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Jamie Fath

ollie1 (Peterman): Iowa Online Teaching Standards - 28 views

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

shared by Jamie Fath on 18 Jan 13 - No Cached
  • Has experienced online learning from the perspective of a student
    • Gary Garles
      Gary Garles on 18 Jan 13
       
      This is the part that I need to spend a lot of time on...
    • ronda fey
      ronda fey on 18 Jan 13
       
      I agree. I need to first understand the tools available from a student's point of view before I can bring it into the classroom.
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      Yes, it is a very good personal experience.
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      I think that taking online courses ourselves humbles us and helps us to empathize with our students who experience problems with online learning.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      Each time I come to this class, I am engaged in a riveting conflict that involves the following extremes: the fear of being a miserable failure vs. the thrill of successully participating online in a manner that I did not even know exsted two weeks ago.
    • Elizabeth VanDeHey
      Elizabeth VanDeHey on 20 Jan 13
       
      Working as a student in an online course is so beneficial to those who will later be an instructor in an online course! I believe it provides instructors with empathy and an understanding that it will not be easy for every student and the challenges will vary with each technology tool!
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      I agree that this is a humbling experience.
    • Mari Haley
      Mari Haley on 27 Jan 13
       
      I think this would be such a plus. I always thought my best early childhood college instructors were those that had had experience in an elementary classroom
    • Jonathan Wylie
      Jonathan Wylie on 15 Sep 13
       
      As educators, perhaps we should be doing more to experience what our lessons are like from a learner's point of view, and I mean online and offline. We would learn a lot from this.
    • Catherine Leipold
      Catherine Leipold on 25 Sep 13
       
      I agree with so many of the comments in this section. It is beneficial to be attempting an online class before presenting an online class. (Or hybrid) And it is good to recall what our students will feel - the 'riveting conflict' as described by Steve Leach is something good to experience.
    • Catherine Leipold
      Catherine Leipold on 25 Sep 13
       
      Being able to understand the issues students have with respect to the online presentations can help us 'fine-tune' our lessons. It can perhaps motivate us to search for easier programs or give ideas we can suggest to the publishers of our favorite program to make them work better. It is a humbling experience to jump from feeling like you know what you are doing to being totally 'lost'.
    • manderson34
      manderson34 on 28 Sep 13
       
      Frankly, it's fun to be a student when a lesson is engaging and hits our optimal zone of learning and challenge, but on the flip side if a lesson is poorly conceived it is difficult, even for an adult, to stay focused. It is important to put ourselves in the shoes of students in order to grow as educators. Reflection is so important.
    • meliathompson
      meliathompson on 07 Oct 14
       
      I think this is very important. One of the reasons I want to get involved in creating my own online course is because I enjoyed being a student and taking classes online. I feel like I know some of the criteria and how to navigate somewhat around an online course that will help me relate to my students. I always like to emphasize to my student whether in the classroom or adult students, that I am sure there will be times when we are going to be learning together.
    • ronda fey
      ronda fey on 18 Jan 13
       
      Being able to be in contact with the instructor (and other students) is imparative during an online course.
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      I agree, Ronda. Students, especially those new to online learning or using a new online platform, need that instructor support to avoid becoming too frustrated. Also, contact with other students helps students to learn from each other.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      I am one of those students who is new to online learning. On a daily basis, I use face-to-face contact in order to succeed, so this is a very challenging way for me to learn. I am encouraged to know that my instructor and my classmates are there to help me when I have a simple question or am feeling overwhelmed by how much I don't know.
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      This is crucial. Technology is only a vehicle to learning. If the process is too difficult students won't be spending that time on the content.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      Karen, it is nice to know there is a troubleshooting area in online classes and other students to ask questions of.  It is a new way of accessing when we can't see the person on the other end.
    • ronda fey
      ronda fey on 18 Jan 13
       
      It is important for instructors to be able to use technology to better prepare out students
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      The challenge is staying current because the technology emerges so quickly.
    • Jamie Van Horn
      Jamie Van Horn on 14 Sep 13
       
      I agree, it is very hard to keep up and stay current with all of the new and better programs that are constantly emerging. It seems like the students are one step ahead all of the time since they are so comfortable with technology.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      I agree Jamie, it is a challenge for teachers to stay current on technology as it changes so fast.  School age kids can fit new technology quickly into their skill set because they have always had technology in their life.
    • cvryhof
      cvryhof on 16 May 14
       
      I agree the technology changes so fast that for teachers it is more difficult to 'keep up'. I wonder if we get used to one site that works and we get comfortable and we don't keep looking for new ideas or sites to improve our teaching.
    • Steven Sand
      Steven Sand on 16 May 14
       
      With my students, we feel more of a responsibility to expose them to educational sites. The population I teach is comfortable with tech, but using it in an educational setting is were they struggle.
  • ...87 more annotations...
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      I have been teaching my subject for twelve years now, but do I know how to demonstrate competence in content knowledge using technology?
  • Assists students with technology used in the course (Varvel III.C)
  • Assists students with technology used in the course (Varvel III.C)
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      It is my wish that this class will help me to assist my students with technology as we move to 1:1 school, next year.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      Paloma, Does 1:1 mean that every student will have a laptop or some other form of technology available for every class period?
    • jwest70
      jwest70 on 18 May 14
       
      I would also like to be more technology literate after this course.  While I will not be teaching an online course, I will be enhancing my classroom courses with online resources. 
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      I am thinking about the importance of collaboration with other teachers and the help of the school's IT Department to help us growing technologically.
    • Steven Sand
      Steven Sand on 16 May 14
       
      I think collaboration is very important. I'm the only social studies teacher in the middle school level at my school. I love getting together with other middle school social studies teachers and pitching around ideas of what we're using tech wise in class.
  • Communicates with students effectively and consistently
    • Paloma Soria
      Paloma Soria on 19 Jan 13
       
      I wanted to say THANK YOU! to Nancy for doing a great job communicating with all of us, effectively and consistently. Great example in teaching us how to create a community of learners.
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      Yes, Paloma. Nancy is a great example. I took another course with her and was very encouraged when I communicated my frustration.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      I believe one key to student success in any course is getting them off to a good start. A good overview/orientation is essential so that students know what they will be learning and what will be required of them.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      I agree, Charmaine. I found the "Topic 1 Pacing Chart" to be especially helpful last week. I printed it and used check marks to keep track of my progress.
    • Gary Garles
      Gary Garles on 20 Jan 13
       
      Having one place with all assignments listed by due date was a feature of all my classes. I would continue thta in this context.
    • Steven Sand
      Steven Sand on 16 May 14
       
      This is a must with the population that I teach. We have a high ELL group (many children of first generation immigrants). Have detailed explainitions, not only at the beginning, but throughout any activity or class is needed.
  • Understands the differences between teaching online and teaching face-to-face
    • Charmaine Carney
      Charmaine Carney on 19 Jan 13
       
      I think that understanding these differences is essential. What works in one environment may not work in the other. Taking our face-to-face course work and merely putting it online may not be effective nor desirable.
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      As a newcomer to online learning, I believe the directions need to be incredibly explicit because the students don't necessarily "see" what the instructor sees, and the instructor isn't standing in the same room as the learner with the ability to just point at the concept that is causing the confusion.
    • Gary Garles
      Gary Garles on 20 Jan 13
       
      Yes, and I had a glitch that prevented me from seeing these notes earlier, and that was very frustrating. Have to allow for tech issues.
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      Being a student in this class gives me an opportunity to experience what my students may encounter. I am presently working from three different computers and each one works (or doesn't) a little differently.
    • barb jens
      barb jens on 26 Jan 13
       
      From my perspective, I feel that you need to be an online student yourself first before you can design and guide an online class. Being a student gives you the understanding and need to predict student needs when designing online instructions that are different and more challenging than face-to-face instruction. It initially takes more time to design online instruction than face-to-face
    • Mari Haley
      Mari Haley on 27 Jan 13
       
      This is definitely something to think about. Some things would be similar, but others would be very different. I've taught face-to-face classes with adults, but never online
    • Diane Jackson
      Diane Jackson on 16 May 14
       
      I agree with you Mari. I believe it is very beneficial to be an online student first before you design your own course. I have worked on a course this year, but am learning so many different ways to present information and engage students by taking this course. I think this will make the course I have been working on more rigorous and engaging to the course participants.
  • Utilizes a course evaluation and student feedback data to improve the courseþff
  • 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)
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Steve Leach
      Steve Leach on 19 Jan 13
       
      At my school, North Polk, we are currently discussing how we teachers must be constantly adjusting the strategies we use to teach so that we are better able to meet the needs of all learners. It is not enough to know our curriculum; we must be able to deliver it successfully too.
    • andersonlisa
      andersonlisa on 16 May 14
       
      This is so true! Quality teaching will have the most impact on student achievement - not resources, class sizes or the use of technology.
    • joycevermeer
      joycevermeer on 18 May 14
       
      I appreciate the 2nd half of this statement most--understands HOW to teach the content to students. We must be developing 21st century skills through all content learning and that doesn't happen by using 19th century teaching methods. Cooperative learning and deep thinking needs to occur.
  • • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
  • Utilizes a course evaluation and student feedback data to improve the course
    • Gary Garles
      Gary Garles on 20 Jan 13
       
      Considering my struggles with the technology to this point, anything I create would be heavily modified during pr after it's first use.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching
    • Elizabeth VanDeHey
      Elizabeth VanDeHey on 20 Jan 13
       
      Using technology in a classroom is only appropriate if it is beneficial to the learning process for students. Sometimes I believe it is easy to think that using technology is in itself helping students learn, because this generation tends to focus more when on the computer or with a video game type learning device. I imagine this can make it easy to implement technology without a true educational benefit for students and teachers must stay away from that.
  • 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
    • Elizabeth VanDeHey
      Elizabeth VanDeHey on 20 Jan 13
       
      I think this standard is closely related to a standard in ITS 4 which brings up the fact that online learning is different than face-to-face learning. That is very true and because of that online instructors must strive to make their course understandable and beneficial through the presentation of the content and the use of various tools to enhance understanding.
  • • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      I am part of our school's Biology Data Team. We are beginning to implement Data Director to collect data to analyze our student's progress.
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • Karen Hobbs
      Karen Hobbs on 20 Jan 13
       
      I provide pretest and post test data to my students. I work collaboratively with another teacher to improve instruction. We always discuss methods and analyze our student data.
  • Assists students with technology used in the course
  • 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
    • renaudr
      renaudr on 22 Jan 13
       
      These are very important for the same reason as what I posted above.  Because students can be more bold online, it is important to make sure that they are being appropriate in their communications...and that the discussions and work stay on task.
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • renaudr
      renaudr on 22 Jan 13
       
      I would be interested to know how other teachers do this.  I am new to doing things online for my courses, but I would like to know how other teachers tailor their online material to fit the different needs of students.
    • barb jens
      barb jens on 26 Jan 13
       
      Sometimes I follow the forum discussions and from these discussions, I ask more guiding questions that seem to follow student interests or other sites that may support their topics for further research
    • renaudr
      renaudr on 22 Jan 13
       
      I have found that students are more open to communication via online tools than they are in class.  Discussions tend to go much deeper when they are online than in the classroom.  I have had students ask me some rather profound questions that I don't think they would have face to face.
    • Jonathan Wylie
      Jonathan Wylie on 15 Sep 13
       
      I would agree with that. From my experience, online communication tends to break down some barriers for some students. It seems less threatening to them somehow, but this does not always apply for all students.
  • • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • renaudr
      renaudr on 22 Jan 13
       
      This is, of course, good for the teacher to be able to do, but I have found that as rapidly as technology changes, often times it is the students who are able to help me!
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      I agree!  When I get lost, I turn to our children or another student to help me.  
  • Selects and uses technologies appropriate to the content that enhance learning
    • James Koop
      James Koop on 22 Jan 13
       
      This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner.
    • patesl
      patesl on 16 May 14
       
      Yes, I agree, we must select the right tool for the right job. The tool needs to be selected after the objective of the lesson has been decided, then the tool is selected to "enhance the learning". We also need to remember that instruction on how to use the tool should be taught before it is expected to help with content learning. It is too easy to forget the content and focus on "tool proficiency."
  • Provides substantive, timely, and constructive feedback to students
    • James Koop
      James Koop on 22 Jan 13
       
      If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      I am weak in this area, but last summer experienced a total lack of communication in one of my online courses that really left me frustrated. I resolved to make sure my students never had to experience the same thing at that point.
    • cvryhof
      cvryhof on 16 May 14
       
      I think this is so important especially for those who are not sure if they are doing an assignment correctly.
    • jbrosnahan
      jbrosnahan on 17 May 14
       
      You are so right -- it's easy to get frustrated when there is a lack of communication.  
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 4 Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 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)
    • apeich
      apeich on 19 May 14
       
      I wonder how - pr even if - this might be different for adult learners, particularly in nonformal adult education.
    • Mari Haley
      Mari Haley on 27 Jan 13
       
      This is very similar to what we already do in our regular classrooms, so not much different for online teaching standards.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS
    • jbrosnahan
      jbrosnahan on 17 May 14
       
      Technology can do wonders in the motivation area.  Today's students have grown up with technology and it's technology that can engage students in online or face to face classes.
    • andersonlisa
      andersonlisa on 18 May 14
       
      So true - everyday I have 2-3 students ask "are going to use the iPads today?". It really is amazing how it is so much apart of their lives and I'm just learning and trying to keep up.
    • jbrosnahan
      jbrosnahan on 20 May 14
       
      We are going 1:1 next year - ready or not.  It's going to be a learning opportunity for everyone.  Since I teach the business classes - Microsoft Office - they won't be used as much in my room, but I'm still looking for ways to incorporate them.
    • Mari Haley
      Mari Haley on 27 Jan 13
       
