Has experienced online learning from the perspective of a student
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ollie1 (Peterman): Iowa Online Teaching Standards - 40 views
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I feel that this is essential for any teacher of an online course. Just as a classroom teacher has at some point been a student in a classroom, so should a teacher of an online course have been an online student. It is an imperative experience that provides empathy and understanding that would otherwise be absent
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I agree with this comment. While I think it is possible to be successful teaching in an environment one has not experienced personally, having that experience makes it easier and more likely. As I take the first steps in designing an online course, I think about how I would experience certain elements if I were the student and am able to draw on personal experience.
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absolutely! It is very important to me to be able to do what I ask my students to do. If I don't know what they are doing, it is my hope they can teach, or at least show, me how they did what they did.
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I agree. I think this applies to all teaching, not only online teaching. Whenever I assign a new project to my students, I like to go through the assignment myself so I can be ready for questions or make adjustments to avoid confusion or frustration for my students.
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The experience of being an on-line learners helps me as an on-line teacher be more sensitive not only to learning to content but also the stress new on-line learners go through. Am I doing this right? Where do I find this? Learning to "routines & procedures" in the on-line classroom can be stressful!
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Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
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My concern here is with the word "or." My opinion is that the correct word should be "and." Although I believe that it is of utmost importance that an instructor have academic credentials in the field in which he or she is teaching, I also perceive it to be just as important that he or she meet the professional teaching standards established.
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
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Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
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I agree that administering varying types of assessments is important to ensuring that students who learn and communicate in different ways will have an opportunity to demonstrate what they know. Some might be most successful in responding to direct, objective test questions, while others might be more effective in writing essays. Multiple types of assessments can also reveal the depth of knowledge of any one student, regardless of learning and communication style.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
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I am curious to learn about complying with intellectual property rights online. While copyright law allows for "fair use" for educational purposes, online courses seem especially suited to drawing material from other parts of the Internet. At what point might a teacher cross from "fair use" into a violation of someone's intellectual property rights?
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I am intrigued by this thought. the term "fair use" seems vague and undefined. I agree that online courses do seem particularly suited to drawing material from the internet. Perhaps examples of acceptable use vs. unacceptable use would be helpful.
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This is a great question. I don't feel I fully understand "fair use" when it comes to using material from the internet for courses.
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I intended to highlight this as well. Perhaps since it is already highlighted I am unable to do so as well. Fair use issues and proper citing of sources is probably something many of us need an update on. Especially now that our content will be online for people to see and perhaps even borrow in their courses, we need to be sure we are legal in what we share and use.
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Networks with others involved in online education for the purpose of professional growth
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I think networking provides great opportunities in all field for learning. Sharing real experiences are some of the best "professional development" I have attended. Just attended the science TIC; wonderful experience of teachers sharing with teachers.
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You are correct. Networking is the best way to learn. It isn't always easy finding time to get together face 2 face but technology is enhancing our collaboration across the state in order to learn from each other
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Understands student motivation and uses techniques to engage students
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content knowledge (including technological knowledge
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great connection to Technological Pedagogical Content Knowledge (TPACK) ...attempts to identify the nature of knowledge required by teachers for technology
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Technical knowledge is a hard one for me. I feel like technology changes at such a rapid pace and with not being in a physical classroom I have to rely on myself to further my tech knowledge. That doesn't happen easily.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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• Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
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As a student and as a teacher, I have found getting my assignments graded online as a student and grading them as a teacher is very time consuming. Sometimes I have even wondered if my assignments were graded by my instructors. It takes a lot of time sitting in front of the computer, opening up each student's assignment, and grading it with quality feedback. I have found that online work tends to take a lot longer to grade.
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We are currently using a lot of Google Docs in our classes at Woodbine, and I too have been a bit overwhelmed by the time it takes to grade work. Some resources like Flubaroo are helping me with multiple choice type work but basic writing stuff takes a long time.
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This seems to be a common theme and something that on-line teachers struggle with. Getting timely feedback as a student is important so new learning is affirmed before I move on to the next topic. As a teacher it requires allot of time and self discipline to attend to.
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Getting feedback on student work is key for motivating students to work hard daily. Google Classroom has made a big difference in face-to-face classes and I believe it could also make a different in online classes. If the assessment is a paper, then the teacher can give feedback daily or every few days instead of just grading the paper at the end when it is due. This feedback would allow for students to know if they are on the right track as they are working on it.
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• Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
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• Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varvel I.D)
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Course evaluations have been interesting to me in the past. If they are not well designed they can create a forum for feedback that is not as "helpful" as you'd hope. Putting a lot of thought into the feedback you are seeking and then asking about those things in particular with carefully worded questions might help a person avoid "extra input" that sometimes is not as helpful. (I've had students use them as a place to judge and criticize. That CAN be helpful, but it is often not the type of feedback that leads to creating change for the overall good of the course.)
