subject area content must be aligned to the goals. Assessment must also be aligned!
  • Understands and uses data from assessments to guide instruction
  • Provides substantive, timely, and constructive feedback to students
    • Deborah Ausborn
       
      I have found that timely feedback is vital for student learning. It avoids future similar mistakes and when not provided, can lead to feelings of failure on the student's part. Timely feedback can nip most problems in the bud.
    • Boyd Card
       
      Timely feed back is very important. It allows students to grow with direction.
  • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • Lynne Devaney
       
      While I do not have any experience of any kind in the online teaching world, Evan may know, what does conflict look like between students in the online world?
  • 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
    • Kathy Hageman
       
      I have taken "online courses" for graduate credit in which the structure of the course was nothing more than a list of assignments to complete outside the Moodle and snail mail to the instructor. Those poor examples certainly helped me understand the importance of the structure and presentation of online courses!
    • Boyd Card
       
      I would have to say I had the same experience a long time ago with a computer class I took on line. From what I am experiencing so far this will not be that type of course. We will be experiencing may stuyles and types of learning! : )
    • hollysoby
       
      I'm really excited about the blended learning idea - I'm already thinking of how I can really change how I teach publications - I have some students who have had a pre-req writing class, some who haven't, some who are brand new, other with experience, and I think I can use online learning to offer more ways to make sure all those groups are learning and being challenged.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Kathy Hageman
       
      Well-designed online collaborative learning activities, which provide a greater opportunity for a student to work at his or her own pace, may be less threatening and result in greater participation than in-class group work.
    • Heather Gould
       
      I agree, however, it's an adjustment for students. I do feel the collaborative element is essential regardless of the modality of the learning. I work with middle school students through our AEA 267 National Day on Writing project. It's been interesting to watch some students flourish with collaboration at a distance, while others struggle working with people they can't 'see'.
  • appropriate for online learning
    • Bev Berns
       
      What would be examples of 'multiple assessment instruments here? Does this refer to typical rubrics?
    • Deb Ritchie
       
      Hmmm. Using moodle there could be an on-line multiple choice test, a blog entry, and insightful forum posts. Would those be multiple assessment instruments?
  • instruments
    • Tresa Zaragoza
       
      Not everyone learns the same so this is a very important part of any teaching.
  • Aligns assessment with course objectives
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • April Tidwell
       
      This is a BIG push in our district. They have spent a lot of time and money in data collection, and now the push is to get teachers to actually use the data to drive in struction
    • Mary Overholtzer
       
      I find using the data is the hardest component. We have so much data within our district, yet the time variable is needed in order to make change concerning this data.
  • interaction
    • April Tidwell
       
      I'm amazed how kids seems to interact more on line then they will in class. I hosted a chat during a class period and kids that never raise their hand in class were contributing and even leading the discussion. I thing online learning helps this generation connect in a learning community.
  • age and ability level
    • Heather Gould
       
      In the research I've read about age and ability level, I was surprised to learn that an instructor cannot assume that the young are tech savvy and older participants will struggle with technology. There is no research to support this, as sometimes just the opposite is the case.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • hollysoby
       
      I'm hoping I can use online learning to make standards and expectations clear to students upfront - currently I give them packets every unit with the plan nad assignments for that unit, and I'm hoping Moodle makes that process easier, more clear and less dead tree intensive.
    • Tim Hadley
       
      You should have chosen green as your highlighter color. :) Saving trees is great for all. Beyond saving trees, I think having something that students can always access anywhere is great. Whether they are at a friend's house, on the bus or at grandma's in another state, items posted online can be found. I think it elimnates some of the excuse that "I didn't know what was due."
  • multiple assessment
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning (SREB C.15, SREB M.4, Varvel IV.C, ITS 3.e, ITS 4.f)
    • Amy Kemp
       
      In Math, choosing the appropriate resource is critical as it is in any course.
    • Jason Gomez
       
      This is going to be hard; knowing how to grade it? I hope there is a rubric that is easy to follow.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Tim Hadley
       
      If I struggle with any area, it is probably making sure that what I am using is not a violation of this standard. I suppose I grew up in a family that shared everything, so when it comes to the property rights of others, I share and share alike.
    • Mary Overholtzer
       
      I have taught that explaining it at the kindergarten level can enhance a student's ability to work the material in a manner that becomes his/her idea. It's really hard to plagarize when it's written in kindergarten terms.
  • Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Victoria Guilliatt
       
      I want to be able to use the new information I learn in the this class and apply it to my library classes that I teach in the elementary.
    • Victoria Guilliatt
       
      I plan to use the knowledge I gain from this class with my students.
  •  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)
  • Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)
    • Jason Gomez
       