      Just like I said in the first section, this is very similar to what is expected in a classroom. I'm not sure how this would be done for creating an online class, other than having a variety of ways to get information, communicate and share what you have learned. I would think that those people taking an online class would have a more similar learning style.
    • Diane Jackson
      Diane Jackson on 16 May 14
       
      I've seen several instances that technology is used just for the sake of technology. It really doesn't enhance the learning. I think in an online course this hopefully would not be the case.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      This has been something I have had to do deliberately because it is too easy for me to keep the same sort of activities happening all the time. I took another OLLIE course that taught me various ways of doing this. It was helpful because I was having difficulty visualizing what I could do on my own.
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      I have had this experience as an online student and have included it as an online instructor. In both cases, people who collaborated worked face to face, even though there was an online option. I think as a student you really have to push for inclusion in the collaboration. It is somehow less satisfying than being physically present.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (
    • joycevermeer
      joycevermeer on 18 May 14
       
      This needs to be a standards, but there seems to be a lot to know about how one would follow it. Sometimes I think people, myself included, may not even know they are doing things unethical. I appreciate that we are learning about this throughout the Ollie classes.
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      This would seem easy, but I have found it to be tempting to skim over it, doing the bare minimum. It is amazing how much content I want to borrow from other sources, which is fine, but also how much I leave the attribution to the bitter end.
    • Jamie Van Horn
      Jamie Van Horn on 14 Sep 13
       
      It could be difficult to use the data from assessments to guide instruction in a current course because often the online course is already established and changes cannot be made. However, data from assessments could be used for future classes.
  • As a newcomer to online learning, I believe the directions need to be incredibly explicit because the students don't necessarily "see" what the instructor sees, and the instructor isn't standing in the same room as the learner with the ability to just point at the concept
  • Networks with others involved in online education for the purpose of professional growth
    • Jonathan Wylie
      Jonathan Wylie on 15 Sep 13
       
      Google+ and Twitter and my go-to places to network with teachers online, so these would be my starting points for looking to meet this standard. The majority of online teachers seem to have some kind of presence on at least one of these networks.
    • tamela hatcher
      tamela hatcher on 15 Sep 13
       
      Moodle_iowa must be tagged to get full credit.  You must also search ollie iowa and join the group before the drop down menu will give you any other option but "private".
    • tamela hatcher
      tamela hatcher on 15 Sep 13
       
      The interactive, collaboration and learning community of #5 is important as we move into the online learning arena.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      The interactive, collaboration and learning community of #5 is important as we move into the online learning arena.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      Tamela is able to respond to notes already posted but not able to post original thread.  I am logged in and can see everyone's notes.  I have changed the dropdown menu to Ollie_Iowa.  What am I doing wrong?
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      I think it finally worked.  I am not sure what I did differently!  This brings me to #7...it is so important to experience online learning from the perspective of a student :)
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      Just like face to face learning, online teachers need to remember to provide opportunities that enable student self-assessment.
    • tamela hatcher
      tamela hatcher on 17 Sep 13
       
      It is important we select and use technology appropriately with the content and not get caught up in the bells and whistles.  I have been to classes where they used Power Point and had every icon flying in with a different sound...annoying.
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
    • jwest70
      jwest70 on 18 May 14
       
      It's also important to be available to help students.  They will not be learning any of the important content if they are lost in "online never-never-land".
  • Understands the differences between teaching online and teaching face-to-face (
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
  • Understands the differences between teaching online and teaching face-to-face
    • Julianne Manock
      Julianne Manock on 19 Sep 13
       
      It is important for people to understand how to communicate when teaching online. This is different from face to face teaching. People cannot see facial expressions and cannot hear the tone of the teacher online. Making sure communication is clear, positive and professional is important.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Julianne Manock
      Julianne Manock on 19 Sep 13
       
      Students like to understand how they are going to be graded on a project. Making sure that you show them by using a rubric will help with any questions they may have later on about their score. A rubric can also be like a checklist for students to make sure they have covered all parts of the assignment.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • Julianne Manock
      Julianne Manock on 19 Sep 13
       
      This is important because students need to understand that their online course is a classroom setting not a private chat room setting. Being professional and respectful in their posts and comments is important.
    • jwest70
      jwest70 on 19 May 14
       
      I think it's also important to stress the use of proper sentence structure, proper grammar, etc.  Just because it's online doesn't meet texting rules apply.
    • jbrosnahan
      jbrosnahan on 20 May 14
       
      It's frustrating to see text abbreviations in an academic class.  It's something I stress - the difference between what is appropriate and when it is appropriate.     
  • to stay current with emerging technologies (SREB B.5)
    • jbrosnahan
      jbrosnahan on 17 May 14
       
      By Jan Brosnahan -- Sometimes I thinks it's hard to stay current with all the new technology out there.  That's why classes like this are helpful to bring people together with ideas that can help other teachers.
    • Barbara Day
      Barbara Day on 16 May 14
       
      Insuring that students feel safe and included is of extreme importance when we are all learning in isolation, particularly when you can't rely on visual clues like in face to face education. Also written communication can so easily be misunderstood.
    • Barbara Day
      Barbara Day on 16 May 14
       
      #7 is extremely important. Technology changes so quickly that you have to be constantly exposing yourself to new learning, and then you have to utilize it.
  • Aligns assessment with course objectives
    • patesl
      patesl on 16 May 14
       
      This just underlines the importance to test how we teach, remembering each students ability level and background knowledge. I think we have a special name for that, oh yeah, differentiation.
  • • 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)
    • andersonlisa
      andersonlisa on 18 May 14
       
      It's so important to know the standards and teach those to our students. We can't expect them to know what they haven't been taught.
  • • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
    • Steven Sand
      Steven Sand on 16 May 14
       
      I am a firm believer in this benchmark of standard 7. I feel as if I'm falling behind when I'm not taking classes to expand my horizon. Which explains my interest in learning about moodle, etc.
    • jbrosnahan
      jbrosnahan on 20 May 14
       
      You will probably be able to tell my age .... but I've been going to school for 50 years!  If I don't keep taking classes on technology that can help my students, I feel like I'm not preparing them for their next step.
  • • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
    • bgeanaea11
      bgeanaea11 on 16 May 14
       
      Formative assessment is so important to adjust instruction to meet learner needs.
    • bgeanaea11
      bgeanaea11 on 16 May 14
       
      This can be difficult and what I find most challenging with online courses.
  • Proposed Online Teaching Standards
  • Proposed Online Teaching Standards
  • Proposed Online Teaching Standards
  • These standards are an alignment of the Iowa Teaching Standards (ITS), the Southern Regional Educational Board's iNACOL standards (SREB), and the standards put forth by the University of Illinois (Virgil Varvel)
    • Steven Sand
      Steven Sand on 16 May 14
       
      Asked this one the on the course standards as well. Are these standards subject to change with the coming of the Iowa Core.
  • 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)
    • patesl
      patesl on 16 May 14
       
      Not only do we need to promote a collaborative and interactive situation in the face-to-face classroom, online collaboration that promote interactive activities while teaching content is very important however challenging for someone just starting to learn how to develop online classes. The tools to form collaborative situations sound great but learning how to take advantage of their full potential takes time. I think to start with I'll find one tool, maybe two, to focus on.
    • jbrosnahan
      jbrosnahan on 20 May 14
       
      In today's business world - teamwork is an important skill.  You are right when you say we need to promote collaborative skills with out students.  The online classes can help students work together while not being in the exact location or time.
    • natehernandez
      natehernandez on 18 May 14
       
      This one hits home with me being a science teacher. We need more scientists. We need students graduating and heading to college and majoring in the sciences. One way to capture attentiion and make science intruiging is through technology. I have found that using things like LoggerPro with Vernier Software and Hardware get students that hands-on experience that facilitate learning when they don't know they're learning.
    • natehernandez
      natehernandez on 18 May 14
       
      I believe in trying new things and I'm not afraid to jump out there along with the students. This year, we tried two new projects in class involving two different software programs. One of which, I had zero experience with and the other, minimal technical practice. One was Google Sketchup and the other was Audacity. With Sketchup, the students were highly skeptical, but became extremely more than proficient. Some got really good. When we went to Audacity, it jsut took a reminder that they can do anything they put their mind to. Students are highly adaptable when it comes to technology.
  • 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)
    • joycevermeer
      joycevermeer on 18 May 14
       
      I developed great respect for teaching standards over the past few years as I was required to learn all about Iowa's Early Learning Standards in my position as an Early Childhood Consultant for Northwest AEA. I observed that teachers who get to know and implement the standards have better outcomes for children. Having the credentials and meeting the standards for whatever you are teaching, on or off-line, brings credibility to what you are doing.
    • jwest70
      jwest70 on 18 May 14
       
      I'm new to online teaching.  What are your thoughts in rigor?  Do you find online classes more or less rigorous than traditional class?  
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • joycevermeer
      joycevermeer on 18 May 14
       
      I agree. We need to have various ways to assess online learning. We need to do quick screens to get an indication of where students are at, but we must also do ongoing observations. There is value in both formal and informal types of assessment.
  • Utilizes a course evaluation and student feedback data to improve the course
    • jwest70
      jwest70 on 18 May 14
       
      I think reflective teaching, while very important in a standard classroom, is even more critical for an online class.  With ever changing technology, lessons will need to be continually modified
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • jwest70
      jwest70 on 19 May 14
       
      If students see instructors violate copyright laws, how can we expect them not to?  
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • apeich
      apeich on 19 May 14
       
      I work with many learners who insist that they cannot connect online the same way they do in person. It's my goal to win over some of these reluctant learners, but I think I need to provide them with many options for interaction.
    • Jamie Fath
      Jamie Fath on 20 May 14
       
      I taught a hybrid course last semester out of scheduling necessity and feedback (about the structure of the course) from students was the most beneficial part of the course for me as an instructor. I underestimated what teaching online required before that experience!
  • evaluate learning materials and resources that align with the context and enhance learning
    • Jamie Fath
      Jamie Fath on 20 May 14
       
      I know it's been mentioned above but this so closely replicates the Iowa Teaching Standards yet is so different at the same time. Remembering that learning material and resource needs are different for students in an online environment is so important! Again, wraps back to the importance of being an active online learner yourself to understand the needs and demands your students will require.
  • Paloma Soria on 19 Jan 13
     
    Utilizes student feedback data to improve the course
  • ...8 more comments...
  • Steve Leach on 19 Jan 13
     
    Utilizes student feedback data to improve the course
  • James Koop on 22 Jan 13
     
    This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner.
  • barb jens on 26 Jan 13
     
    From my experiences as an online student and an instructor, I have found these two criteria very important. The reasons I have found is that you have to think about how to describe in detail expectations that a variety of individuals may have as an online instructor. When you are face-to-face, you can be more general and as students immediately ask questions or you can read body language, you can adjust immediately. So, you have to use many previous experiences to predict concerns which students may have and be ready to differentiate at any time.
  • Ama Ali on 26 Jan 14
     
    Helps students with disabilities to understand the lessons snapped a picture of what is required of them for the assignments, or connect the subject lessons in reading and writing parts for all other students in class or online lectures. also works to shorten the time of the study. Asma Ali
  • Ama Ali on 26 Jan 14
     
    studying of Diigo, help increase the teacher in his style in the study, and may be a means of importance in a variety of teaching methods
  • cvryhof on 16 May 14
     
    If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
  • Barbara Day on 16 May 14
     
    Standards for teaching on-line
  • Diane Jackson on 16 May 14
     
    Online Teaching Standards
  • patesl on 16 May 14
     
    If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
  • apeich on 19 May 14
     
    From my experiences as an online student and an instructor, I have found these two criteria very important. The reasons I have found is that you have to think about how to describe in detail expectations that a variety of individuals may have as an online instructor. When you are face-to-face, you can be more general and as students immediately ask questions or you can read body language, you can adjust immediately. So, you have to use many previous experiences to predict concerns which students may have and be ready to differentiate at any time.
Vickie Parker

ollie1: Iowa Online Teaching Standards - 2 views

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

moodle_iowa

shared by Vickie Parker on 26 Sep 11 - No Cached
  • understands how to teach the content
    • Jeff Struck
      Jeff Struck on 26 Sep 11
       
      It is more than just disseminating content. It is knowing how to deliver that content in ways that promote understanding, conceptual understanding. Your instruction needs to focus on connections, structure (models, schema), performance (application & transfer-think and act flexibly with what you know), sense making (can use it to make sense of the world), and reflection. This is an area I need a lot of practice tools and strategies for creating online learning environments that promote the Characteristics of Effective Instruction.
    • Kim Swartz
      Kim Swartz on 29 Sep 11
       
      I have a feeling many of us need a lot of practice, tools,and strategies in this area, Jeff.
    • Tami Plein
      Tami Plein on 03 Oct 11
       
      I think the Characteristics of Effective Instruction have gotten lost in the sea of Essential Skills and Concepts. It is easier to think about teaching new content, then to think about teaching differently.
  • communicates learning outcomes
    • Jeff Struck
      Jeff Struck on 26 Sep 11
       
      It is critical in any learning situation to have the goals and success criteria identified but to also communicate them to the participants in ways that they can understand and in ways that they and the instructor can check progress.
  • best enhance student learning
    • Jeff Struck
      Jeff Struck on 26 Sep 11
       
      When designing an online course based off of a course that has previously been delivered face to face, is it best to design it completely online and then go back and look at those pieces that might best be delivered face to face?
    • Cindy Unger
      Cindy Unger on 29 Sep 11
       
      We should look at Iowa Core and the Characteristic of Effective Instruction. Shouldn't these hold true for and online course as well?
    • Becky Ahern
      Becky Ahern on 27 Oct 11
       
