This is a great site that can be used a number of different ways. It's a great way to use the computer and demonstrate how to use an online program to students. The program records your voice while and whatever program you are looking at on the screen.
This phrase always makes me nervous today. I am definately on the side of cautious about how much you interact with students socially online. Even the phrase "online social presence" isn't clear on what that means.
I agree, every other day there is some hullabaloo about interacting with students or privacy issues. I really wish there was a little more clarity out there about social media and educators.
Agreed: I've been communicating via Facebook with students for years, and have been using text messages for longer than that. Students don't use emails anymore. But then this fall, we were told that any texts to students need to be also sent to our AD. What a waste of time. And now we're going to set students up with their own gmail accounts??? We need to be giving them a lot more leeway with their cellphones and social networking sites.
Has experienced online learning from the perspective of a student
I think we are definatley getting that right now! I love learning more about online tools for students, but I do feel a little overwhelmed about the amount of information and how to use it best in my classroom.
Agreed, there is a lot of stuff out there to keep track of, but at least as students we don't have to get it perfect. That's one of the up sides of being a student after all.
I like being in the student's position so I can catch the pitfalls and hangups that will frustrate on-line learners. Hopefully, this will help me make a clear focus and transitions in on-line classes that I build
Amen Perry! I think Moodle could be an entire coursework of class. I'd like to see our tech offerings to students get more up-to-date than simple word processing. The applications classes should also be more oriented to Google Docs, etc...
• Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
I need to post the expectations as outlined in my syllabus into my moodle course.
Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
I am glad I am not trying to teach and use Moodle at the same time. I am having a hard time maneuvering around Moodle, too.
4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4)
I think this whole section is critical! A friend of mine has taken a couple of online classes from a jr. college in another state. While the courses had instructors, they were mostly all automated. The instructor told the students there is nothing she/he can do to effect the grade (all automated online tests) or even help them understand what they did wrong. Just because something can be put online doesn't mean it is good quality learning. A course MUST be designed differently for online.
Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
One of my favorite sayings is that "None of us is as smart as all of us." When it comes to professional development, there is so much that the partcipants can learn from each other! Creating a professional learning community online takes effort. I think this will be one of my greatest challenges.
Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
Staying on top of this one will be a major effort - very connected to "7. Engages in professional growth". This will be something that is always ongoing, never finished.
I think moodle does a better job of allowing multiple assessment techniques. We are kind of stuck with what we get from the PLATO program
Aligns assessment with course objectives
Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
In my experience on-line learning actually makes this part of the job much easier. You can build in visuals, audio, and other instructional strategies and the students can spend as much time on them as they need to
Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
This is getting more and more difficult as the immersion in technology continues. Students need direct instruction in ethics and technology, and heavy consequences need to be clearly stated by school boards for violations.
Understands and uses data from assessments to guide instruction
This is especially tricky when it comes to music--finding resources and designing resources that are appropriate and useful to enhance learning in music, especially at an appropriate level.
This is crucial for technology to remain a useful tool. It is why so many teachers do not allow Wikipedia.
4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4)
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Online learning works well with videos and pictures to illustrate the content. Uploading word documents that have been used in face to face content does not work well. The content needs to be transformed to a "lesson" format with font changes and graphics.
• Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
• Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
• Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
Multiple methods of communication with the instructor are important in an online course. My outgoing e-mail was blocked for several weeks but Judy found other ways via Moodle to contact me.
Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
Net working with other teachers helps for personal development as well as professional. Others can really help problem solve.
Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
I am trying to post a comment under the "maintains an online social presence...". This is difficult to do considering the situations that can happen when teachers and students communicate together thru various websites... It doesn't take too many days of watching the news to find another incident of inappropriateness between teacher and student.
The actual title of this is YouTube video is: "The Jing project- a free screen capture program." I'm very interested in this tool and plan on investigating it further. Thanks, Jason for bringing it to my attention.
As this is important in a traditional classroom environment, this standard is imperative in online teaching. If something is unclear in the classroom environment, the feedback can be immediate. If there are errors or lack of clarity online, however, all work is delayed until the instructor remedies the situation.
Has experienced online learning from the perspective of a student
A good teacher, whether in the classroom or online, must develop a sense of empathy (and humility). Having walked in her/his students' shoes is a key step in this process.
This seems to be exactly what we are trying to do. The collaboration component of the class should provide all of us with a lot of different ideas, websites, and critiques that will save us time and effort. When we can pair the correct technology with our content our students will be the beneficiaries.