      This could take a while for me; I'm still learning how to do this stuff let a lone plan, design, & incorporate. I can already see there will be a lot of trial & error this coming year
  • Iowa Core
    • Mary Overholtzer
       
      There is so much to learn about the Iowa Core. I'm so glad there is a great deal of exposure within this class.
  • multiple intelligences
  • constructivism, behaviorism, cognitivism, connectivism, and group theory
    • Mary Overholtzer
       
      All these theories will bring a better understanding to educators when it is worked into our vocabulary.
  • community
  •  
    See title
Dean Whaley

ollie1sweetman: Iowa Online Teaching Standards - 0 views

  • • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • Deb Henkes
       
      I think it is really important to have a variety of experiences with various online courses as a student before becoming an online teacher. That way you get a chance to see what works and also what doesn't. (I've taken some online courses that I've learned what NOT to do!) That way as online teachers we can really make the course an efficient learning experience for the student.
    • Denise Krefting
       
      In all of the teachers who I have worked with becoming online teachers- this is on that I absolutely require! I still take classes from a variety of teachers to see what works and glean other ideas as Deb mentioned.
    • Kelly Josephson
       
      Don't you think that gains such experiences will also allow online teachers to offer their students a variety of options and incorporate differentiation?
    • Andrea Accola-Sabin
       
      I have learned so much so far in this online class, that I will have a feeling of what my students are going through. With this being my first online class, I can experience the stress that students will experience with more schools going 1:1
    • Joe Doerges
       
      I have made it a requirement that a staff member needs to take a course like this before I will set them up as teacher on our Moodle server. That has not been well received, but I'm sticking to it! BTW, that is why I'm taking this class.
    • Rebecca Clausen
       
      This is only my second online class and it is very different from one I just finished. I am just now appreciating all the work and technologies that went into that class. We used the Angel system, Camtasia Studio, tests, reading assignments to download, and a live video meeting each week. However, there were no real community building forums or ways to contact other students. I am really appreciating the help I am getting through the Moodle forums as well has reading about how Moodle technology is already being used in school classrooms.
  • • Communicates with students effectively and consistently
    • Deb Henkes
       
      Communication with the students on a consistent basis is critical in an online course. It allows the class momentum to flow smoothly and often keeps problems or issues to a minimum by addressing them quickly before students become too frustrated.
    • gfrolekclark
       
      Agreed! If students become frustrated or can't have questions answered, you can lose them pretty quickly.
    • Andrea Accola-Sabin
       
      With the blended class that I had last year, I learned that most students did not get on to the computer to do homework until 10 pm or later. Being that I have a 45 minute drive in the morning to get to school I wanted to be in bed by 11 pm. Knowing that my students might need my assistance was troublesome to me, since most did not login until midnight. I told my students that I would probably not respond to work that was completed after 10:30 pm until the next day. Once the students knew this, the class ran smooth. We need to let the students know what are times are going to be to respond to questions!
    • Linda Root
       
      Communication between teacher and student is absolutely necessary for success in any classroom whether it be traditional classroom or an online course. But because feedback is not instantaneous in an online course, communication is even more crucial for longevity and success. The online instructor needs to be very specific about communication times, when they will be dealing with daily student questions, feedback and grading. As a new student to online learning, the one issue I struggle with is my preference to verbal dialogue rather than written communication. I need the immediate feedback that face to face or Skype provides.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Denise Krefting
       
      This is something that we do not model enough with our adult learners and students
    • Erin Siefken
       
      This has always been an area of concern for me, it goes back to when I worked in university extension education. I am often concerned about copyrights and how much of someone else's work we can legally use.
  • ...28 more annotations...
  • Understands and uses data from assessments to guide instruction
    • Denise Krefting
       
      It is important that we use data to make decisions, but because of time, I find that we do not do this as much as we should. How can we make this easier?
    • Melinda Connon
       
      This is a very big challenge. Starting with lack of time, but also lack of statistical skills...starting with NCLB and the impossibility that we can have 100% of our students above the 40%-tile rank. There are requirements for using & interpreting statistics, like simple random sampling and comparing similar populations. In a small school, each grade is not the same population -- and I even saw that when I subbed in larger district as a new teacher.
  • • 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)
    • Melinda Connon
       
      I was helping a colleague with an online statistics course this semester. The instructor did not know how to explain or help students other than telling them to reread the text or what she had already written. I did not see if they were using moodle or blackboard,
    • Ginny Kraus
       
      I agree that both (content and technology) knowledges need to be pretty sharp. Students are at all different parts of the spectrum on their own knowledge of the subject and need to have the resources from the instructor to help them succeed.
    • Jenny Rohrbeck
       