      I agree with you, Cindy. If it doesn't algn, we would have a problem.
  • ...27 more annotations...
  • Understands the differences between teaching online and teaching face-to-face
    • Jeff Struck
      Jeff Struck on 26 Sep 11
       
      If you understand how the teaching is similar and different between online and face-to-face learning, you can better prepare learning experiences that meet the needs of all learners and that supports what we know about best practices in teaching and learning. You can also make decisions about what may or may not be best suited for online learning.
  • data from assessments to guide instruction
    • Jeff Struck
      Jeff Struck on 26 Sep 11
       
      In face-to-face, you can use formative data to make changes in the content on the fly. Based on the data you get from participants you might need to revisit the content but in a different way or take the content deeper. You adjust and modify the content and how it is delivered based on what the participants know, say, and do. It will be interesting to see how one can make adjustments to content and instruction in an online environment when the content and sequence seem predetermined and somewhat 'fixed'.
  • Knows and aligns instruction to the achievement goals
    • bonnie gabriel
      bonnie gabriel on 27 Sep 11
       
      Educators need to align content and instruction through the Iowa Core.
  • Knows the content of the subject to be taught
    • bonnie gabriel
      bonnie gabriel on 27 Sep 11
       
      Many elementary teachers must develop a greater understanding of the math content they teach.
    • Tina Wahlert
      Tina Wahlert on 29 Sep 11
       
      It will be very important to provide clear directions in how to use all tools we choose in developing our online class.
  • Assists students with technology used in the course
    • Tina Wahlert
      Tina Wahlert on 29 Sep 11
       
      It will be very important to provide clear directions to students for all tools we use in our online classes.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Tina Wahlert
      Tina Wahlert on 29 Sep 11
       
      I think that this is a very important point. Group collaboration MUST have a focus and be goal-oriented. without these components high quality learning is not possible.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Tina Wahlert
      Tina Wahlert on 29 Sep 11
       
      Our instructor has already done a very good job of modeling this standard. I hope to learn more from him related to this standard through the series of OLLIE classes. 
    • SLP John
      SLP John on 08 Oct 11
       
      Communication still is so important even when the mode of communication changes from face to face to technology. I think courses in communication should consider teaching how we can communicate better via technology. The potential absence of non verbal skills can interfere with communication event.
  • Networks with others involved in online education for the purpose of professional growth
    • Tina Wahlert
      Tina Wahlert on 29 Sep 11
       
      It has been very helpful to have a cohort of AEA colleagues taking the OLLIE courses together. It offered both online and face-to-face interactions while learning the content.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Kim Swartz
      Kim Swartz on 29 Sep 11
       
      This becomes more and more important as information is online. We must be role models for students making sure we don't have any copyright infringement as well has teaching students about the importance of complying with copyright.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.)
    • Kim Swartz
      Kim Swartz on 29 Sep 11
       
      if people don't have these types of technology skills, I don't see how they would be able to function teaching in an online environment. This seems like a "no brainer" to me.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Kim Swartz
      Kim Swartz on 29 Sep 11
       
      Seems like this could take a lot of time perfecting because it probably depends on age level and content of the course.
    • Cindy Unger
      Cindy Unger on 29 Sep 11
       
      I agree. Online learning takes more discipline and self-motivation than coming to a class face-to-face. As I look at the Iowa Core-the Characterisics of Effective Instruction will be in the forefront of my planning. How do you create a class that embeds all five characteristics (START)?
    • Sandy Ubben
      Sandy Ubben on 30 Sep 11
       
      Another factor to consider is that technology changes so quickly. What seems like a great tool today may be replaced by a better tool in the near future. Continuous lifetime learning!
  • experienced online learning from the perspective of a student
    • Cindy Unger
      Cindy Unger on 29 Sep 11
       
      I feel that I am a better instructor (trainer) for Cognitively Guided Instruction because I had to experience what it was like to be the student first. The same is happening for me with this OLLIE course. The more I experience as a student, the deeper my knowledge is of how online learning can be successful
    • Tami Plein
      Tami Plein on 03 Oct 11
       
      Having only started the Ollie training, I am truly feel like a student in high school math again-lost.
    • Vickie Parker
      Vickie Parker on 17 Nov 11
       
      I think every teacher should experience taking a class through the technology they are using so that they can better understand the challenges and frustrations the students may encounter, so they can anticipate and prevent when possible think through work throughs and have empathy.
  • Demonstrates effective instructional strategies and techniques
  • Utilizes a course evaluation and student
  • Provides and communicates evidence
  • Provides substantive, timely, and constructive feedback to students
    • Sandy Ubben
      Sandy Ubben on 30 Sep 11
       
      This is so important with face-to-face and online learning. It seems like online class size needs to be managable for instructors to do this successfully. Are there guidelines regarding online class size?
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Tami Plein
      Tami Plein on 03 Oct 11
       
      This is the hard part of what we do. We can learn about it, but applying it to our teaching may be a 2nd order change.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • Ann Lupkes
      Ann Lupkes on 03 Oct 11
       
      This is truly the essence of the free appropriate public education for all students. This standard should help focus the desired outcome we expect for all students and then choose the appropriate method and tools to teach and assess.
  • Creates a safe environment
    • Ann Lupkes
      Ann Lupkes on 03 Oct 11
       
      Creating an environment in which students feel safe and respected is an essential component of any classroom. Students in an online community still need to know their ideas, contributions, and participation are respected and honored.
  • feedback data to improve the course
    • SLP John
      SLP John on 08 Oct 11
       
      The use of feedback is crtical, the instructor has have a flexible instruction and curriculum to make changes without jepordizing the intent of the standard
  • inappropriate student technological use
    • SLP John
      SLP John on 08 Oct 11
       
      I am curious how this will evolve as more districts utilize computers in there classrooms. Students struggle with cell phones use/texting.
  • Establishes standards for student behavior
    • Julie Thomas
      Julie Thomas on 09 Oct 11
       
      It is important to set behavior expectations for any group. On-line learning allows for management of time, opportunities for both independent growth and social engagement, and provides measures of accountability within flexible boundaries.
    • Becky Zesiger
      Becky Zesiger on 11 Oct 11
       
      I think this will be an interesting area to watch. I hope that schools change their thinking from "rules for technology" to "teaching technology etiquette."
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Becky Zesiger
      Becky Zesiger on 11 Oct 11
       
      Wow! this would be a full time job for me!
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategie
    • Becky Ahern
      Becky Ahern on 27 Oct 11
       
      How does this evaluate the accuracy and effectiveness?
  • Understands student motivation and uses techniques to engage students
    • Becky Ahern
      Becky Ahern on 27 Oct 11
       
      As educators we need to keep this in mind as we consider motivation for today's learners. Motivation is huge for secondary learners!
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
  • SLP John on 08 Oct 11
     
    "student feedback data to improve the course"
anonymous

Changing Iowa: Metamorphosis of OLLIE 2 - 0 views

eabbey.blogspot.com/...metamorphosis-of-ollie-2.html

Ollie

shared by anonymous on 21 Nov 11 - No Cached
  • anonymous on 21 Nov 11
     
    Evan shares the changes made in the Technology for Online Instruction course over time. Evan makes the point that online courses should not be static -- once an instructor commits to teach online, there is continual updating.
evanabbey

ollie1-cohort8: Iowa Online Teaching Standards - 11 views

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

shared by evanabbey on 16 Sep 14 - No Cached
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • 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) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • jbowar
      jbowar on 17 Sep 14
       
      It seems that this has become very important in today's educational world:  using data to make decisions.  We do that in face-to-face courses, so it would make sense that it would be important in online coursework as well.
  • Assists students with technology used in the course
    • jbowar
      jbowar on 17 Sep 14
       
      With so many tools available, this one could be tricky.  The instructor has to have content and pedagogical knowledge, while also being savvy with technology.  That can be a tough mix for some.
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Videos are one way to walk participants through some of the technology tool issues. One trick I've learned is to try to be generic in my videos. This way I can reuse them in different courses. I've even shared some with other instructors to use in their courses. I wonder if it would be worthwhile to create some general criteria that technology tutorials need to include and then post them in a community space (Agora?) so that we could swap video tutorials. Hmmm...
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      Technology is so important in our classrooms today.  I believe that teachers need the TPACK knowledge in order to teach content and technological knowledge.  
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      It can be difficult to address the myriad of technology issues for a course, but having a working knowledge of the technology used and knowing where to find the answer is key. Also, it is important to stay updated on new technologies so you can be flexible with the changes.
  • ...49 more annotations...
    • jbowar
      jbowar on 17 Sep 14
       
      This is a really basic standard, but so important to remember in an online course.  The instructor has to be savvy with educational strategies and content but also with technological skill.
  • Selects and understands how to evaluate learning materials
    • jbowar
      jbowar on 17 Sep 14
       
      With so many tools to use available, this is one of the hardest things for me.  It's important to remember that the tool just has to "get the job done" sometimes, not necessarily be the flashiest or most current.  If it works, use it, right?
    • bgigar
      bgigar on 02 Oct 14
       
      Agreed - I am doing this on a personal computer because I cannot load software to my work laptop that is connected to the state network.
    • bgigar
      bgigar on 02 Oct 14
       
      previous comment by B Gigar
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      The criteria seems to be addressing specifically materials (such as online lessons or resources) that you might use in the classroom. Just because a resource is labeled "coolestthingever" doesn't mean it fits within your class. Though it might not be addressing technology, per se, we have to align our tech use with our objectives as well. In this case, not only do we want the tool to get the job done, but also do it in a way that is simple for students (as Barb mentioned... can't be having too fancy tools when you can't install them)
  • Has experienced online learning from the perspective of a student
    • jbowar
      jbowar on 17 Sep 14
       
      So important!  This is one of the benefits of taking the OLLIE courses.  I have already been able to realize some things that I should change, just based on being an online student now instead of the instructor.  Great standard.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      I'm going to admit I had a similar experience. I actually interviewed for my job at Heartland thinking it was for technology integration (the positions that Tyler, Marisa, Erica, and Alex have). Then they mentioned it was for online learning. Small problem... I had never taken an online course before. So now, I was "helping lead" agency policy on online learning with no experience whatsoever. I took an online class... an awful one, and learned a few things of what not to do. But taking other online courses has helped me tremendously in being better versed for what makes good online teaching.
  • Understands student motivation and uses techniques to engage students
    • jbowar
      jbowar on 17 Sep 14
       
      It seems that choice has a big part to play in this standard.  Having lots of tools available with technology helps the instructor to provide this choice.
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      I agree having choice increases engagement, however, as this is stated, I would rather have technology increase authentic engagement not compliance.  
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      Choice does increase engagement and students online need to know that they have choice about how they are learning and what ways they can show what they have learned from the content.  Writing may not be everyone's strong suit and videos may fit best for others.
  • Continuously uses data to evaluate the accuracy
    • jbowar
      jbowar on 17 Sep 14
       
      We focus strongly on data in face-to-face learning, so it would make sense that data should be used just as much in online coursework.  It might even be easier to get data in online coursework as a result of the tools available.  
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      I think of this as formative assessment. This seems to be one of the most effective tools we have for student learning.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      In essence, it is. Some people define formative assessment to be all about helping assess the student. This is about self-assessing your work as a teacher (and the teaching that you are doing). The tough part here is gathering data that allows you to evaluate effectively.
  • 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)
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      The core of good teaching is WHAT we teach and how we teach it. Making sure we align with the Iowa Core solidifies WHAT we teach.
    • evanabbey
      evanabbey on 14 May 15
       
      Good point!
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      It is very important that students share what they are learning with both the instructor and each other.
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      Yes! building the social interactions (so very important for adult learners) can easily be done in an online format, but must be done with intention!
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      I have received several comments from course evaluations that the best part of the course was assignments that allowed them to share their experience with other participants and learn from each other.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous comment from Shannon Hafner
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      I think students in online classes really like the opportunity to share, but it isn't a given that sharing = meaningful experience. Sometimes, sharing is just posting and others are ignoring it (or replying "I agree!"). Creating activities that elicit good collaborative feedback are challenging to do, but the payoff is that the course is highly meaningful.
    • meliathompson
      meliathompson on 07 Oct 14
       
      This is one of my favorite aspects about teaching online. I love the team collaboration. As teachers and professionals, we need to learn from each other. No one knows all the answers and what might work for one person might work for others. I am always willing to share new ideas and would hope to instill that on my students that would be taking my class.
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      I think this is especially important in online courses. Teachers need to consciously incorporate opportunities for collaboration into any course (online or face-to-face), however it is even more important in online courses. A certain amount of collaboration will always occur in a face-to-face course, even if it is not facilitated by the instructor. However, an online environment places a few more limits on the opportunities for collaboration unless they are incorporated in the course.
  • Understands the differences between teaching online and teaching face-to-face
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      We want to give students an experience that is even better than face-to-face. In other words, we don't want to given them less or be missing anything they would be getting from face-to-face instruction.
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      This is so important!! I get so frustrated with people who say "I teach this face-to-face so I can just put it online" Not everything is appropriate in every venue!
    • meliathompson
      meliathompson on 07 Oct 14
       