We certainly don't want to use technology haphazardly. We need to use it for academic purposes, not simply because we have it or to entertain the students.
It's a great idea to have students evaluate how the online course is going during and at the conclusion of the course. Ask them what worked and what didn't work and then use this feedback to improve on the next online course.
Evaluation and immediate feedback is important in order to show the value of education to students. It keeps them updated and aware of what they need to do.
Assists students with technology used in the course
To be able to assist students with technology during an online course, we need to choose technology that can be taught or demonstrated online (or referred to another website like Atomic Learning) when students have questions.
To assist with technology during the online course, teachers need to make sure the chosen technology matches with the desired learning, is compatible with ability levels and an established process for questions is in place.
Provides and communicates evidence of learning and course data to students and colleagues
Using technology tools enhance the accuracy of data and the amount of data that can be collected for formative and summative assessment through tools like moodle.
Using technology like moodle to communicate expectations and learner outcomes to stakeholders is important. Knowing the "why" of the learning is an important piece to the puzzle of learning.
Demonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
Using technology appropriately is a very important part of the teaching process. Being a good role model and explicitly teaching the importance of ethical online behavior is a must for all teachers.
I agree. There is so much online that is unethical and inappropriate, it is really important that instructors are setting the right kind of example through what they say to students and the material they expose their students to.
Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
Instructions for activities need to be in more detail than face to face. Directions that are not concise may cause the learner to become frustrated. Tutorials or screencasts are especially helpful in on-line courses.
I agree that this is an essential piece. Instructors in a face-to-face setting can be asked questions directly and students can receive instant feedback and unless students are all online at once, insturctors need to make sure they are detailed and timely in their responses (especially for classes with fast paced timelines).
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)
Online instruction gives rise to the challenge of knowing your students. Feedback is not immediate which creates confusion at time as a student may believe they interpreted directives correctly when in reality did not.
• 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)
I think this is one of the best features that online learning provides. With many of the programs I use students get immediate feedback, not only the correct answer but the reason that answer is correct, as the student completes the lesson. This is essential to today's students because too often once they receive a final score, they fail to read any notes or explanation from the teacher or to question why their answer was not correct.
Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
Promotes learning through online collaboration group work that is goal-oriented and focused
In reflecting on this I'm fine with modeling appropriate online behavior, but the question of how to penalize for inappropriate behavior is one that I'm having problems with. Any thoughts?
ontinuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
I think that this will be easier by being able to do some of the quizzes and questions and collaboration online. It is a way to provide instant feedback to the students as well as to me.
Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
I think this one is one of the reasons I am taking this class. There is a lot to learn when going to an online curriculum or incorporating it into an established curriculum.
Even if the class is NOT an online class, to learn new elements of technology and how to infuse them into our classrooms in meaningful ways can certainly help our students stay more engaged.
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
This would be the one of the most essential parts of the standards. If a student is only engaging in one sided learning, they are missing out (some of the problem with students not participating in traditional classes).
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)
Applying multiple intelligences to online learning proves intriguing. Of course, some limitations exist - - how does the naturalist find relevance and value? However, most of the intelligences can be tapped into via sound clips, video, images, collaboration, blogging, etc. to really enhance the online learning experience.
Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
I think one of the best features of this course so far is the opportunity to use Moodle as a place to network and improve skills. With teachers so cramped for time, using online resources such as this could really allow for everyone to grow beyond the confinements of the school day.
Teaching students how to respond appropriately using technology is very important to teach our students. When students use technology it is hard to take back comments made, so it is important for them to understand how to use it appropriately the first time.
I keep thinking about the technology that has been prevalent for math for many years: graphing calculators--some do not understand the power of those since they are not significant in other disciplines.
I believe this is essential in all areas of teaching - to design the structure of the class. This is essential in all courses as there should be a sequence/structure that flows utilizing the tools needed to "teach" the content. It is our roadmap to what our outcome is.
I think it is often helpful to take a "hybrid" course, as least if it is one's first online course experience...that way, you can get face-to-face assistance with learning all the online components, as it can be overwhelming!
Understands the differences between teaching online and teaching face-to-face
Will we use online to its best ability and know if teaching face to face is a better/worse method and do what is better for the learner?
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
My question is how flexible will we be when we design a course for online? Can we use formative assessment to make changes in instruction as easily as face to face--
Tailoring instruction is very essential for learning, as I work with preschool teachers to do this, they struggle and they see their students day to day F2F. Where I wonder if it is harder or not to do this in an online class. thoughts? This is an essential component needed in every class.