      I strongly agree that the instructor needs to know the content of the subject and also needs to know how to teach it as well as have adequate resources to do so. I believe the success of the students depends on the confidence and knowledge of the instructor. I took several online courses in college and without the resources from the instructor or without the instructor knowing how to navigate through the course I would have felt lost! I know several other students in the class that struggled but with a knowledgable instructor they were able to get back on track. I think this is something that can be hard even in face-to-face instruction!...I've had several teachers that weren't sure HOW to teach, while I've had others that were creative and found many ways! This is a vital part of the standards!
    • Andrea Accola-Sabin
       
      With students in our school going 1:1 next fall will help some of them. They will have more access to resources from the internet and the ability to access those resources. I also feel that the teacher needs to be available for the students to ask questions, when they still do not understand for the internet resources.
    • Aryn Kruse
       
      I taught a course using ISU's WebCT system and found that I was so busy troubleshooting the program with learners some days that the content was lost---I think this standard re-emphasizes that the point of using technology is to enhance content learning...so it's important to not let the technology usability get in the way of the content....
  • using appropriate visual web design techniques
    • Melinda Connon
       
      I noticed in Moodle yesterday that it does not lock proportions when you insert pictures. Coming from a family printing business and math teaching career, it's something I notice in amateur publications - people get skinnier without dieting or shorter without osteoporosis. It's a 21st century application of proportions -- cross curricular with graphics/math -- I had to apply it with my Earlham cardinal head.
    • Deb Henkes
       
      I hear you Melinda! Just because you can create a publication doesn't mean you 'should' create a publication!
    • Jenny Rohrbeck
       
      Melinda - I noticed this as well! I was quite surprised that it didn't lock the proportions! I am not great with technology, but this is something that I did notice!
  • Utilizes a course evaluation and student feedback data to improve the course
  • 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
    • Kelly Josephson
       
      This is a big concern to me. I feel that I am somewhat competent where technology is concerned, but I still have a lot to learn. If an online course flops, will it be because of a lack of technology skill/knowledge? Almost every teacher feels confident in the content they teach face to face, but they don't always have the confidence in the technological aspect. This is what makes them resistant to change. I think we have to be comfortable with the technological features of management software and explore the endless options that technology has to offer. This give new meaning to life-long learning!
    • Andrea Accola-Sabin
       
      I hope that this moodle course will help me imporve on this standard and benchmark
    • Deb Henkes
       
      Really good comment Kellie about a course flopping due to tech skills or knowledge. I really like the convience that online courses provide but as an online teacher if a runs into a road block you can see their faces to know that they need problems. Continual communication is the key to overcoming some of the those issues. I think that being an online teacher is more demanding than a face-to-face class!
    • gfrolekclark
       
      I think it is important to learn new tools--but experiencing them as a "student" in a course such as this, adds a different experience that I think is important to teachers. Since I am NOT experienced in many of these areas--I am finding myself not only trying to manage content, but also the technology. For some students that won't be a problem--for others, it could be an issue.
    • Kim Cline
       
      I think it is so important that teachers know HOW to use the sites effectively, and which ones are appropriate to use for the correct assignments. Too many times I think online activities are used to simply fill time, and not to get the students thinking critically. Therefore, I completely agree with the statement that says "to improve learning and teaching".
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Kelly Josephson
       
      To me this means using appropriate technology for the content standards and not just using technology for the sake of using technology in a classroom setting.
    • Ginny Kraus
       
      That is my delema with being a support teacher without a whole "classroom". While students are using technology for their projects (science or social studies, etc.) I don't use it with my students because my curriculum is direct instruction so I won't use it just to meet a "use of technology standard".
  • 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
    • Andrea Accola-Sabin
       
      Moodle should make this easier to use different learning styles
    • Deb Henkes
       
      Absolutely! What are tech strategies to maximize differentation to make learning more engaging for the student?
    • Jenny Rohrbeck
       
      I think this area could be boosted a bit. From a special education teaching perspective there need to be a few changes before students with special needs are able to navigate the system easier. I have taught students with visual and hearing impairments, therefore, I am thinking of the print needing to be larger, possible sign language interpretation video links, etc. I hope these are things that are being worked on or that are already in the works that I haven't seen.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Joe Doerges
       
      It is important that teachers be exposed to different technologies so they cannot only find ones that will or will not work for them, but also know what is available. The problem is finding time to investigate/explore and then implementing them into the classroom.
    • Rebecca Clausen
       
      Before starting this class, I had no idea of the tools that are available. It seems that when I go to investigate one, it leads to looking at another and another. This is a time intensive search process. I would love to see videos of how many of our classmates are already using these technologies.
    • gfrolekclark
       
      Agreed. Finding time to keep up on what is out there is important--that's what I like about communities of learning where people can share what works/doesn't work, etc. It helps when people share what they use/like.
  • Provides substantive, timely, and constructive feedback to students
    • Joe Doerges
       