      I agree that not everything can be taught in an online fashion. There are just some areas that need to be face-to-face but yet there are others that can easily be adapted to online teaching. I think about a lot of science courses that would require lab work so that would require some face-to-face time. I took this into consideration when thinking about what course I was going to put together. I really wanted to do something with Team Teaching but I don't think it is really appropriate for an online course but it could be done if thought about for awhile.
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      I believe online learning has a lot of potential for effective differentiation. The teacher doesn't have to be the one to deliver all of the instruction. Students can have access to different tasks and resources depending on ability, interests, and work habits.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      Online learning can be leveraged in ways that allow students to access their own resources and their own learning opportunities. However, there is a law of diminishing returns here. If there are too many opportunities or too little guidance and delivery from the instructor, it can become the wild west. Every time we offer this course, many participants comment that the Cool Tools site is so overwhelming. That is in the context of a guided lesson and a guided activity by the teacher, for adults. I can see how K-12 students can easily be wandering without quite a bit of guidance.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      Moodle offers a safe controlled evironment that fosters collaboration with other students. Even when students are working outside the walls of a school they are still can be learning along side others. It is important to embrace that feature. 
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      This is a good point. It is the "walled garden" approach, allowing you a lot of freedom to learn/explore/collaborate within, but keping you safe from things outside. There are places where you want students to interact with things "outside", but those have to be well thought out.
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      For some reason my highlighting and comment isn't work so I will put a sticky note here instead.  - Understanding and using data is important in all learning environments. 
  • Understands and uses data from assessments to guide instruction
  • • 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
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      This is important both both face to face and in an online learning environment. I believe it is easier to provide it online because they can provide so many more resources guided towards their needs and interests. 
    • bgigar
      bgigar on 02 Oct 14
       
      It does require the instructor to pay attention to posts and requests, and to do some specific questioning of participants to provide the appropriate resources.
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      A well crafted online course can absolutely meet the different needs of students, learning styles, interests, and students with special needs, but it is a lot of front-end work. What's great about the online classroom is that you are aware that your students are connected and being in the connected environment allows for greater flexibility on the fly.
  • course evaluation and student feedback data
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      As Evan had mentioned before, especially with changing technologies, it is more important than ever to evaluate and continually improve our courses
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      We'll look at improving our courses through revision more in Instructional Design (and a bit in Assessment, Feedback, and Evaluation for those who take it as well). This course will help reinforce for us the need to continuously evaluate our use of technology, including the new updates within the tools themselves.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      I've not been in an online environment where I was the sole instructor and desired evaluations and student feedback, but I have sought this information in my face-to-face classes and found it to be extremely valuable.
  • Selects and uses technologies appropriate to the content that enhance learning
  • Selects and uses technologies appropriate to the content that enhance learning
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      The lesson "Introduction to Online Tools" has helped me sift through some of the most popular tools and their primary functions/purposes. For example, one time I was using a wiki in a course...when a discussion forum would have been much more effective. When i go back and review the purpose of a wiki it became a lot easier to see that I had chosen the wrong tool.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Building rapport with participants is so important. It will prevent participants from falling through the cracks.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      If a participant feels comfortable contacting the instructor for guidance at the beginning of the course, the supportive attitude will continue throughout the course.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous post by Shannon Hafner
    • kathyperret
      kathyperret on 05 Oct 14
       
      Agree. Online rapport is essential. (Kathy Perret) 
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      The instructor does need to be available to answer questions and allow flexibility (depending upon the learning group).  The instructor should take into consideration the students, their environment, and motivation to learn the new material.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      Another crucial aspect to being an online instructor. You must have an online presence that establishes the rapport that you would typically do in the face-to-face classroom. However, I think norms must be established because being online 24/7 is not a reasonable expectation for the instructor. A set of online office hours might be important or a dedicated time to communicate via a #edchat or something might be a good way to connect with your students.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Setting clear expecations on assignments and assessments will help you get the evidence of learning that you need and also help ensure student success.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      I agree that having clear expectations is key to student success. We have always posted a detailed syllabus but found students still had a lot of questions - so, we added a webinar in the first week of the course that explains the course policies and requirements and always time for questions and concerns. This webinar has been very well accepted and has reduced the value of individual questions.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous post by Shannon Hafner
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      Shannon, I like your example here. This is a good illustration of how it takes multiple approaches and some customizing by the teacher to make things most effective.
  • Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Including course policies is a good idea. Hopefully, they aren't needed, but in the event that an issue pops up it is good to have course policies to fall back on.
    • carolynasmith
      carolynasmith on 03 Oct 14
       
      Agreed, it's better to have developed policies in advance rather than not have a plan to deal with problems if they arise.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      AUP are important for online courses. I think they should be short and sweet and should be easily accessible in case of an issue that needs to be resolved.
  • align with course objectives and assessment
    • bgigar
      bgigar on 02 Oct 14
       
      We need to remember this one - adding tools that do not really add to the learning is not productive
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      I agree the tools  must enhance the learning not distract from it.
  • Is knowledgeable and has the ability to use computer programs
    • bgigar
      bgigar on 02 Oct 14
       
      Online instruction requires some tech savvy :)
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • kathyperret
      kathyperret on 05 Oct 14
       
      Online instruction requires a growth mindset and the willingness to improve through the use of a variety of online tools. (Kathy Perret) 
  • 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
    • bgigar
      bgigar on 02 Oct 14
       
      I think it is a good idea for instructors to share information about their background/expertise with students to establish credibility.
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • 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) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      This is very important early on in the course to assure student success throughout the course. Often the student is so afraid of not meeting course requirement, they just need a little boost of confidence. Once they settle into the routine of the course they gain confidence and can focus on digesting the content and collaborating with others.
    • bgigar
      bgigar on 02 Oct 14
       
      Can't get my name to show up if I share to OLLIE Iowa - B Gigar
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Creates a safe environment, managing conflict - Participants need to feel comfortable competing assignments and commenting back to each other. I have received comments on course evaluations from participants who stress about assignments that ask them to provide suggestions to other students. Shannon Hafner
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • carolynasmith
      carolynasmith on 03 Oct 14
       
      This is exciting and frightening since new technologies are developed so frequently it's difficult to stay current.
    • kathyperret
      kathyperret on 05 Oct 14
       
      Agree. Technology is changing everyday! One thing I have found helpful is to develop a network of a variety of educators with different areas of expertise. We formed a Voxer group. They are my "go-to group" when I have questions about tools, their use, new advancements, etc... Twitter is also a good source to stay current. (Kathy Perret)
  • Iowa Teaching Standards
    • kathyperret
      kathyperret on 05 Oct 14
       
      I like that the Proposed Online Teaching Standards align to the Iowa Teaching Standards. This is helpful so that teachers don't feel they are being asked to do something different. 
  • Provides and communicates evidence of learning
    • kathyperret
      kathyperret on 05 Oct 14
       
      Online learning must include ways to communicate and learn with and from others (just as this DIIGO assignment is asking us to do!) 
    • ericalea
      ericalea on 08 Oct 14
       
      Yes, great point! 
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      This is an important point. As the points above mention the importance of data in evaluating courses and instructional strategies, this provides evidence (data) of student learning. This data demonstrates the level of learning, which is important for students and can also contribute to the evaluation of instructional strategies implemented within the course.
  • Designs the structure of the course and the presentation of the content to best enhance student learning
    • kathyperret
      kathyperret on 05 Oct 14
       
      The design elements in online learning are essential. I'm looking forward to learning more about this and designing my course to reflect STUDENT LEARNING rather than dispersing my knowledge on a subject. (Kathy Perret) 
  • Networks with others involved in online education for the purpose of professional growth
  • with o
  • Networks with others involved in online education for the purpose of professional growth
  • Networks with others involved in online education for the purpose of professional growth
    • kathyperret
      kathyperret on 05 Oct 14
       
      Networking is a critical component of any online learning - whether it be a formal course or being a connected educator through tools like Twitter, Blogs, Voxer, etc... Learning needs to be dimensional and collaborative! (Kathy Perret) 
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      My ISU cohort has been an essential part of my learning during my Master's program.  I believe that a cohort has been the best way for me to go through my master's program because I developed relationships with individuals from across the state and nation.  These individuals have supported and challenged my thinking.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • kathyperret
      kathyperret on 05 Oct 14
       
      It is important to build skill not only to work with willing learners, but learners who push the limits. Effective online learning utilizes effective classroom management practices. (Kathy Perret)
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      This is something I had not really thought about. How to deal with inappropriate technology use.  I look forward to learning how to deal with these situations.
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      These situations are a part of my everyday job.  We have an AUP but making sure students, teachers, and staff are following through with these expectations is difficult at times.  Appropriate consequences for the behavior are also important.
  • Provides substantive, timely, and constructive feedback to students
    • kathyperret
      kathyperret on 05 Oct 14
       
      Timely feedback is an essential part of online (and face-to-face) learning. (Kathy Perret) 
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      Providing descriptive, timely feedback is a necessity in any course. Learning is limited without feedback. Relevant feedback promotes more learning from a task and helps to limit misunderstanding of content and/or the expectations of the teacher.
  • and understands how to teach the content to students
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      The "and" is extremely important here. Both understanding the content and being able to deliver it in a way that is understandable to student is essential for any course.
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      I believe that this has the biggest impact on student learning. Instructors (whether online, face-to-face, or some other hybrid) must understand effective instructional practices or students will not learn the material. Content knowledge is obviously important, but it does not result in student learning without a solid understanding of best practices in instruction.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      So important for students to know what the expectations are for a course.
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
    • ericalea
      ericalea on 08 Oct 14
       
      This is important in any field, and online teaching and learning is no different. Teachers must be competent in the content they're teaching in order to best serve their students.
  • multiple learning needs
    • ericalea
      ericalea on 08 Oct 14
       
      Teaching online gives us a great opportunity to meet learning needs of many students. 
  • Applies research, knowledge, and skills
    • ericalea
      ericalea on 08 Oct 14
       
      Diigo is a great resource to show students who are working on research as well! 
  • privacy
    • ericalea
      ericalea on 08 Oct 14
       
      Using Diigo as we are now, in a group, is a great time to talk about privacy and positive online interactions with students. 
  • assessment
    • ericalea
      ericalea on 08 Oct 14
       
      Again, online learning in many cases mirrors learning in a classroom; multiple and varied assessments are and have always been best practice.
  • multiple assessment instruments
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      It is important to include a variety of assessments. I can see how it would be easy to fall into the habit of using a couple of forms of assessments within an online course, but a variety of tools provides a better measure of student learning.
  • s ability to enhanc
    • evanabbey
      evanabbey on 14 May 15
       
      Sharing the annotation here
  • Tyler Youngers on 16 Sep 14
     
    I shared this annotation because having been a student in online courses since high school, I've found this learning standard is often overlooked. The community aspect is crucial to making everyone feel a part of the learning environment and for keeping students engaged in the learning process. I've had professors/instructors who maintained little online social presence and consequently, I felt disengaged and disjointed from the course. On the other hand, I've had professors/instructors who were deliberate in attaining this learning standard and the end result was much more positive.
Ron Russell

ollie1: Iowa Online Course Standards - 0 views

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

shared by Ron Russell on 27 Sep 11 - No Cached
  • Instructions make clear how to get started and where to find various course components
    • Mary Beth Murrell
      Mary Beth Murrell on 27 Sep 11
       
      It is important that all instructions regarding one task can be found in one place. If we need links, information or skills from prior learning we need to provide links back to that. It can get very overwhelming quickly.
    • Susan Parker
      Susan Parker on 28 Sep 11
       
      This is a major point for me--I find that I am still a note taker and if the info is scattered, it impedes my learning.
    • Ron Russell
      Ron Russell on 10 Oct 11
       
      Yes - I am rather "left brained" and my learning style online would want a very sequential presentation, where "what's next" is crystal clear.
  • Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
    • Susan Parker
      Susan Parker on 28 Sep 11
       
      Will there come a time in the future that proficiency in using online learning will be expected and that part of the course will not have to include this and instead can get to the "content" of the course offered? I am grateful that I had support--this is just a question for the future.
  • The course architecture (CMS) permits the online teacher to add content, activities and assessments to support the learning objectives of the course.
    • Susan Parker
      Susan Parker on 28 Sep 11
       
      I am so glad to see this here, but I do wonder how flexible online courses/instructors are--do we see things added/deleted according to the formative assessment of the learners? I do hope so, so I like this point.
  • ...4 more annotations...
  • The course intentionally emphasizes 21st century skills in the course, including: using 21st century skills in the core subjects, 21st century content, learning and thinking skills, ICT literacy, self-directed learning, global awareness
    • anonymous
      anonymous on 03 Oct 11
       
      This seems fitting.
  • The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material.
    • anonymous
      anonymous on 03 Oct 11
       
      The eXe tutorial and the Soft Chalk exemplar give me some visuals or ideas about what this might look like.
  • The course structure includes a wide variety of assessment procedures to assess students’ mastery of content
    • Ron Russell
      Ron Russell on 10 Oct 11
       
      In the OLLIE courses, I look forward to looking at different assessment techniques that will be effective in an online course. In a class like this one (how to develop an online class), assessment is very authentic - we build a course! However, using Moodle to deliver other content will be more challenging in terms of developing meaningful assessment. Teachers taking courses need to be accountable for their learning, but will expect meaningful assessment activities, rather artificial types of assessment that seem like busy work.
  • opportunities for appropriate instructor-student interaction, including timely and frequent feedback about student progress based on the learning targets
    • Ron Russell
      Ron Russell on 10 Oct 11
       
      I look forward to learning more about this standard during our OLLIE courses. How much direct instructor-student interaction is necessary/appropriate in asynchronous courses? Do best practices dictate that there must be some "face to face" interaction (via Skype or other video chat methods) or would discussions, forums, and e-mail methods only be appropriate?
Jamie Fath

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

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

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

Best content in OLLIE Iowa | Diigo - Groups - 5 views

groups.diigo.com/...ollie-iowa

Ollie Iowa

shared by tkofoot on 18 Apr 15 - No Cached
    • mgoodwin5
      mgoodwin5 on 18 Apr 15
       
      Articles: Preparation-Whatever you are presenting needs to have a story behind it-somehow-as well as making the story interesting. Most of the time presentations can be given by doing so with personal experiences. Personally, I love hearing about other's personal experiences when it comes to pertaining to my career and their lives, due to the fact that it helps me learn from them. I feel by incorporating into the presentation some personal experience, this allows the presenter to be more comfortable in front of the audience, know their material well, and the audience will remember the presentation. Many presenters do a great job of incorporating comedy into their presentations, which adds to the creativity and helping the audience relate and remember the content.
    • cherylfletcher
      cherylfletcher on 29 Jun 15
       