It is imperative for teachers to understand the tools that are available to meet the diverse needs of all students. Many teachers would use more tools, in my opinion, if they were aware of them and had help learning how and when to use them.
I think these are key words! So often technology in education to add "bling" to our lesson or presentation. It doesn't necessarily improve learning or teaching. This is a reminder to keep our eye on the ball, so to speak.
I believe this is essential in all areas of teaching - to design the structure of the class. This is essential in all courses as there should be a sequence/structure that flows utilizing the tools needed to "teach" the content. It is our roadmap to what our outcome is.
If in college, my online courses were as effective as this one, I would have been more engaged. This class motivates me to want to do more and learn more. I feel motivation is key int having an engaged class.
course evaluation and student feedback data to improve the course
I think it's essential to consider student feedback so we can keep improving our online courses...sometimes, feedback is gathered but not looked at or not used to make changes, so this will be important to provide the optimal online learning environment
I am excited about the possibilities of both synchronous and asynchronous communication tools...there may be times when synchronous learning would be most beneficial (having students view the same instruction or community learning at the same time), but how convenient would it be if everyone did not have to be in the same location?? They could view or join in the conversation from anywhere they have a computer! And I love the asynchronous tool possibilities, as in today's age, we can reach so many more learners when they can do the learning at their own convenience and whatever time works best for them! Love the possibilities both of these types of communication tools offer!!!
Provides substantive, timely, and constructive feedback to students (
I can see it would be very useful to devise a way for the student to know before a deadline if the attempt to find the correct document, highlight it, and leave a comment (for example) was successful.
As a former teacher, I always treid to remember how it felt to be a student learning new information. That perspective changed the way I approached teaching.
I attended an Ethics presentation Friday and there is so much that educators need to know about dealing with students. Where can we find more about these 'techniques?'
ethical conduct as defined by state law and local policies or procedures
Chapters 25 & 26 Iowa Code of Conduct & Ethics http://www.state.ia.us/boee/doc/ethHndot.pdf I did a search on this document and it's interesting the word 'technology' is not included. It could be implied in many criteria.
Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
Using techniques to engage adult learners will be critical for a successful online class. I think that this will require use of a variety of tools, including those that involved audio and video components. Even "content rich" online courses would have difficulty engaging the learner if they only involved reading, web lessons, powerpoints, etc. (without some sort of screencasting, video or audio).
This standard reminds us that aside from providing an engaging, motivating course via techology, educators need to sure that their offerings align with district/student needs. We want to design courses that will impact student learning and achievement.
Creates or selects multiple assessment instruments that are appropriate for online learning
I plan on using this tool because I believe my students will need some modeling of how to operate within my moodle. (much like we have been provided.) :-)
Does anyone have any hints in using this tool or recommendations of other tools to do the same job more effectively?
Anyone ever try this? I am thinking there has to be a way to get this posted.
After you capture and save your image to the Web, Jing gives you a popup letting you know that it has put the (non-embeddable) URL on the clipboard. That popup also contains a link to a page on screencast.com where you can manage the image (e.g., rename, delete). That page displays a link to the embeddable URL. You can right click and copy link location from there. It's an extra step, but it's acceptable.
in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
I love this, I wish that all presenters were given this statement to check their presentations before going public with them. I think it is a good reflection piece to see if you have developed a quality presentation. I am going to make this part of my proofreading process when preparing presentations from here on out!
You can wreck a communication process with lousy logic or unsupported facts, but you can’t complete it without emotion. Logic is not enough.
You can wreck a communication process with lousy logic or unsupported facts, but you can’t complete it without emotio
I really haven't ever thought of the emotional side of the presentation, but it makes sense that if someone can connect with the presenter they might be more engaged. Appealing to the audience emotional side can help them become invested in the topic and information.
I think this is important, I have recently tried incorporating storytelling into my presentations, letting the audience know how I got to where I am in my journey with the topic and why it is something I am passionate about. This ties in with the idea of striking the emotional side of the audience mentioned in the other article.
I feel like this was one of my biggest ah ha's. I love stories and hearing the presenters story is always engaging. When I have shared a story in class, it has students attention, they interact, ask questions, volunteer information. When we are working through slides, I feel llike I need to sing and dance to hold their attentions. Stories are powerful! I have just not ever considered it as a presentaion method.
PowerPoint is a medium that can be used effectively — that is, with effective design methods — or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods."
PowerPoint is a medium that can be used effectively — that is, with effective design methods — or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods."