      This might be something that teachers might find overwhelming. You have 4 section of American History. Each with 30 students and now they are all sending you questions, posting to forums and other activities that you need to check. How much time is this going to take? When will your teaching day end? When you post to a forum, it does not post until after 30 minutes.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Jenny Rohrbeck
       
      This stuck out to me because again it is something that is important in both face-to-face and virutal classrooms! If any of these are missing students will feel disconnected to the course and probably will not do as well. If you are positive, interactive, etc your students will also take action to do these things!
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Jenny Rohrbeck
       
      I would like to see more professional development in these areas. In our school we were offered the chance to take this class by an email being sent out by our superintendent, which was great, but unfortunately not many of our staff members took this opportunity. I believe if there were more of a "push" to take these courses or to enhance our learning in technology there would be more advancement in this. I am not much of a "techy" (if that's the way it's spelled) and I've found myself fretting over how to complete many of the activities or if it's done right. If I were expected to teach a course online my lack of confidence would lead to my students lacking confidence as well.
    • gfrolekclark
       
      You are so right! What do you think would have motivated your colleagues to take an course?
    • Kim Cline
       
      This is so important, since we all know how quickly technology changes! Staying current is a must!
  • Assists students with technology used in the course (Varvel III.C)
    • Rebecca Clausen
       
      I have really been struggling with the technology of this Moodle class. Our instructor has been very prompt with her helps and that has kept me going. I am concerned that many of our adult learners (teachers) may be intimidated like me by the technology of this type of learning and therefore not use it. It will be very important to have adequate staff development available in order to make all of the wonderful class content that will soon be available accessible to everyone.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • gfrolekclark
       
      Teaching student's about appropriate/acceptable behavior is important. For those of you whose schools are 1:1 schools, how often have you needed to do this? Any problems that came up?
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Karen Thilges
       
      Every class must have collaboration and interaction among all people involved teachers and students. Some students are going have no problems communication via a computer class. Other students not going to be as comfortable communicating via a computer class. Some students will not follow proper etiquette communicating. This concerns me.
    • Kim Cline
       
      My students really enjoy learning when they are doing it collaboratively! All students are putting forth effort because they all want to be using the computers to learn. I need to work more on the student-content part of this standard.
  • Understands the differences between teaching online and teaching face-to-face
    • Karen Thilges
       
      Right now as I am creating my own moodle course I am having a difficult time deciding what materials would be best used online and which would be better used in a face-to-face class. Knowing which materials to use and how to present those materials is very important. On-going professional training in this area would be great. We need to remember that learning online is not going to best for all students.
    • Aryn Kruse
       
      I wonder how this is operationalized? What do you all think is "evidence" of this standard?
  • • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • Kim Cline
       
      Keeping the integrity in the assignment is always important and respectful to the students. Keeping students' integrity and respect intact is also part of the teacher's responsibility.
  • 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)
  • 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)
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Rebecca Clausen
       
      I have always been a heavy reader to keep up with research and knowledge in my professional growth but I have just learned through this course of resources like Diigo that will be such a help in connecting with other professionals and what they are also learning.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Rebecca Clausen
       
      I think getting to understand individual student motivation through online classes will be difficult unless time is given to getting to know your students. Motivation can be such an individual thing.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • Linda Root
       
      This is very important in both a traditional and online class. The instructor needs to be specific on the course outcomes and expectations. Students need to know what the course will cover and how the student will be asked to show learning.
  • • Creates a safe environment, managing conflict
    • Linda Root
       
      I find this very interesting. I realize not all web based technology provides a safe learning environment for my students buy of all the discussions I have had over the past year about students and technology, not once did I think I might need to deal with any type of behavior problems or managing conflict in my online course.
  • ability level, multiple intelligences
    • Erin Siefken
       
      I think online learning lends itself nicely to differentiation. We cab easily work to the different levels and learning styles without creating much extra work for ourselves.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
    • Ann Longfellow
       
      It's difficult to appropriately use on-line learning since there is such a wide range of learning abilities and levels of computer knowledge in a classroom. For a student who doesn't know English, for example, this can be even more challenging than a "regular" classroom experience.
    • Dean Whaley
       
      The ability of being able to acomplish this is difficult in this area due to the wide-range if the abilities of students just in computer knowledge. In one project I assigned last year that took additional two days because I had to teach the students how to make a power point presentation. Something they should of already known how to do. Those student that still don't have internent at home were at a disadvantage.
  • 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)
    • Ann Longfellow
       
      I think technology allows students to really effectively interact with each other to create a project. I have my students make and edit videos in iMovie. I have never had such a collaborative and high quality product that we can view and evaluate as a class.
    • Dean Whaley
       