      Awakenings - There seems to always be a way to tie in a story.  I agree that humor always adds more to it.
    • cherylfletcher
      cherylfletcher on 29 Jun 15
       
      Awakenings - Six words - I have broken this rule so many times!  This will be a hard one for me to break.
    • cherylfletcher
      cherylfletcher on 29 Jun 15
       
      Awakenings - Also I have sat through many boring powerpoints.  Need to really focus on how much time I have and what exactly I need to get accomplished.  Plan!
    • mgoodwin5
      mgoodwin5 on 18 Apr 15
       
      Articles: Preparation-This statement has a lot of meaning to it about going first. There are many people that are not able or willing to stay for the last part of the conference, seminar, etc., due to travel time or other obligations that they may need to leave for. I've been there! And the amount of time you as the presenter takes on the presentation, you definitely do not want to only have a small portion of the audience to hear you present. Use this chance to be the first to get done with your presentation and not worry about waiting until later and not having the audience.
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves. In a world where we can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • sheilig
      sheilig on 15 Jul 15
       
      I read another article by Bray and McClaskey that said personalization is learner-centered and differentiation is teacher-centered. In this article it seems they are saying "Personalized" learning is teacher-centered and "Personal" learning is learner-centered. I agree we need to give the kids the skills and tools to create their own learning. The problem solving and organizational skills they learn from doing things for themselves is much more valuable than any standardized test we ask them to take. If they are in charge of their learning when they are young, hopefully they will become life-long learners.
  • ...6 more annotations...
    • theatregoddess
      theatregoddess on 13 Jan 17
       
      I struggle the most with technology--just because it is constantly changing and I teach online at several places--all of use different platforms.
  • technological knowledge
    • theatregoddess
      theatregoddess on 13 Jan 17
       
      Playing around with stuff here--but, once again, not a techie. However, most places have tech desks and I don't think it is bad at all to have students call them. I just sent an Iowa Central student to the tech desk with a question. Now, if the question would have been on rhetoric, I would have answered it myself.
    • theatregoddess
      theatregoddess on 13 Jan 17
       
      Technology is great--when it works.I struggle when it doesn't. Technology troubleshooting isn't my favorite thing.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Feb 17
       
      Technology opens so many doors and windows - but when it acts up it is the worst!
  • Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a)
    • tkofoot
      tkofoot on 23 Sep 19
       
      With my special education students, aligning assessments with objectives helps us determine what we really need to students to learn if they have modified curriculum.
  • Communicates with students effectively and consistently
    • tkofoot
      tkofoot on 23 Sep 19
       
      This is so important to help them help guide their instruction and increase their self-advocacy skills in their classes.
  • The course instruction includes activities that engage students in active learning
    • tkofoot
      tkofoot on 23 Sep 19
       
      We need to make sure we meet all learning styles, so active learning will help us observe if those skills are being understood.
  • The course structure has flexibility to accommodate multiple timelines
    • tkofoot
      tkofoot on 23 Sep 19
       
      The flexibility helps students master curriculum.
susanbrown87

ol101-f2020: Iowa Online Course Standards - 1 views

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

shared by susanbrown87 on 20 Sep 20 - No Cached
  • The course instruction includes activities that engage students in active learning.
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      When I talk to my teachers about integrating technology into the elementary classroom, I'm often suggesting ways that the technology can help increase student engagement. I'd like to learn about more ways to increase engagement using technology.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      I think this is a potential way that technology can do something that face-to-face struggles to do on a day-to-day, lesson-by-lesson basis - meet all students' individual needs, learning styles and preferences. That can be extremely challenging in a face-to-face environment - it takes a lot of time and knowledge by the teacher. I would love to see examples of this in action during an online course. Will we explore this concept in the OLLIE series?
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      This is something that I want to remember to do when I'm creating model courses or courses for teachers. We tend to preach to our students to cite our sources and obey copyright laws, but it can be really tempting to just do a Google Images search for that perfect picture or clip art without caring about copyright. I want to make sure to do my best to model correct citing and fair use policies.
  • ...4 more annotations...
  • student-student interaction
    • susanbrown87
      susanbrown87 on 20 Sep 20
       
      I think this is the component most missed in the online learning I've seen for COVID. Teachers interact with students and students with content but the student to student interaction is missing. it takes more creativity and the use of other tools to implement this well.
  • a wide variety of assessment procedures to assess students’ mastery of content
    • susanbrown87
      susanbrown87 on 20 Sep 20
       
      I need to improve in this category. After taking the OLLIE assessment course I see where I need to vary my assessments to include self and peer assessments.
  • alternatives to auditory or visual content, as well as accommodating the use of assistive technologies
    • susanbrown87
      susanbrown87 on 20 Sep 20
       
      This will be especially important for me next quarter as I will have a student with cochlear implants. In an all online course these would definitely be a challenge and something I need more help on depending on the device the student is using or abilities.
  • A variety of high-quality learning resources and materials are available to increase student success
    • susanbrown87
      susanbrown87 on 20 Sep 20
       
      Teaching online will require me to look for the variety in resources. I have my go to sites and strategies. Teaching a course strictly online would force me to increase my resources on the web. Taking the OLLIE courses has helped to increase these resources and tools.
Andrea Compton

ollie_4: Building a Better Mousetrap - 1 views

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

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

Article(s): Self- and Peer-Assessment Online - 1 views

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

shared by erichillman on 31 May 16 - No Cached
  • One way to make sure students understand this type of evaluation is to give students a practice session with it. The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
    • Elizabeth Fritz
      Elizabeth Fritz on 31 May 16
       
      This example was modeled in our current OLLIE course AFE. I learn best with modeling and I am sure this also reflects best practice with my students.
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      I have used goal setting in my own music classroom, but not in my online teaching. Evaluating progress could be more student-centered if they were creating their own goals.
  • Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment.
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      As instructors, we need to teach assessment as part of our instructional strategies.
  • ...21 more annotations...
  • It also informs the teacher about students' thoughts on their progress, and gives the teacher feedback about course content and instruction.
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      This is thought provoking to me. I often specifically gather student feedback on my courses. I have not combined student created assessments to assessment of my own teaching. I will reflect more on how to incorporate this into my own teaching.
  • the learner will benefit far more by completing a self evaluation (that is well crafted to include focused self reflection questions) that forces him or her, to examine how he or she contributed [or did not] to the group process. The tool also encourages the student to consider actions that he or she demonstrated to support the team and to estimate what percentage of the work he or she contributed to the project
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      Based on coursework done during the OllIE courses, I feel this approach will be the best place to start to incorporate into my own courses. It combines 2 separate types of evaluation. The important element to include is teaching students how to accomplish the assessment by modeling the activity.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      I totally agree with this.  The goal should be to help students to self assess and grow.  The idea of peer evaluations could get ugly if not carefully handled.  
  • the primary method for assessment
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      It would have been better to have multiple forms of assessment so that it wasn't only peers giving it.
  • 4) When learners are mature, self-directed and motivated
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      This tends to be a key for all learners, but the tricky part is getting the reluctant learners to this point.
  • Our views on online learning couldn’t be more dissimilar, yet I appreciate Professor Rees’ perspective and enjoy reading his posts
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      Having both the good and bad on peer-grading will help make a more informed decision about using it in the virtual classroom.
  • The concept of peer review, which leaves for the most part the instructor out of the equation, aligns with the social constructivist learning orientation. There is strong support in constructivist theories for the peer review which is grounded in student-centered learning where students learn as much from the review process itself as from the final grade on an assignment.
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      This helps get away from the "sage-on-the-stage" programming on classrooms and allows more student to student interaction since learning is a social process.
  • It can also be very effective in small, closed online classes where students are at similar skill level and receive instruction and guidance in how to grade within the process
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      Teaching the process is just as important as actually having peer-assessment.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      This key no matter what the age of the student.  If it's not a safe environment, no one will take the risk to put themselves out there.  It is important that honesty, kindness and respect are the standard.
  • One way to begin the process of introducing students to self-assessment is to create student-teacher contracts. Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      This has to be done with care. It can a great way to clarify expectations, and establish goals, but you must be careful that a student doesn't use it to limit their effort.  In other words, in order to do just enough to get the grade, but not to grow.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas. The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit. Portfolio assessment is a joint process for instructor and student. Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time. There are two basic types of portfolios:
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      The advantage of a portfolio is that creates a bigger picture of how the student is doing, since it is work collected over time.  It's a great way to prompt dialogue and feedback between the student, teacher, and fellow students it may be shared with.
  • Preparing students for self or peer assessment
  • It is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline. This requires taking time at the outset of the group activity or unit of study to discuss what is required, and to provide guidance on how to judge their own and others’ contributions. Students will need to be assisted to develop criteria that match the learning outcomes with regards to the output and process of the group work. If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      Not only does it need to be modeled, but students need multiple opportunities to practice the self and peer assessment beginning early and throughout the class. 
  • The break down in peer grading occurs when the learning environment cannot provide the conditions as mentioned above. Also, there are other factors that can sabotage its effectiveness, including an assignment that requires a high level of critical thinking skills, or when there are students in the mix that are non-participative, or have intentions that don’t align with the course.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      To be honest, I'm a little hesitant when it comes to peer grading.  It must be carefully implemented so as to avoid any type of bullying situations, and to avoid anyone feeling that they are the outsider.  It must be a safe environment.
  • students are looking at their work and judging the degree to which it reflects the goals of the assignment and the assessment criteria the teacher will be using
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      Practice makes perfect.
  • As this work illustrates, self-assessment need not necessarily be about self-grading. There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      In fact, it works better if it is not about self-grading.  Then perhaps they will not feel as conflicted and concerned about the teacher expectations.
  • Self evaluation and team grade.
    • erichillman
      erichillman on 02 Jun 16
       
      I think this approach is what I will be using going forward.  A well designed participation rubric will be essential.
    • erichillman
      erichillman on 02 Jun 16
       
      My experience has been similar- and it is why I hated group work.  I always ended up doing all the work so I got a decent grade and the others were just dragged along for the ride.  I try very hard to avoid this in my teaching, but am working on implementing more of it using the best practices I learn here!
    • erichillman
      erichillman on 02 Jun 16
       
      The purpose for assessment is so important.  It is why I preach and practice backwards design, so I know where I'm headed when I am teaching.  I think back to my larger college classes where I could snooze through lectures, download the powerpoints, and ace the multiple choice exams...would some form of peer assessment/group accountability been more effective?
  • well written rubric not only helps the facilitator score the assignment but it and can greatly increase the quality and effort put into assignments by giving students a clear expectations with knowledge that must be demonstrated
    • erichillman
      erichillman on 02 Jun 16
       
      Another point in favor of well-designed rubrics.  Students can self-monitor and assess each other's work when they have clear expectations!
  • I do not recommend including an option on the peer evaluation for team members to make comments about their peers. Should team members have negative comments to make about peers, this tool is not a constructive venue.
    • erichillman
      erichillman on 02 Jun 16
       
      I often help my ex-wife with her group projects (she's a full time adjunct).  She uses this method and provides spaces for people to make comments.  My experience is that the only time people make comments is when they have something negative to say.  This often turns into "flaming" versus constructive criticism.  
raldershof

Ollie Iowa - 0 views

Ollie Iowa

shared by raldershof on 15 Dec 16 - No Cached
Evan Abbey

ollie4_1: Building a Better Mousetrap - 0 views

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

shared by Evan Abbey on 18 Jun 12 - No Cached
    • Kay Durfey
      Kay Durfey on 18 Jun 12
       
      The idea that the rubric is genuinely "assessing what students have actually learned rather than what they have been taught" is certain what all educators and trainer (for work environments) are aiming for.
    • Heather Whitman
      Heather Whitman on 18 Jun 12
       
      You nailed it Kay. A teacher must use this to help them teach, not just give the grade.
    • Kay Durfey
      Kay Durfey on 18 Jun 12
       
      If rubrics were designed and implemented correctly students and teacher could see where the thinking of the student was on target and where they went wrong.
    • Heather Whitman
      Heather Whitman on 18 Jun 12
       
      I think if the rubric is "good" (that is a hard word to use but pretend it fits well), then you can have students assess themselves and together with the teacher 4 or 5 times in the writing process on certain aspects of the rubric to help with the writing process. The piece I wish I would have implemented more (and can but a little tricky as the teacher librarian) was to have families assess with the student as well and to ask a family or 2 BEFORE beginning if they understand what the big assignment & rubric is about and to assess whether the rubric means what it should from their perspectives. If they don't get it, redo it!
    • Aaron Evans
      Aaron Evans on 18 Jun 12
       
      Rubrics are a great tool to build self-assessment skills in all subjects. Two years ago I led my department in an effort to create a self-assessment startegy that builds the abiltity of students to self-assess their learning in math class. Part of this was creating a rubric that measures their progress from 6 to 12 grade. Now we have to go back and refine the rubric, because it is defintiely not to the "good" stage yet.
    • Heather Whitman
      Heather Whitman on 20 Jun 12
       
      I think it is good for students to be involved. They see that teachers change as well and aren't always right about everything.
  • Moreover, rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment. However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
    • Lisa Jacobs
      Lisa Jacobs on 25 Jun 12
       
      I think the most important use of a rubric is to communicate "quality" work and expectations to students.
    • Lisa Jacobs
      Lisa Jacobs on 25 Jun 12
       
      Using the rubric to self evaluate their own work.
  • ...23 more annotations...
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric. Dona Patrick, an elementary school teacher noticed that while her sixth grade students did well on their state writing test, those students who had been natural writers, those students who had “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules [as outlined in a rubric]” (Mathews).
    • Kay Durfey
      Kay Durfey on 18 Jun 12
       