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• Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
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Be careful as to the questions used for bringing in feedback and think hard about whether to make it anonymous or not as well. Open ended feedback from anonymous posters is sometimes not as helpful as you'd hope it to be. :)
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My experience is that course evaluations for online or traditional AEA courses are often not completed. Those that are posted often do not have enough detail to help guide changes. We have tried to send out a separate SurveyMonkey and don't get a good response there either. Would be concerned re: how this criteria would be evaluated. AND, I would love to know how to encourage more course feedbackk!
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When this was trialed in my last course, I found the pre-course evaluation fairly straight forward. The co-teacher and myself had to revise the post-course evaluation a few times as we walked through the course to ask questions that provided us with usable information.
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Incorporates social aspects into the teaching and learning process
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Collaboration is key to a successful online course. It is not enough to read content and complete assessments. A student needs to be actively involved in the learning process. This is where discussion forums become important as do the activities that you are directly involved with during the class. Reflecting and responding increase the social aspects and allow for learning to go beyond the content provided. - Cari Teske
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3
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• Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
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Very important for all instructors on either side of the screen. Keep current on new research by reading, taking classes, collaborating and networking.
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Online instruction is more than just putting print up on a website (the online version of worksheets perhaps!)--one must strive to learn all aspects of the technology and use it to be an effective online instructor.
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Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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There is a HUGE difference between face-to-face and online learning/teaching.
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Very true. Also, between blended and those mentioned above. Strategies used need to be developed to provide learning to be at it's optimum.
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I feel there is a definite challenge that is larger barrier than teaching face-to face. You must get your thought across without that personal face-to-face and not loosing anything in the interpretation. you must also feel as though you have your message getting across ....quite a challenge.
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I agree that there is a huge difference between online and face-to-face teaching. I also believe that some people think it's "easier" to teach online and takes less time. Actually I think it takes more time!
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• Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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Students believe that copying and pasting from several sites alleviates the worry of plagiarism while never translating the material into their own words. In addition, sometimes students have the false idea that posts are anonymous unaware that what is said online remains. And edits and deletions may be impossible. With this comes responsibility.
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This is a huge concern in our building since going 1:1. Students don't understand that they can't copy and paste something word for word from the Internet. I have had students simply change one or two words and think they can all it their own.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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• Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
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https://diigo.com/08anyu I have found assessment data to be very valuable in seeing if what you are teaching matches the goals of the course. Data often show gaps in instruction. It also indicates areas that may need to covered in more detail.
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Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
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https://diigo.com/08anyu I have found that dealing with the problem before it escalates usually is the best approach. If a student is having a problem, talking with the student in a normal calm voice can beneficial. Sometimes, things just blow up and then the main goal is to keep the students safe.
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• Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
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Knows the content of the subject to be taught and understands how to teach the content to students
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Selects and uses technologies appropriate to the content that enhance learning
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I believe that the content being learned must be the focus and not the technology being used. The technology should only be a tool that enhances student learning.
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Good comment! Even with students that we work with face 2 face.... technology should not be a subject or an objective but it should be used to enhance their learning with core curriculum.
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presentation of the conte
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Understands and uses data from assessments to guide instruction
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Teaching is all about constantly tweaking the material to meet the students' needs. What worked a year ago may not work at all with the current students.
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Yes, reflection is always good. But, often times it needs to happen during the course. As instructors we often assume that others will be able to follow along with the instruction. When that is not the case, material needs to be retaught. In a face-to-face classroom, one can observe the students. In an online class, it may be more difficult to see and the method of gathering understanding from participants may take a different approach.
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I find it very helpful to document immediately following a lesson with a student before going on to the next. It helps keep data clear and immediate.
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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Some students are under the mistaken impression that copying and pasting from several different websites and compiling this info is NOT plagiarism. Translating into their own words hasn't been done and yet they don't understand that they are stealing content. We, as educators, must establish the guidelines for writing with integrity.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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The details in this criteria include 2 items that are recognized as cornerstones of good teaching and likely share common definitions-overviews & reviews and patterns in lesson sequencing. "Appropriate visual web design techniques" on the other hand does not have a widely held definition. Where will this come from? How can online instructors keep up with what are appropriate techniques?
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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Assists students with technology used in the course (Varvel III.C)
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Knows and aligns instruction
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instructional strategies
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planning, designing,
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When starting an online class is important to design it with the end in mind. What do you want students to know by participating in this course? Planning and designing how to get to those goals is critical. It can often be difficult for instructors to 'unlearn' what they are already know. In a regular classroom they pick up clues by observing the students as to whether they understand the content. That is much harder to do in an online environment. Therefore, it is important to carefully review your course throughout the planning and designing stage in order to deliver a clear message of instruction.