      The ability to create and edit a project on-line gives the students a chance to work togeather without having to be in the same room.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • Kim Cline
       
      Knowing how to evaluate materials and make sure that they are enhancing learning and not just providing "busy work" makes the lesson respectable and meaningful to our students.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
  •  
    I think student feedback data is essential to any course. In college, a stat course had been revised due to student feedback (frustration with the complexity of the stat tools). The new tool was much easier to learn and students could learn the material.
Barbara Day

Favorite Moodle Uses | Megan Hayes-Golding - 0 views

  • If you hear Moodle is ugly remember most folks are comparing it to commercial tools like Schoology. Those tools draw you in with a Facebook-like appearance but the tradeoff of less functionality kills it for me.
  • I’ve embedded Google Calendars, YouTube videos, and Dropbox files into Moodle pages
  • In its basic mode, Moodle lets you post files for kids to download, post links, and host your PowerPoint notes.
  • ...1 more annotation...
  • Where Moodle really stands out is with the question bank and quiz/test  options.
  •  
    Article about Moodle uses
Lylia Chaffin

ollie1sweetman: Iowa Online Teaching Standards - 11 views

  • Maintains an online social presence
    • Jean Bontemps
       
      This phrase always makes me nervous today. I am definately on the side of cautious about how much you interact with students socially online. Even the phrase "online social presence" isn't clear on what that means.
    • Nicholas O'Brien
       
      I agree, every other day there is some hullabaloo about interacting with students or privacy issues. I really wish there was a little more clarity out there about social media and educators.
    • Perry Bekkerus
       
      Agreed:  I've been communicating via Facebook with students for years, and have been using text messages for longer than that.  Students don't use emails anymore.  But then this fall, we were told that any texts to students need to be also sent to our AD.  What a waste of time.  And now we're going to set students up with their own gmail accounts???  We need to be giving them a lot more leeway with their cellphones and social networking sites.
  • Has experienced online learning from the perspective of a student
    • Jean Bontemps
       
      I think we are definatley getting that right now! I love learning more about online tools for students, but I do feel a little overwhelmed about the amount of information and how to use it best in my classroom.
    • Nicholas O'Brien
       
      Agreed, there is a lot of stuff out there to keep track of, but at least as students we don't have to get it perfect. That's one of the up sides of being a student after all.
    • Janelle Schorg
       
      So much to learn. Need to pcik a focus and stick with it.
    • Rachael Woodley
       
      I like being in the student's position so I can catch the pitfalls and hangups that will frustrate on-line learners. Hopefully, this will help me make a clear focus and transitions in on-line classes that I build
    • Perry Bekkerus
       
      Being a student within this course has definitely opened my eyes as to what makes sense and what is difficult to follow...
    • Lynn Eastman
       
      Amen Perry! I think Moodle could be an entire coursework of class. I'd like to see our tech offerings to students get more up-to-date than simple word processing. The applications classes should also be more oriented to Google Docs, etc...
  • • 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)
    • Nicholas O'Brien
       
      Well, this standard pretty much sums up why I am taking this course.
    • Heidi Reichart
       
      I agree. I think more information on creating an annotation was needed. I spent WAY too long messing with this.
  • ...27 more annotations...
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • Nicholas O'Brien
       
      Demonstrating growth isn't too tough, but picking the right emerging tech is.
    • Heidi Reichart
       
      With the thousands of tools out there, we can't try them all.
    • Lylia Chaffin
       
      Even when we find a technolgy we like the time involved to develop for just class is huge.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Heidi Reichart
       
      I don't think many teachers realize how difficult it is to monitor students online.
  • Assists students with technology used in the course (Varvel III.C)
    • Heidi Reichart
       
      I need to learn this myself to be able to assist students.
    • Janelle Schorg
       
      This would be a good opportunity to use recorded screencasts so students can watch it over and over.
    • A Hughes
       
      Diigo has a lot of potential. I wish that this was like Zotero and would do a bibliographic citation with my note.
    • Lynn Eastman
       
      I like the biliographic citation idea. I also wish the students had options to take courses like this during the academic year.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • Janelle Schorg
       
      I need to post the expectations as outlined in my syllabus into my moodle course.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
    • Janelle Schorg
       
      My students (teachers) are having a hard time with maneuvering around moodle.
    • Lylia Chaffin
       
      I am glad I am not trying to teach and use Moodle at the same time. I am having a hard time maneuvering around Moodle, too.
  • 4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4)
    • Gayle Olson
       
      I think this whole section is critical! A friend of mine has taken a couple of online classes from a jr. college in another state. While the courses had instructors, they were mostly all automated. The instructor told the students there is nothing she/he can do to effect the grade (all automated online tests) or even help them understand what they did wrong. Just because something can be put online doesn't mean it is good quality learning. A course MUST be designed differently for online.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Gayle Olson
       