      I think that writing with a rubric only becomes "wooden" if teachers present the idea and implementation of rubrics as a formula rather than a "guideline or set of criteria" that have been noted in effective writing.
    • Aaron Evans
      Aaron Evans on 18 Jun 12
       
      I think that the inclusion of minmum numbers of references/usages is the leading cause of this. If you give a student a minimum, it becomes the target and all they care about. Just tell them you will look for something done well and you get better and more natural results.
    • jquandahl
      jquandahl on 20 Jun 12
       
      Something else that might help to keep students' writing from becoming "wooden" would be to have examples of great writing and discuss how those pieces meet the guidelines of the rubric. I think this shows studnets that they can continue to use their own style when writing - as long as they also pay attention to the expectations of the assignment
  • Rubrics can be designed to measure either product or process or both; and, they can be designed with dimensions describing the different levels of that “deep learning” so valued in WAC programs.
    • Kay Durfey
      Kay Durfey on 18 Jun 12
       
      I absolutely agree that rubrics can assess more than a product; it can and should assess the process or "thinking process."
  • cross the board; meanwhile, the teacher that uses specific rubrics is always composing new descriptions of quality work, but their students have cle
  • Consequentially, when rubrics are published in the classroom, students striving to achieve the descriptions at the higher end of the scale in effect guide their own learning. We must keep in mind, however, that other aspects of good pedagogical practice play into student success: rubrics that are outside of the students “zone of proximal development” are useless to the students.
    • Kay Durfey
      Kay Durfey on 18 Jun 12
       
      Interesting.
  • Usually a numerical value is assigned to each point on a scale. You can weight dimensions differently if you feel that one dimension is more important than another. There are two ways in which you can express this value judgment: 1. You may give a dimension more weight by multiplying the point by a number greater than one. For example, if you have four dimensions (content, organization, support, conventions) each rated on a six-point scale, and you wish to emphasis the importance of adequate support, you could multiply the support score by two. 2. You may devise scales of unequal length, which would mean that the shorter scales would count less than the longer ones. For example, organization, support, and content could each be rated on separate 6 point scales, while punctuation and / or spelling could be rated on separate 3 point scales. A paper that was well organized and punctuated would yield 6 for organization and 3 for punctuation. A paper that was perfectly punctuated but poorly organized might yield a 3-3 score.
    • Kay Durfey
      Kay Durfey on 18 Jun 12
       
      This paragraph about weighting certain  parts of the rubric goes directly to what our group was discussing last week regarding our rubric we were creating. This is a kind of how-to.
    • A Hughes
      A Hughes on 20 Jun 12
       
      Yes, this explains how a multiplier can be used to show some criteria weighted. I would like to see examples of rubrics using weights.
    • jquandahl
      jquandahl on 20 Jun 12
       
      This is nice explanation of how to assign different weights. When we were discussing it lsat week, I think I was making the process more difficult in my own head! I would also like to see examples. I think that weighting dimensions of n ssignment differently can be very helpful in focusing on the most important aspects of an assignment.
    • Bob Pauk
      Bob Pauk on 22 Jun 12
       
      I agree that this weighting could help to fix one of the possible problems with rubrics. When you give the same points for various categories sometimes you are giving an easy way to get a grade without always doing the most important part of the learning.
  • Or you can build your own rubric from scratch—convert existing revision or discovery heuristics into rubrics; convert comments that used to show up on A, B, C, D, and F papers into descriptive phrases, or start completely anew. The Chicago Public Schools web-site offers simple guidelines to follow when designing your own rubric. If you visit the web page I cut and pasted this from, you will find that each item is hyperlinked to a full explanation of the step.
    • Kay Durfey
      Kay Durfey on 18 Jun 12
       
      Creating own rubric can  be very effective but also time consuming.
    • jquandahl
      jquandahl on 20 Jun 12
       
      Creating rubrics with the help of students is something that I found very effective when I was in the classroom. Studnets had more ownership of the work and a very clear understanding of expectations when they were part of the process of creating the rubric.
  • Clearly defining the purpose of assessment and what you want to assess is the first step in developing a quality rubric. The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom.
  • well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education.
    • Aaron Evans
      Aaron Evans on 18 Jun 12
       
      This is really where the Iowa/Common Core is taking us. How many teachers are going to be prepared with ways to measure how their students are progressing in problem solving before the students are being assessed with the new assessments? Since the new state assessments are supposed to emphasize these skills more, will more teachers need to use rubrics to meaure these skills rather than just thinking that rubrics are for judging the quality of writing or projects?
  • they should articulate the vital features that they are looking for and make these features known to the student
    • keri bass
      keri bass on 23 Jun 12
       
      I think the key here is whether or not the rubric is written in a way that is user friendly. Sometimes, they get so specific that they are too long and the reader stops reading. I would think this would be a problem with kids in particular.
  • The result is many students struggle blindly, especially non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internalize.
    • Aaron Evans
      Aaron Evans on 18 Jun 12
       
      This is true at all levels of education, not just high school. How often had you had a student who was struggling on an assessment and after having the expectations explained to them in a different way completed it easily?
    • keri bass
      keri bass on 23 Jun 12
       
      Absolutely, it is frustrating as a teacher for students to struggle with understanding an assignment and not perform well because of lack of understanding the directions and not the information. I find that in an online environment, this can be even more problematic.  Directions and rubrics that I feel are clearly written, are easily misunderstood by others, and people who would have gleaned understanding from questions others asked in class, feel silly asking questions themselves.
  • rubrics, in effect, dehumanize the act of writing. According to Thomas Newkirk, an English professor at the University of New Hampshire, “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (Mathews).
    • Aaron Evans
      Aaron Evans on 18 Jun 12
       
      How do computerized essay graders fit into this? This would seem to be a direct attack on their use.
  • if we have assigned ourselves the task of getting a good rubric to use, we need a rubric to judge our performance—that is, we need a meta-rubric to assess our rubric.
    • Aaron Evans
      Aaron Evans on 18 Jun 12
       
      Hadn't thought abou tthis but it totally makes sense. We already do this reflection, as was evidenced by our rubric activity last week, but having the rubric to frame our thoughts makes the process much more efficienct.
    • jquandahl
      jquandahl on 20 Jun 12
       
      interesting point
  • When instructors do not explicitly delineate the qualities of thought that they are looking for while grading, they reduce learning to a hit or miss endeavor, where “assessment remains an isolated […] activity and the success of the learner is mostly incidental” (Montgomery).
  • When instructors do not explicitly delineate the qualities of thought that they are looking for while grading, they reduce learning to a hit or miss endeavor, where “assessment remains an isolated […] activity and the success of the learner is mostly incidental” (Montgomery).
  • When instructors do not explicitly delineate the qualities of thought that they are looking for while grading, they reduce learning to a hit or miss endeavor, where “assessment remains an isolated […] activity and the success of the learner is mostly incidental” (Montgomery). T
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
  • A rubric with two or more separate scales is called an analytical rubric, as it takes apart or breaks up the rating system for each trait; a rubric that uses only a single scale is called a holistic rubric. A holistic rubric is more efficient and the best choice when criteria overlap and cannot be adequately separated; an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
  • A rubric with two or more separate scales is called an analytical rubric, as it takes apart or breaks up the rating system for each trait; a rubric that uses only a single scale is called a holistic rubric. A holistic rubric is more efficient and the best choice when criteria overlap and cannot be adequately separated; an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
  • The issue of weighting may be another area in which you can enlist the help of students. At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
    • Heather Whitman
      Heather Whitman on 19 Jun 12
       
      I kept this private: oops: I am always amazed how students self-assess themselves. I was a language arts teachers and did a lot of writing. When I ask students today or in the past, how they think they did, I was floored how some of the writings/projects I thought were great, assessed themselves negatively, and the ones I thought needed more work, gave/give themselves exceeds. It takes a lot of good modeling and scaffolding for students to fairly assess themselves. For the ones that big time missed the assignment goals and self-assess themselves well, it really goes back to the teacher going back and reteaching again to help improve learning.
    • Heather Whitman
      Heather Whitman on 19 Jun 12
       
      Oops- I kept this private. How many teachers did I have that graded in red? I remember many especially in math and writing all over writing assignments. I used to think that the assignment was complete, it was time to move on, and I just had to accept what they said. Rubrics do give the student a voice when they self assess. I find it interesting it is rooted in the word red or reddish.
    • Evan Abbey
      Evan Abbey on 28 Jun 12
       
      These are good questions... red is a color we have pre-conceptions about.
  • While many educators make a compelling argument for sharing rubrics with students, others worry that doing so will encourage formulaic writing. That “rubric” is listed in most thesauruses as a synonym for “formula” does nothing to dismantle such fears. Well-designed rubrics, though, should not do this; unfortunately, most state issued rubrics used in secondary school standardized testing are poorly designed rubrics that list specific static elements encouraging students to simply make sure their essays have those features.
    • A Hughes
      A Hughes on 20 Jun 12
       
      The english teachers who attend Iowa Writing Project professional development are discouraged from using rubrics because of formulaic writing in students. These teachers are encouraged to only score a couple of criteria on each assignment instead of trying to "fix" all of the writing and discouraging students.
    • Heather Whitman
      Heather Whitman on 20 Jun 12
       
      I tok the Eastern Iowa Writing Project 8 years ago. Even when I taught, I told the kids, that I would give anything to not have to give them an actual grade. I followed the ideas and allowed them to write whatever they wanted, whenever they wanted. I saw huge growth in their writing, but I know I did poorly "grading" them. I told them over and over to focus on writing process, trying to improve themselves, and comments I gave to help them improve.
    • Bob Pauk
      Bob Pauk on 22 Jun 12
       
      This is my biggest concern with rubrics. I am glad to see it articulated because I have been a little reluctant to share this because rubrics are so popular lately that it seems like I am being negative if I don't care for them. In my highest level projects, I expect students to "wow" me to get an A. It is hard to do that if you are simply following a formula.
    • Lisa Jacobs
      Lisa Jacobs on 25 Jun 12
       
      Yes, rubrics can limit creativity. We re-learned this with our Ollie group rubric assignment this week with the powerpoint and audio files that did not match the "written" rubric my group designed.
  • To begin with, rubrics can be either “general” or “specific.”
    • Lisa Jacobs
      Lisa Jacobs on 25 Jun 12
       
      This whole section reminded me of the Iowa ICAM assessments. I spent many years leading the scoring sessions for the ICAM reading and math assessment scoring sessions. The training was very intense with both general and specific rubrics for each item.
  • anonymous on 19 Jun 12
     
    I was in a class today sponsored by Intel. We discussed Habits of the Mind and how powerful it is for kids to self-assess their work & their learning.
  • ...3 more comments...
  • anonymous on 19 Jun 12
     
    This makes assessing sound like a game between teachers and students. Kids are lucky if they guess what teachers are assessing.
  • anonymous on 19 Jun 12
     
    Do kids become so engaged in meeting the requirements of the rubric that they aren't as fluent in their writing?
  • anonymous on 19 Jun 12
     
    I wasn't aware that rubrics were grouped into holistic and analytic. After reading the descriptions, I'm not sure that I've ever used a holistic rubric.
  • anonymous on 19 Jun 12
     
    The idea of having kids help create rubrics seems to be recurring.
  • anonymous on 19 Jun 12
     
    I usually get the best feedback from kids about various rubrics that I use. It helps me tweak it for the next time.
Jennifer Riedemann

ollie1cohort: Iowa Online Teaching Standards - 0 views

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

shared by Jennifer Riedemann on 19 Sep 12 - No Cached
  • 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
    • daryl_hanneman
      daryl_hanneman on 19 Sep 12
       
      This is interesting to me because I want to be good at doing this since it seems necessary in order for students to benefit from my class.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • daryl_hanneman
      daryl_hanneman on 19 Sep 12
       
      This is interesting to me because I think collaboration is one of the best features of online learning.
    • Sandee Bonner
      Sandee Bonner on 24 Sep 12
       
      I second this. Just like in the classroom, students sometimes learn and remember information when it is discussed among peers.
    • Rob Brookhart
      Rob Brookhart on 02 Oct 12
       
      This stands out to be because I have seen courses where this was done well and those where there is no interaction. It's critical if students are going to get meaning out of the work they do.
    • Sarah Sieck
      Sarah Sieck on 20 Sep 12
       
      As teachers we also need to keep the students' perspective in mind when designing lessons. We want students to be engaged whether the course is offered online or face-to-face. Taking an online course allows the teacher to have experienced any possible roadblocks to student learning. The teacher can then provide resources that will assist in navigating or eliminating theses roadblocks based on their own experiences.
    • anonymous
      anonymous on 28 Sep 12
       
      It definitely is important to remember that some learners in our courses are taking their first online course, and they are dealing with a huge learning curve to figure out how to nagivate the online environment.
  • ...17 more annotations...
  • • Understands and uses data from assessments to guide instruction
    • Sarah Sieck
      Sarah Sieck on 20 Sep 12
       
      Assessment is an important piece of teaching and learning no matter what the avenue of delivery. There are many tools available to teachers to use to help is assessing students understanding in an online setting. Many were sited in the Cool Tools website. I particularly like the polling and quiz options and the discussion forums that we have been doing within this course.
  • 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)
    • Sandee Bonner
      Sandee Bonner on 24 Sep 12
       
      It is important to know your audience. For example when working with Paraeducators, they come from many backgrounds and are of different ages which makes technology use interesting.
  • Assists students with technology used in the course (Varvel III.C)
    • Sandee Bonner
      Sandee Bonner on 24 Sep 12
       
      It is very important that I am comfortable with the technology, before I can hope my students will be.
    • anonymous
      anonymous on 28 Sep 12
       