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
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As a yearbook advisor, I've always taught students that you can mention film, media, music, games, etc. and you can use portions of lyrics but not whole songs or poems. Attribution is important, but doesn't necessarily let you use whatever you want. If kids want to use pictures in our book from Facebook or Instagram, I make them ASK permission from the person who took the picture. As an Art teacher, I explain to students that it gets a whole lot messier. No one blinked when Warhol parodied advertising labels or art masterpieces or when Marcel Duchamp recreated the Mona Lisa with a mustache, but Shepherd Fairy was sued by the Associate Press for basing his Hope/Change/Progress posters of Barrack Obama on one of their news photographer's images from a press conference. I encourages students to use Photoshop, Pixler or Google Drawings to create their own graphics and MeMes rather than simply downloading preexisting material, but I don't think I'll ever manage to stop them from looking up pictures on the internet to draw or paint.
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Okay, but don't we also need to have a feel for each individual student's learning styles, cognitive abilities, behaviors & intelligence strengths & deficits? Anyone who's been a classroom teacher for very long can also tell you that every group seems to have a "chemistry" or personality or relational dynamic which is unique too. Every year I've had to adjust because of how groups get a long or work together or respond best to. I would like to know if the social/group dynamics play as much of a role in online teaching if any. Is it like classroom teaching, something that you gain instincts about through experience? It there just as much art and science to teaching with moodle or in a chat room as in an actual school?
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
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I agree to be the best teacher you have to experience the lesson from the students perspective. Having been on both sides give the educator a much better understanding of how things should be taught.
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ollie1 (Peterman): Iowa Online Teaching Standards - 28 views
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Has experienced online learning from the perspective of a student
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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.
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I think that taking online courses ourselves humbles us and helps us to empathize with our students who experience problems with online learning.
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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.
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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!
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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
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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.
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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.
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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'.
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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.
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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.
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Being able to be in contact with the instructor (and other students) is imparative during an online course.
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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.
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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.
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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.
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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.
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It is important for instructors to be able to use technology to better prepare out students
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The challenge is staying current because the technology emerges so quickly.
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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.
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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.
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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.
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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.
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Assists students with technology used in the course (Varvel III.C)
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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.
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Paloma, Does 1:1 mean that every student will have a laptop or some other form of technology available for every class period?
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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.
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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.
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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.
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Communicates with students effectively and consistently
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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.
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Yes, Paloma. Nancy is a great example. I took another course with her and was very encouraged when I communicated my frustration.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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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.
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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.
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Having one place with all assignments listed by due date was a feature of all my classes. I would continue thta in this context.
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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.
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Understands the differences between teaching online and teaching face-to-face
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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.
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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.
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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.
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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.
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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
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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
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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.
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Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
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Knows the content of the subject to be taught and understands how to teach the content to students
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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.
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This is so true! Quality teaching will have the most impact on student achievement - not resources, class sizes or the use of technology.
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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.
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• Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching
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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.
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
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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.
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• Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
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• Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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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.
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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
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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.
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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.
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• 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)
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Selects and uses technologies appropriate to the content that enhance learning
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This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner.
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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."
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Provides substantive, timely, and constructive feedback to students
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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.
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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.
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I think this is so important especially for those who are not sure if they are doing an assignment correctly.
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You are so right -- it's easy to get frustrated when there is a lack of communication.
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4 Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS
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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.
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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.
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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.
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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.
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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.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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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.
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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.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (
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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
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Networks with others involved in online education for the purpose of professional growth
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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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.
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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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.
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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.
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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.
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to stay current with emerging technologies (SREB B.5)
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Aligns assessment with course objectives
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• Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
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• Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
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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.
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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.
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• Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
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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)
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
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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.
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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.
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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.
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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.
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Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
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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.
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I'm new to online teaching. What are your thoughts in rigor? Do you find online classes more or less rigorous than traditional class?
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Creates or selects multiple assessment instruments that are appropriate for online learning
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Utilizes a course evaluation and student feedback data to improve the course
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Demonstrates ethical conduct as defined by state law and local policies or procedures
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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evaluate learning materials and resources that align with the context and enhance learning
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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.
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This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner.
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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.
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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
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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
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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.
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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.
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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.
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iowaonlinelearning - Teaching Standards - 3 views
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (
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This is so important. If students aren't getting a concept, repeating it over and over....or slower...isn't the answer. We must find a different way to approach them. This is true of all types of learning - traditional and online.
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This is so important for all type of instruction, whether it be online or face-to-face. If a student isn't getting the concept, repeating my instruction over and over....or slower...isn't going to help. Time to try a different approach.