      One of my favorite sayings is that "None of us is as smart as all of us." When it comes to professional development, there is so much that the partcipants can learn from each other! Creating a professional learning community online takes effort. I think this will be one of my greatest challenges.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
    • Gayle Olson
       
      Staying on top of this one will be a major effort - very connected to "7. Engages in professional growth". This will be something that is always ongoing, never finished.
    • Rachael Woodley
       
      I agree, constant changing and revision. Online learning is a very fluid medium as well and ever updating
  • • Creates or selects multiple assessment instruments that are appropriate for online learning
    • Rachael Woodley
       
      I think moodle does a better job of allowing multiple assessment techniques. We are kind of stuck with what we get from the PLATO program
  • Aligns assessment with course objectives
  • 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
    • Lynn Eastman
       
      This used to be just the "sped" part of my job, but now we are all expected (rightfully) to differentiate.
    • Rachael Woodley
       
      In my experience on-line learning actually makes this part of the job much easier. You can build in visuals, audio, and other instructional strategies and the students can spend as much time on them as they need to
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • Lynn Eastman
       
      This is getting more and more difficult as the immersion in technology continues. Students need direct instruction in ethics and technology, and heavy consequences need to be clearly stated by school boards for violations.
  • Understands and uses data from assessments to guide instruction
    • Rachael Woodley
       
      Very easy to use assement data and go back to "reteach" when the students can keep reviewing and make sure they've got the concept.
    • Perry Bekkerus
       
      Fair use and intellectual property rights have become so narrowly defined that practically everyone violates them in the education world.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Perry Bekkerus
       
      This is especially tricky when it comes to music--finding resources and designing resources that are appropriate and useful to enhance learning in music, especially at an appropriate level.
    • Lylia Chaffin
       
      Aren't there some things that don't work well with technology? And isn't that O.K.?
  • integrity
    • Perry Bekkerus
       
      This is crucial for technology to remain a useful tool.  It is why so many teachers do not allow Wikipedia.
  • 4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4) •
    • A Hughes
       
      Online learning works well with videos and pictures to illustrate the content. Uploading word documents that have been used in face to face content does not work well. The content needs to be transformed to a "lesson" format with font changes and graphics.
  • • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • A Hughes
       
      Multiple methods of communication with the instructor are important in an online course. My outgoing e-mail was blocked for several weeks but Judy found other ways via Moodle to contact me.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • Lylia Chaffin
       
      I think expectations need to be posted more often than as an overview /orientation.
    • Lylia Chaffin
       
      Expectaions need to be posted more often than just at the beginning.
  • Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
    • Lylia Chaffin
       
      Net working with other teachers helps for personal development as well as professional. Others can really help problem solve.
  • 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)
  •  
    I am trying to post a comment under the "maintains an online social presence...". This is difficult to do considering the situations that can happen when teachers and students communicate together thru various websites... It doesn't take too many days of watching the news to find another incident of inappropriateness between teacher and student.
renaudr

http://www.bakeru.edu/images/pdf/Res_facultystaff/Faculty_Moodle_Tutorial.pdf - 0 views

  •  
    This website has been SOOOO helpful!  It is a very detailed tutorial for Moodle users.  It has everything from the most basic Moodle tips to setting up the most complex and intimidating features Moodle has to offer. This will be really nice once the class is over and I still have questions!
Lisa Jacobs

ollie1: Iowa Online Teaching Standards - 1 views

  • • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • Cory Johnson
       
      Anytime that I've taught a course to adult learners, I've found periodic feedback to be an essential component of continuous improvement and meeting students needs. This has always been anonymous. If I am to continue doing this throughout the course, I'll need to find a tool to allow for anonymous input.
    • Ami Leath
       
      Looking forward to learning more about this.
  • 4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4)
    • Cory Johnson
       
      This standard seems incredibly important because it drives home the point that computers don't teach, teachers teach and sometimes they use a computer as an instructional tool. Effective online learning still requires the continuous involvement of a qualified teacher (content and pedagogy), not just develop the content for someone else to put on a website and then let the computer do the teaching.
    • Lylia Chaffin
       
      I agree, if you don't have a qualified teacher on board how will you know " the multiple learning needs of the student" . Of course someone could design an assessment that would pinpoint the learning needs of the different students, then just plug in the different methods for each child and .............
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • 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)
    • Cory Johnson
       
      These statements go along with my previous comment about the need for online teachers to be involved in the online learning process throughout the course and to interact with their students.
    • Sharon Irelan
       