      Remembering the feeling of being overwhelmed and confused with the use of technology in the online environment is critical to being able to respond effectively when our participants are having difficulties.
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • Pam Jobgen
      Pam Jobgen on 24 Sep 12
       
      So often students are never asked for their feedback about a course at the end. What a lost opportunity for an instructor to gain knowledge about what worked and what did not.
    • anonymous
      anonymous on 24 Sep 12
       
      Having clear learning outcomes and expectations is necessary to guide course design as well as so learners understand the focus and purpose of the course.
    • anonymous
      anonymous on 24 Sep 12
       
      Having clear learning outcomes and expectations is necessary to guide course design as well as so learners understand the focus and purpose of the course.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • anonymous
      anonymous on 24 Sep 12
       
      Having clear learning outcomes and expectations is necessary to guide course design as well as so learners understand the focus and purpose of the course.
    • Jennifer Riedemann
      Jennifer Riedemann on 27 Sep 12
       
      True; it's also critical to planning for assessment. Instructors need to have clear in their minds exactly what it means for students to master the knowledge and skills described in the course outcomes.
  • Understands the differences between teaching online and teaching face-to-face
    • anonymous
      anonymous on 24 Sep 12
       
      An extension of this is to think about the difference between a face-to-face course, an online course and an independent study course. For my first online course, I thought it was going to be an independent study course. I soon found out my assumption was incorrect and interaction with other learners was/is critical during online courses.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Pam Jobgen
      Pam Jobgen on 25 Sep 12
       
      It takes time and is sometimes a challenge to keep up the all the current technology, but it is so important to be able to help keep our students current as well. They will need all kinds of technology skills to keep up at their future place of work.
  • 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)
    • Pam Childers
      Pam Childers on 25 Sep 12
       
      trying to comment Ollie
  • Provides substantive, timely, and constructive feedback to students
    • Jennifer Riedemann
      Jennifer Riedemann on 27 Sep 12
       
      Quality feedback is such a critical part of the learning process.
    • Rob Brookhart
      Rob Brookhart on 02 Oct 12
       
      It is one of the areas I have been getting requests for more information.
    • Rob Brookhart
      Rob Brookhart on 02 Oct 12
       
      It is so important to make sure that students are getting the material and not waiting until the end to find out people were struggling or were practicing errors
  • Communicates with students effectively and consistently
  • ets and models clear expectations for appropriate behavior and proper interaction
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessmen
  • Knows the content of the subject to be taught and understands how to teach the content to students
Nancy Peterman

ollie1 (Peterman): Iowa Online Course Standards - 3 views

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

ollie; moodle_iowa

shared by Nancy Peterman on 13 May 15 - No Cached
    • Nancy Peterman
      Nancy Peterman on 15 May 15
       
      This is a test
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • Nancy Peterman
      Nancy Peterman on 15 May 15
       
      This is the second sticky notes
  • The course content and activities are of sufficient rigor, depth, and breadth to teach the standards being addressed
  • ...3 more annotations...
  • Instructions on how to access resources at a distance are sufficient and easy to understand.
    • hsstein
      hsstein on 18 May 15
       
      For someone teaching in a rural area, I find this to be very improtant.
  • The course makes maximum appropriate use of current online tools outside of the LMS (including email, web 2.0, chat, and synchronous/videoconferencing) to enhance learning
    • hsstein
      hsstein on 18 May 15
       
      Maybe I'm to much of a worrier, but I have concerns about students in at the K-12 level communicating with each other using methods that are not monitored by the teacher such as email, etc...
  • These standards are from iNACOL's standards for online courses, and include alignment with Quality Matters and Rubric for Online Instruction
d YM

Edmodo | Secure Social Learning Network for Teachers and Students - 0 views

www.edmodo.com

moodle_iowa

shared by d YM on 27 Sep 10 - Cached
    • d YM
      d YM on 09 Oct 12
       
      versatility it affords makes it worth taking a look at
  • d YM on 04 Oct 12
     
    YM - pilot project for Ollie Ind Lrng
Kay Durfey

Best content in OLLIE Iowa | Diigo - Groups - 2 views

groups.diigo.com/ollie-iowa

shared by Kay Durfey on 05 Oct 10 - No Cached
  • 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)
    • Kay Durfey
      Kay Durfey on 12 Jun 12
       
      This is so true! My parents were great about appropriating emphasizing the importance of the ITEDS.
  • bonnie smith on 05 Oct 10
     
    Educational games
  • Carol Price on 20 Mar 12
     
    The course makes maximum appropriate use of online tools outside of the CMS (including email, web 2.0, chat, videoconferencing, and whiteboard) to enhance learning Proposed Online Course Standards students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
Deb Henkes

How Online Education Is Changing the Way We Learn [INFOGRAPHIC] - 1 views

mashable.com/...online-education-infographic

moodle moodle_iowa eLearning onlinelearning

shared by Deb Henkes on 11 Jun 11 - No Cached
    • Deb Henkes
      Deb Henkes on 22 Jun 11
       
      This info graphic really shows how online learning is changing and challenging our traditional mode of educating.
    • Andrea Accola-Sabin
      Andrea Accola-Sabin on 23 Jun 11
       
      Our school offered a blended class through APEX learning. I was in charge of the Algebra II class and the students loved working at their own pace and when they wanted to work. There were time lines for assignments and test, but students could work ahead. If they had questions I was available for them. I don't think that they could do the course completely by themselves. I think that this was a great learning opportunity for the students, to see what is ahead of them in the learning system.
  • How Online Education Is Changing the Way We Learn [INFOGRAPHIC]
  • Check out this infographic from OnlineEducation.net about how the world of online learning has changed and grown over the years.
  • Amy Burns on 11 Jun 11
     
    Impressive graphic....reinforces the need for classes such as the ones through OLLIE.
  • Amy Burns on 11 Jun 11
     
    Ollie Iowa
Lisa Jacobs

ollie1: Iowa Online Teaching Standards - 1 views

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

shared by Lisa Jacobs on 27 Sep 11 - No Cached
  • • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • Cory Johnson
      Cory Johnson on 27 Sep 11
       
      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
      Ami Leath on 03 Oct 11
       
      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
      Cory Johnson on 27 Sep 11
       
      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
      Lylia Chaffin on 26 Nov 11
       
      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
      Cory Johnson on 27 Sep 11
       
      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
      Sharon Irelan on 03 Oct 11
       
      * 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
      Robin Holtz on 07 Oct 11
       
      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
      Evan McCormick on 27 Sep 11
       
      It's very important to use multiple data sets, if available, to avoid making data based decisions on limited data.
    • Ami Leath
      Ami Leath on 03 Oct 11
       
      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
      Evan McCormick on 27 Sep 11
       
      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
      Lynn Hockenberry on 30 Sep 11
       
      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
      Robin Holtz on 07 Oct 11
       
      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
      Teri King on 08 Oct 11
       
      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
      Lynn Hockenberry on 30 Sep 11
       
      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
      Maureen Lonsdale on 01 Oct 11
       
      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
      Maureen Lonsdale on 01 Oct 11
       
      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
      Ami Leath on 06 Oct 11
       
      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
      Sharon Irelan on 03 Oct 11
       
      * 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
      Ami Leath on 03 Oct 11
       
      Requirement for Online EC Course
    • Robin Holtz
      Robin Holtz on 07 Oct 11
       
      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
      Sharon Kurns on 11 Oct 11
       
      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
      Dianne Hinders on 03 Oct 11
       
      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
      Dianne Hinders on 03 Oct 11
       
      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
      anonymous on 04 Oct 11
       
      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
      Lisa Jacobs on 07 Oct 11
       
      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
      Lylia Chaffin on 26 Nov 11
       
      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
      anonymous on 04 Oct 11
       
      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
      Angie Hance on 05 Oct 11
       
      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
      Angie Hance on 05 Oct 11
       
      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
      Crystal Hornback on 10 Oct 11
       
      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
      keri bass on 05 Oct 11
       
      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
      Evan McCormick on 07 Oct 11
       
      How is this possible? What research identifies ways to accomplish this? Classroom teachers struggle with formative assessment and meeting individual needs.
    • Angie Hance
      Angie Hance on 12 Oct 11
       
      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
      keri bass on 05 Oct 11
       
      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
      Lisa Jacobs on 05 Oct 11
       
      Students need feedback that is timelin and provides sutdents in learning the content.
  • Identifies and communicates learning outcomes and expectations
    • Ami Leath
      Ami Leath on 06 Oct 11
       
      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
      Robin Holtz on 07 Oct 11
       
      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
      Teri King on 08 Oct 11
       
      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
      Crystal Hornback on 10 Oct 11
       
      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
      Crystal Hornback on 10 Oct 11
       
      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
      Sharon Kurns on 11 Oct 11
       
      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
      Crystal Hornback on 10 Oct 11
       
      So glad these are available to us while we are working on developing an online course!
    • Lisa Jacobs
      Lisa Jacobs on 11 Oct 11
       
      Great observation to look beyond the assignment to the bigger picture.
  • Understands the differences between teaching online and teaching face-to-face
    • Sharon Kurns
      Sharon Kurns on 11 Oct 11
       
      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
      Angie Hance on 12 Oct 11
       
      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
      Lisa Jacobs on 17 Nov 11
       
      demonstrating bookmarking
Seth Denney

ollie1: Iowa Online Teaching Standards - 3 views

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

shared by Seth Denney on 19 Sep 11 - No Cached
  • Tailors instruction to meet the different needs of students
    • Marcia Boberg
      Marcia Boberg on 19 Sep 11
       
      The majority of trainings I am involved in are ones that require participants to use some type of technology from low to high tech. Knowing where my participants are starting at is so important to my planning and being able to individualize techniques to meet them where they are comfortable. This is the only way I get buy in and eventual implementation.
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      Totally agree. How have you assessed their prior knowledge?
    • Marcia Boberg
      Marcia Boberg on 19 Sep 11
       
      I started using Google Forms a couple years. Since all my trainings revolve around technology I like to get a feel for whether the learner (typically adult) is a technology novice or an early adopter. Have had the full range.
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      If I'm in a face-to-face training, I usually start with a five-finger assessment: rate your knowledge of this thing from zero to five, and hold up that many fingers. Just by looking around the room, you get a feel for their comfort level. A Google Form would be a very easy way to do the same thing.
  • Understands and uses data from assessments to guide instruction
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      I think this would be difficult in a course you set up prior to instruction..how to be flexible and responsive to learning..
    • C Richardson
      C Richardson on 02 Oct 11
       
      I'm thinking about that too, how would you set up a course that could be responsive to each learner? I was thinking part of the responsiveness might occur with pacing. That if you're skilled at one of the 'assignments' you wouldn't have to spend time on all the tutorials. What I don't understand is how an instructor would change an online course once it is created and students are enrolled...?
    • Anne Michel
      Anne Michel on 24 Oct 11
       
      We do an assessment at the beginning of our courses to see where teachers are with the content.
  • Provides substantive, timely, and constructive feedback to students
    • Kim Wise
      Kim Wise on 19 Sep 11
       
      Challenging if you have a hundred participants. Also requires very clear targets so feedback can be about the LEARNING.
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      You have made a good point Kim. I also think from a students perspective if you are taking the class for credit timely feedback is highly important to know if you are matching teacher expectations. I can see how for an instructor this would be very difficult with a hundred participants.
  • ...27 more annotations...
  • Assists students with technology used in the course
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Sometimes it's hard for me to remember that I use technology all the time, and many people don't. I have to remember to provide scaffolding for people that are not only learning the content of my course, but are also learning the technology I'm using to deliver the content and assess their learning.
    • Marcia Boberg
      Marcia Boberg on 01 Oct 11
       
      This is so true. One of the big challenges I am facing this Fall is not only how to provide support to staff on the use of iPad apps, which does lend itself to some online PD, but how do I demo and assist attendees with the divice navigation piece? I don't seem to have the correct tools to do a live demo or recorded demo showing such things as pushing the home button twice, practicing gestures etc..
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      This is one I was going to place an annotation on too. If a student gets stuck on the technology that I have embedded in Moodle then I need to be able to be an expert and walk them through it. There is nothing more frustrating than being a student, having questions on not the content but the tools in the course, and a teacher who is unable to assist and send you to someone else.
    • Vicki Carr
      Vicki Carr on 07 Oct 11
       
      You're absolutely right. It's very frustrating to have difficulty using tools that seem to make understanding the content difficult.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Maintaining an online social presence can be very time consuming, depending on your other job responsibilities.
    • Deanna Etherington
      Deanna Etherington on 27 Sep 11
       
      I agree with both of you that it's important to keep it manageable.  I think facilitating an online class could be a good lesson in time management.  I like the idea of online office hours and the ability for your to reach you in multiple ways.  I think you need to make a multi-faceted plan and stick to it as a personal commitment to yourself.
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      I am currently teaching a fully online course for Morningside right now, and I am finding that I have to force myself to stop and not spend so much time online. Students think they need immediate feedback, and I typically feel as if I need to give that feedback. Noticing I have more to do with this class, work, and family, I just can't be online 2-3 hours every night addressing their questions. I'm learning to set boundaries and making students accountable for deadlines.
  • Has experienced online learning from the perspective of a student
    • Seth Denney
      Seth Denney on 23 Sep 11
       
      Hmm, we seem to be doing that right now...
    • Andrea Danker
      Andrea Danker on 29 Sep 11
       
      I appreciate so much more the student perspective and it will make me more consious of trying to develop an understandable format to improve their opportunities to learn online.
    • Terri Bush
      Terri Bush on 03 Oct 11
       
      If we can empathize with a student, it make the relationship that much stronger...
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      I am one that has never taked an online class before this. It is necessary to experience an online class to be able to construct a decent class for others to take online. I am learning so much by doing this.
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • Deanna Etherington
      Deanna Etherington on 27 Sep 11
       