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
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This gets me to thinking about layout of an online course and ease of navigation. If things aren't clearly laid out or easy to navigate, it makes the learning more difficult. My daughter is taking a summer class and I'm seeing first hand how course layout has affected her. The lessons are presented in Soft Chalk with the assignment directions on the assessment page. They don't take the assessments shown there, rather the ones the instructor posts in the modules. The assignment directions are not easy to return to, The pages load slowly and there is no sliding bar to just take you to the last page. The assignment directions are not shown on the assignment page where students actually submit their work. This has been a source of frustration for my daughter. Layout and ease of navigation, along with directions on the actual assignment page are extremely important for online learners. Especially students who aren't as patient as adult learners.
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Tailors instruction to meet the different needs of students,
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This is something I strive to do in my classroom. Face-to-face interactions make this easier. This would be more challenging in on-line learning.
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This is something I strive to do in my classroom. Online learning presents challenges in this area. Great care and planning would be involved. I can see the importance of having a student coach.
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Accommadating for students with special needs would be a tough in the online setting. With the use of some technologies such as text to speech I think that some of those challenges could be addressed. I agree though, if it is a full online class, then a student coach would be ideal.
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Understands and uses data from assessments to guide instruction
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This ties to the first item I highlighted. Assessment data, whether it be formative or summative, must guide what we do as teachers. How many times over the years have I given an assessment and didn't do anything with it? I continually strive to do better with this.
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I like this one as well. It is so hard to be a learner when you do not understand something, and the teacher continues to plow forward.
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Creates a learning community
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A sense of community is what makes a classroom such a great place to learn. The challenge would be to create such a learning community with online learners.
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A sense of community is so important for learning. This seems so much easier to me with face-to-face learning. Definitely a learning curve for educators as we head towards more online learning.
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Agreed! The connections in face-to-face learning environments are more naturally occurring but in an online environment where a large component to understanding lies in the ability to effectively communicate the material, an educator must facilitate an open and safe place to do so.
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Communicates with students effectively and consistently
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Finding how to effectively communicate and monitor students consistently in an online course seems extremely important to me. Adult learners are more likely to be independent and push on when things aren't clear. Not the case with children or teenagers. They are more likely to just "shut down" and blow the course off if they weren't able to communicate with their coach and/or instructor.
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Finding out how to effectively communicate with online learners seems critical. Again, the importance of a student coach surfaces. Adult learners tend to push on and problem solve more. Student learners, not so much. Feedback, help with assignment, tech help, etc. must be given consistently and as quickly as possible. Finding the balance between being available and being on 24/7 would be challenging. Letting students know when you are available, when to expect a reply to message, when things will be graded must be communicated up front. And communicate if changes occur. I know even my 5th graders appreciated updates if something was taking longer to grade than anticipated or if I needed to help them a little later.
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encourages collaboration
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I feel like maybe last year I was so focused on classroom management that I didn't really take many risks in the collaboration department. I know how important that collaboration is... I just have to figure out how to make sure my students stay actively engaged with our learning during these group work or partner work times.
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I could see how with younger students this could be... "risky." AS adults, and professionals, we self regulate and censure ourselves well. Especially with topics that are not controversial. I wonder if canvas has a way that kids can post, and you can moderate before it is shared?
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Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
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This seems silly to highlight this, but students need to have an instructor that is trained in the subject matter and has the technology skills to help students as well. It brings validity to the material when presented by someone that has learned about it, experienced it and has taught the material. I would be horrible at teaching an online course about Language Arts because that is not my strength area and have limited skills providing online learning. In my opinion, if you want something to be successful you need to be fully invested and not cut corners.
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Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
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Technology is great but sometimes technolgy does not always fit every learning situation. Choosing the right format or multiple options, can make or break instruction. I found it very easy to follow along with the videos provided to sign up for diigo, where I probably would have struggled to more if I had to read directions and figure it out on my own. Visually seeing it put me more at ease.
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Understands student motivation and uses techniques to engage students
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Demonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
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This is potentially hard to do. There is so much copyrighted material that floats around the internet, namely on youtube and on google image search. Its tempting to just use all the resources you can easily find, and those are two HUGE sources of information. I hear the AEA website has an copyright OK picture library for school use, and I know there where some learning licensed video sights listed on the resource wiki we looked at. Anyone know some more specifics on these? #ollie_iowa
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When you are using Canvas and posting information on your class page, you can click an icon above the text box that has a list of video resources available. I would be able to tell you more however, I am new to it as well. It is the little blue V in the center of the bar above the text box.
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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Has experienced online learning from the perspective of a student
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Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a) • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
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Not any different from the Learning Targets we create for our Priority Standards for our face to face classes.
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This is critical with an online course. Not only do your criteria and standards need to be clear, but you also must have an efficient way for students to seek clarification and ask questions, just like they would in a normal classroom.
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8. Adheres to, models, and guides ethical behavior, including technological use (ITS 8)