      * I think this is important whether you are meeting face to face or online. Learning often takes place best when ideas and suggestions come from the experiences of those that are involved directly with the students. Establishing a means of communication to all those involve can enhance learning for everyone
    • Robin Holtz
       
      In one of my assignments to Evan, I expressed how important that I thought it was to have a very interactive, personal approach as the on-line instructor so that participants feel like they are part of something "real" and not so isolated. I also think that students open up more and share more when the atmosphere in a class is personal and safe and not just repsonses and assignments sent into virtual space.
  • ...29 more annotations...
  • multiple assessment instruments
    • Evan McCormick
       
      It's very important to use multiple data sets, if available, to avoid making data based decisions on limited data.
    • Ami Leath
       
      A key point that we stress to EC teachers is to use multiple sources of information to make data-based decisions.
  • Understands and uses data from assessments to guide instruction
    • Evan McCormick
       
      It's important to understand the context of data to make quality decisions about how and when to use it.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • Lynn Hockenberry
       
      Online learning is a great opportunity for professional growth. I think it is essential for an online instructor to experience online learning from the student perspective. Taking this class right now is giving me perspective on several things: Time needed to engage in the class, wide variety of tools availalble, the necessity of students being able to problem solve technological issues and confusions both on their own and through a network of both students and the online instructor.
    • Robin Holtz
       
      Hi Lynn, I would agree that taking this class as a student is helping me to become a better on-line course instructor. I know that Ami and I are always asking ourselves after we add content to our Moodle course..."If I were a student, would I be able to understand these on-line directions or If I were a student, would I be able to find this link on our site? etc. Having a couple of perspectives is a good thing.
    • Teri King
       
      I would absolutely agree to these comments above. This is my first official Moodle course and it has been a real challenge for me. I feel like I am often just roaming about aimlessly, and am having to take very baby steps. I wasn't sure how I would respond to an online course as I am very much a visual and auditory learner. I do best to see it modeled for me first and could not imagine how that could happen in Moodle. The step by step tutorials are the only things allowing me to move forward!! :) Having this experience as a student I would say is CRITICAL prior to ever offering one as the instructor.
  • . Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)
    • Lynn Hockenberry
       
      This standard is the one that would absolutely drive my professional growth plan. I have so much to learn about using appropriate visual web design techniques and selecting technologies appropriate to the content. I am both overwhelmed and excited by the prospect of learning to use these technologies as I build my class
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varve
    • Maureen Lonsdale
       
      Online learners need to understand the difference between discussions during a face to face course and posting to an online forum.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Maureen Lonsdale
       
      The key words for me in the criteria are "enhance learning". The list of technology available is endless and new ones are being developed as I type. As an online instructor, I need to understand and know how to use the variety of tools available and always learning about new ones.
    • Ami Leath
       
      Agree completely Maureen.  So many choices available, just need to decide which one is the best and the most beneficial.
  • Knows and aligns instruction to the achievement goals
    • Sharon Irelan
       
      * All teachers and instructors need to be familiar with the Standards and Benchmarks that have been adopted as the guidelines for instruction. The Iowa Core has been adopted to help teachers know the expectations for each grade level or grade span in all content areas. Early Learning Standards have also been developed to help teachers of preschool understand the skills and topics that students will need. Common Core and Early Learning Standards are designed to help all students learn
  • knowledgeable and has the ability to use computer programs
    • Ami Leath
       
      Requirement for Online EC Course
    • Robin Holtz
       
      Ami, I highlighted this one, too. I think it gives a pretty clear picture of what competence looks like and it also enables me to build a personal timeline for getting the "education" I need to be competent.
    • Sharon Kurns
       
      I agree that this one is key to competence in online instruction
  • 2• Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
  • using patterns in lesson sequencing,
    • Dianne Hinders
       
      Using patterns in online course design seems like a very effective and efficient way for participants to interact with the content...very "brain-friendly"!
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Dianne Hinders
       
      Using online collaboration as a way of meeting diverse student needs is an area that cannot be overlooked. It seems like it would be easy to put online collaboration in a course, however, without careful consideration to purpose, it could loose it's effectiveness...Teachers must still create the structure for all students to learn.
  • Knows the content of the subject to be taught
    • anonymous
       
      This seems like a no-brainer, but I've sat in college classes where the instructor is clearly just a day ahead of the class. I'm glad the Online standards requires that we know the content. Is there any verification of knowledge?
    • Lisa Jacobs
       
      Some states required teachers to pass content assessments. It is difficult to assess a teacher has a level of understanding to provide for flexiblity in teaching the content and modeling the content within a context.
    • Lylia Chaffin
       
      Even passing a content evaluation is no guarantee that a person really knows the content well enough to teach it. It is a basic step, but knowing and teaching are two different things.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • anonymous
       