      I agree with some of the other posts that it's important not to use technology for technology's sake.  Just because you can, doesn't mean you should include it.  Sometimes I am "wow"ed by a technology and find it tempting to use without thinking about whether it's the most appropriate in a particular case.  That's one reason why I hope to gradually learn a wide variety of online tools so I can better determine which tool to use when - and if at all.
  • uses techniques to engage students
    • Seth Denney
      Seth Denney on 27 Sep 11
       
      We have to remember that technology alone isn't enough to engage students. Just because it has a screen and buttons doesn't mean people will learn.
    • Terri Bush
      Terri Bush on 03 Oct 11
       
      Student engagement at a high level will be key in improved student achievement.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Amen!!!! If students are not engaged in the methods being used to teach them or in the learning process in some way, teaching becomes a mute point!
  • sessment instruments that are a
  • uses techniques to engage students
    • Andrea Danker
      Andrea Danker on 29 Sep 11
       
      I think young learners especially will be extremely engaged in an online learning environment and easily able to manipulate the technology and get the most out of their learning.
  • opportunities that enable student self-assessment and pre-assessment
    • Marcia Boberg
      Marcia Boberg on 01 Oct 11
       
      I have not mastered this at all, but I do keep trying! So many times I have found that staff participating in trainings I conduct, come with the feeling that they have no background knowledge in what I will be addressing. I view it as my responsibility to help them draw connections between what they are already doing or know how to do and what I will be presenting. Ideally I try to develop a pre assessment the uses their current knowledge and will help them make the connection to what the training will entail. When I succeed at this anxiety levels are lowered and the training goes smoothly and retention seems to be improved.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      I think it is very important to keep the technology structured. When you are teaching face-to-face there is usually an agenda, planned breaks, planned activities, etc. Careful considerations need to be taken when structuring an online course too. I am finding with this class a consistent set up helps me feel much more comfortable and I can focus on content and not get held up on the technology.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Leisa Breitfelder
      Leisa Breitfelder on 02 Oct 11
       
      This is going to be very important especially in just beginning to teach online classess. Feedback will help improve the course and improve the chances of participants recommending the course to others. Colleagues of mine put together a course, asked for feedback, and learned their quizzes weren't working on every section. Pretty important to know but nobody said anything until they were asked for feedback.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Vicki Carr
      Vicki Carr on 07 Oct 11
       
      We can't assume that all teachers have a deep understanding of the content to be taught
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Are you referring to the teachers taking the course or the teacher teaching the course? If a teacher has choosen to teach an online course, I would hope they have a deep understanding of the material/content being taught otherwise they shouldn't be teaching the class.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • Jody Albertson
      Jody Albertson on 09 Oct 11
       
      I think this standard is particularly essential to teaching online successfully. We have to realize that online learners have different needs than students we are teaching face to face, and our instruction must change accordingly.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I agree completely! After taking a couple of online courses and then teaching face to face courses, it is a completely different teaching and learning experience.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Jody Albertson
      Jody Albertson on 09 Oct 11
       
      This is another critical standard. Online learners can feel very disconnected and disengaged from the course. They can feel like it is difficult to communicate with instructors or classmates. Instructors need to communicate effectively and frequently to keep our learners engaged.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      First, if we have students go to a link or a tool that is no longer accessible for some reason, that could be a bit of a problem and would hold the class up. Also, staying up-to-date on new technologies and skills provides many more opportunities to incorporate tools into a course to make the delivery of the content of the course as accessible and appropriate as possible
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Dawn Witt
      Dawn Witt on 09 Oct 11
       
      I think this would be an area that would be easy to find yourself getting into trouble with. We need to give credit where credit is due, and gain permission from owners of sites, materials, etc. before using them. With so much information out there, we want to make sure we have quality information, without trampling on the rights of those who created the material.
  • ifferent learning styles, different interests and backgrounds, and
    • Pam Elwood
      Pam Elwood on 09 Oct 11
       
      Learning styles is an interesting concept to be included in teaching standards. Recently I have been studying the research for another class. I have always trained PD considering learning styles and consider myself a "visual" learning, I also have taught Gardner's theory to teachers, however there is little empirical research to support this concept. In fact in our years of Every Child Reads work, they had this listed as a myth to reading strategies! If you want to consider this as a myth, here is a link you might be interested in; www.youtube.com/watch?v=sIv9rz2NTUk
    • Pam Elwood
      Pam Elwood on 10 Oct 11
       
      Link not working. Search Youtube for learning styles a myth and you will find it.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      Maybe rather than referring to the visual, auditory or kinesthetic needs of a learner, they are referring to whether a student learns better by reading material and "digesting" it on their own vs. collaborating with others over the material read; showing they have an understanding of the material by video taping a lesson in their classroom vs. writing a learning log of the lesson: lesson description, what went well, what they would change, what didn't work, etc. Just a thought!
  • Demonstrates effective instructional strategies and techniques, appropriate for online education
    • jquandahl
      jquandahl on 09 Oct 11
       
      Our OLLIE courses will be important in helping me to be able to meet this standard. I need to explore the instructional strategies and techniques that are appropriate for online education and find the ones that will best meet the needs of students in my courses.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • jquandahl
      jquandahl on 09 Oct 11
       
      It is always important to align resources and learning materials with learning goals and choose the things that will enhance learning. I find that it is easy to get caught up in all the cool web 2.0 tools out there and I need to remind myself to focus on the things that will help students meet their learning goals.
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I believe it is so important for a teacher to constantly evaluate the data being collected in their "classroom" - whether it's an assignment or journaling, etc - to evaluate if the instructional strategies that they are using to teach the course are actually helping the students to learn or causing more confusion! It is only by analyzing the data collected from the students in various forms that a teacher can truly know if their methods are helping the students learn and if they are not, by changing those strategies or methods so that the information is more accessible/understandable to the student. Teaching is only truly effective if the students are also learning!
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      I wish ALL teachers would do this, including middle school and high school teachers!! I feel it is so important to make sure students know what they are going to be learning in a course and the expectations of how they will be learning the material presented. Otherwise, students are going in blind to the reality of what the course is all about and how they will be expected to learn the information.
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      You are so right, Andrea. In my learning about formative assessment, I have learned that it is critical that students know what the expectations and the learning goals so that they will know if they are on the right track. It is very difficult for students to self-evaluate if they do not know what the learning goal is.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Andrea Compton
      Andrea Compton on 10 Oct 11
       
      A teacher is only teaching if the students are learning! I believe it is so important for a teacher to look at their class data (coursework) to determine if the students are learning or able to learn the material being presented. If all the students or a majority of them are failing, it's probably not the students fault as much as it is the teachers. Teachers need to be open to changing their instructional strategies based on the needs of the students, and if the students are not learning then it's time for a change!!
  • • Aligns assessment with course objectives
    • Betty Brummett
      Betty Brummett on 11 Oct 11
       
      Through learning with formative assessent the assessment must be aligned with the course abjectives. It is entirely unfair to assess something that is not a part of the objectives, and students will be quick to point that out. The course objectives must be the guide for all that is done in the class.
  • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • Belinda Blackbur
      Belinda Blackbur on 12 Oct 11
       
      The idea that one might start an online course AND learn the content at the same time seems like a recipe for disaster to me! While I consider mystelf a lifelong learner and there are new things to learn all the time, if I had to study conetent to stay one step ahead of my students in an online course AND develop the tools, it would be one daunting task!!
  • management software
Angie Graham

ollie1reppert: Iowa Online Course Standards - 0 views

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

shared by Angie Graham on 17 Jul 11 - No Cached
    • Sandra Campie
      Sandra Campie on 17 Jul 11
       
      Since we are learning online this has to be especially clear. When it is vague, students will have trouble meeting the goal.
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      Do you have any suggestions or guidelines to make that happen? I find that to be a challenge when I'm teaching face to face with some students. That has been a challenge taking this OLLIE class the first week.
  • The course is easy and logical to navigate, including self-describing links
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      This is crucial. Every time a specific step is given, the next step has to be easily seen and describe. It is like the instructions for assembling an item.
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      YEs, and if ever made models like I did as a kid, how many times did you sjip steps to get to the more interesting part? Students today, I find, do the same exact thing in their learning. Lack of patience? Too short an attention span? Lousy instruction by the teacher?
    • susan strube
      susan strube on 20 Jul 11
       
      I'm starting to see more of a connection between what Robert is having us do in our moodle course and what this standard is expecting. Who knew that just the layout of a course on line would be an expectation?
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I agree that this is one of the most important things in the expectations of an online course. When I get frustrated by the layout, I tend to give up. I think students do the same.
    • Brian Sauerbrei
      Brian Sauerbrei on 22 Jul 11
       
      It must take hours and hours and hours to set up a long-term online class. My tech person at school there are education computer platforms(programs) that are built on teachers being able to click, drag, and drop links, assignments, blogs, etc. into certain areas of a web page. The computer does all the setup tasks, so the teacher doesn't have to spend the time.
    • Sandra Campie
      Sandra Campie on 17 Jul 11
       
      I think it is important that pages are not too long and it doesn't take a ton of clicking to get where you need to go.
  • ...11 more annotations...
  • Sufficient learning resources and materials
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      No doubt that suffucient resources are needed, but with the major belt-tightening education is under will we, the teachers, be forced to use the Internet for everything in the way of resources and materials? Will our kids in time lose touch with other ways to research topics or create non-tech learning models?
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      We are struggling to get the technology resources we want/need. We were initially told 15 computers per classroom which got changed to 15 computers per three classrooms. This has been a huge challenge in my freshmen course that does not have a text. All of it is suppose to be teacher generated but many days due to lack of technology we are making a lot of paper copies.
    • susan strube
      susan strube on 20 Jul 11
       
      We are luck to have a grant that funded our 1:1 computer initiative for next year. Now if we can just troubleshoot in a timely fashion. Technology isn't effective if it doesn't work, so I hope the snags are minimal. Planning lessons around and with technology very frustrating if it doesn't work as planned.
  • The course provider offers orientation training.
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      A vital component, but I wonder if sometimes we take for granted how technologically-developed our students are without taking into consideration that they still need proper inservicing to get the most out of what we're offering. This class is a perfect example of that.
  • The self-introduction by the instructor is appropriate and available online, and students are likewise asked to introduce themselves to the class.
    • Kristina Greenfield
      Kristina Greenfield on 19 Jul 11
       
      I never thought about the community component of an online course until we had to introduce ourselves. I originally was skeptical of collaborating with other people via the internet because I didn't think it would feel like a community or that I would get to know my fellow students. However, I've been surprised at how I already feel like I'm communicating and collaborating with my group members.
  • • Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
    • susan strube
      susan strube on 20 Jul 11
       
      Unfortunately this is a problem for some teachers who believe they only have to be competent in a content area and do not feel able/competent to address reading and writing and reserch standards integral to all education . It appears more and more that teachers need to be "general practitioners" as much as they do "specialists" in their content area.
    • Angie Graham
      Angie Graham on 24 Jul 11
       
      I believe that technology will force teachers to step out of their comfort area.
    • Angie Graham
      Angie Graham on 27 Jul 11
       
      I believe that technology will force teachers to step out of their comfort area.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences.
    • susan strube
      susan strube on 20 Jul 11
       
      I believe this addresses differentiation, which is an emphasis in our district right now. I find this to be one of the most difficult parts of education.
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      Differentiation is a key element in all learning, but can be difficult when trying to master each of these elements. Teaching at the intermediate level, I do worry about meeting all of the different individual student needs. At this level, I try to use technology to enhance the student learning and help reach mastery, but not rely on it.
  • Each lesson/unit includes content and activities, assignments, and assessments to provide multiple learning opportunities for students to master the content. Each unit includes an overview that describes the objectives of the lesson, as well as introduce the upcoming content, activities, assignments, and assessments of the unit.
    • susan strube
      susan strube on 20 Jul 11
       
      Making my content, activities and assesments available to students on line has given the students greater awareness and control over their education.
  • The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I chose this because I think that the higher order thinking is always a goal, but my students seem to look for course content that is the old "chug and puke" method of learning. I am struggling trying to change the mindset of students from "Tell me what I need to know..." to "Let me figure this out and apply it to a situation..." That is a struggle in my classroom. Anyone else have this problem?
  • • The course design provides opportunities for appropriate instructor-student interaction, including timely and frequent feedback about student progress based on the learning targets.
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      My students always want immediate feedback, which I completely understand as a learner. However, when I am correcting papers and tests, I like to spend some time evaluating what they have gotten wrong, what I think they have learned, and why they have perceived the answer to be what it is. I am hopinng that technology will allow me to do this more effectively, but I am concerned that it will be more of a strain to look at everything in a paperless classroom.
  • Proposed Online Course Standards
    • Deena Fries
      Deena Fries on 24 Jul 11
       
      If this is proposed. Does anyone know when it may be implemented and required? Anyone in the High School Reform groups? Iowa Core groups?
  • web 2.0
    • Deena Fries
      Deena Fries on 24 Jul 11
       
      I know this sounds odd but, I have never really understood the 2.0? Does someone else have insight to why it's 2.0 and not 4.0 or 10.0 or even version 2.1213132?
    • Robert Reppert
      Robert Reppert on 27 Jul 11
       
      2.0 just means that you are using the web in an interactive way. It's kind of like saying the types of sites we are talking about are an "update" to the typical way people use the web (to get information). So, it's similar to when software companies update their software, they change the version number. :)
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use
    • Angie Graham
      Angie Graham on 27 Jul 11
       
      This is very important to remember and teach students. It is so easy to copy and paste that we need to remember that citing your work is important
  • Sandra Campie on 17 Jul 11
     
    Instructions for setting up a course
  • Brian Sauerbrei on 18 Jul 11
     
    Instructions for setting up a course
  • Mike Adair on 19 Jul 11
     
    Instructions for setting up a course
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