      Always good to know what the expectations are. Some folks absolutely have to have them for their piece of mind. Rubrics are very popular. They do provide a means of defining levels of acceptable performance without listing specific skills or testing.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Angie Hance
       
      As this Ollie course suggests, being knowledgeable about what technology is out there is crucial to today's digital learning environments. Whether we are learning side by side with our students or learning ahead of them on our own, it will be the only way to keep up with the future of education.
  • learning theory appropriate to online learning
    • Angie Hance
       
      My view of on-line learning is that it is very interactive. Without an understanding of what it can do and can be, teachers may revert back to teaching in the same old way - only in an on-line fashion.
    • Crystal Hornback
       
      Angie, I completely agree. Since the world of technology is vast, we need to look at multiple ways to provide content to participants.
  • Tailors instruction to meet the different needs of students
    • keri bass
       
      With growing class sizes and diversity, it's important to get to know the students and how they learn, in order to meet their individual educational needs. One size does not fit all.
    • Evan McCormick
       
      How is this possible? What research identifies ways to accomplish this? Classroom teachers struggle with formative assessment and meeting individual needs.
    • Angie Hance
       
      At the GHAEA 21st century learning conference last friday, Kevin Honeycutt introduced a variety of ways to tailor instruction. Way cool! The nontraditional learner will have choices!
  • techniques to engage students
    • keri bass
       
      Educators must always be on the lookout for ways to keep students hooked. Disenfranchised student don't make good learners.
  • Provides substantive, timely, and constructive feedback to students
    • Lisa Jacobs
       
      Students need feedback that is timelin and provides sutdents in learning the content.
  • Identifies and communicates learning outcomes and expectations
    • Ami Leath
       
      It is important to communicate to the course participants what the outcomes and expectations are before the course begins.  I find this beneficial to myself as a participant and as an instructor.
  •  Is 1knowledgeable 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)
  •  Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
  •  Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • Robin Holtz
       
      As I begin to create my Moodle course, I do begin to wonder about the time commitment and what it really means to be "timely" in the on-line teaching world. I would imagine there would have to be some boundaries that you would have to create or you might be on-line (or maybe not) all of the time. I am anxious to make the comparison.
  • understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • Teri King
       
      Serving in my position as a mathematics specialist, it is, indeed, important to know the content of mathematics, but I think this second part of this statement - "understands HOW TO TEACH the content to students - is where I am able to truly be an instructional leader/coach. It is one thing to understand the mathematics involved, but it equally (if not more) important to understand the components of quality instruction that are required for students to obtain a deep understanding of the content taught.
  • 8. Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
    • Crystal Hornback
       
      As online learning explodes, we need to continually remind participants their words are ever present. Additionally, if the content participants will be contributing to the course relates to their current school positions, the reminder of confidentiality is a must! As instructors it is our charge to remind and insist the practices within the content of the course are upheld to these standards.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education
    • Crystal Hornback
       
      Participants in online courses deserve to have instruction presented in the most effective manner. As we embark on new technological tools, we have a vast amount of resources for education available at our fingertips. It is understandable that some tools are easier for all learners than others to utilize, but as an instructor it is important to understand the multiple tools available for instruction and utilize the tool with the most effectiveness for the coursework.
    • Sharon Kurns
       
      How do we know how to present in the most effective manner? It seems that since learners vary in their knowledge and use of online tools, that as instructors we need to use a variety of tools. We will need to match the tool to both the content and our learning goals as well as our learners.
  • Proposed Online Teaching Standards
    • Crystal Hornback
       
      So glad these are available to us while we are working on developing an online course!
    • Lisa Jacobs
       
      Great observation to look beyond the assignment to the bigger picture.
  • Understands the differences between teaching online and teaching face-to-face
    • Sharon Kurns
       
      How does one demonstrate that they understand the difference between online and face to face instruction
  • These standards are an alignment of the Iowa Teaching Standards (ITS),
    • Angie Hance
       
      I wonder if there will be any changes to these for AEA staff (or to the criteria) like the iowa teaching standards.
  • instructional strategies
    • Lisa Jacobs
       
      demonstrating bookmarking
r kleinow

online1: Iowa Online Teaching Standards - 43 views

shared by r kleinow on 05 Sep 10 - Cached
  • Proposed Online Teaching Standards
    • Evan Abbey
       
      These standards are non-evaluative. They are meant to provide guidance in nationally recognized best practices for teaching online.
    • ksteingr
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      Checking to see if this note goes through.
    • r kleinow
       
      test
    • linda vann
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      "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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      I'd reiterate what Denise said... it is a critical question to ask!
    • Evan Abbey
       
      This is a valuable question to ask, Denise!
    • Matt Townsley
       
      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
       
      This is a good question you posed, Denise!