I think it is important to note that PowerPoint is a tool that can be used effectively, but just simply having a PowerPoint doesn't make it purposeful just through using it. The design of a presentation includes multiple facets, the visual presentation is just one of them.
The key lies in what is the purpose of the presentation and how does the tool(powerpoint) aid in the purpose.
Point is
a medium that can be used effectively — that is, with effective design methods — or
ineffectively, that is with ineffective design methods. We would not necessarily say that
books are rarely a good method, because books can be designed using effective or
ineffective methods."
ineffective methods.
“sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories. And yes, these six compress nicely into the acronym SUCCESs.
I am a fan of acryonyms when they are easy to recall, I like that all of these are described below in more detail, but the "memory" word describes it well enough to trigger what you should remember when designing presentations.
I think this becomes difficult in many settings educationally because the focus has always been on a away to help visual learners gather information. They are often used to be a note guide or a resource to refer back to. I wonder if the shift to being able to screencast would help this. I also wonder about how it leaves out the visual, non-auditory learners. I also think that as a resource, it is less effective if there is an audio track because then the viewer has more to sift through. But it is perhaps more effective as a teaching tool because they can use it to re-teach. Perhaps it is more about purpose matching the delivery.
esented as speech (i.e., narration) rather than text (i.e., on-screen text) or as speech and text.”
Somewhere along the presentation education line, these things get mixed up. When giving a presentation, there should only be key words to cue the speaker or drive a point home. I think that the concept of "cue the speaker" has lead to all of the text. We feel unprepared and this becomes a crutch. I think this is what most of my student struggle with. Although, this course is mostly focused on the teacher, as a high school English teacher, I think these concepts should be taught to our students as well.
I completely agree. I think it has been drilled into people to use the text as cues on what to talk about, but I think this has become misleading and has led to text on the slides that detracts from the presentation rather than add to it.
Third, create a written document. A leave-behind. Put in as many footnotes or details as you like. Then, when you start your presentation, tell the audience that you’re going to give them all the details of your presentation after it’s over, and they don’t have to write down everything you say
I love this idea! This would keep your audience engaged in the presentation and allow them to not worry about if they have all of the bullet points written down word for word for the text. This would allow the information to flow faster because you don't have to provide wait time.
But everyone else is busy defending the status quo (which is easy) and you’re busy championing brave new innovations, which is difficult.
This makes it a lot more work too, but it is worth it if the information stays with them. They will remember the power of your presentation. They also will feel that they have missed something if they weren't present.
I think that sometimes this could be negative part of a presentation. The key here is to create something unexpected that directly connects to what you are talking about and proves your message. Often, I see people pulling something out just to break up the presentation and to give them a mind break. It is important to wrap those things together (mind break and message) to really get this aspect accomplished.
Great ideas and presentations have an element of story to them.
I think the key here is the word "element." I have been part of presentations where you are there to hear about and idea, and they end up telling you story after story. They are loosely connected, but I find myself disengaged with the content and the focus because I am wondering "how many of the "rabbit trails" we are going to go on?" I think you should use stories to help with concepts and examples, keeping them short and to the point.
I think it's particularly hard in education, as we don't often have the "whole story" about a students success as they leave us and transition to another stage in their life. Teacher or student success stories are powerful and touch our hearts. For implementing new practices/techniques, or strategies, a true life story from a teacher is always more powerful.
The redundancy effect says that if one form of instruction (such as the spoken word) is intelligible and adequate then providing the same material in another form (such as lines of text on a screen that mimic the words being spoken) are redundant and can actually hurt understanding.
I found this so interesting and it can be counterintuitive, but the more I thought about it the more I reflected on how often I completely tune out as a result of seeing and hearing the same content (ie someone reading their powerpoint slide)
This was a stand out to me as weel. The more I thought about it the more I agreed with it. When I have bene presented to, it is extreamly distracting to try to read a slide while someone else is reading it out loud.
First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
Fourth, create a feedback cycle. If your presentation is for a project approval, hand people a project approval form and get them to approve it, so there’s no ambiguity at all about what you’ve all agreed to.
Fourth, create a feedback cycle. If your presentation is for a project approval, hand people a project approval form and get them to approve it, so there’s no ambiguity at all about what you’ve all agreed to.
In education, it's often about what is the implementation piece associated with the presentation/learning/ etc. How do we hold ourselves accountable for the information presented
The Curse of Knowledge is essentially the condition whereby the deliverer of the message cannot imagine what it’s like not to possess his level of background knowledge on the topic.
I really struggle with this. I'm never sure how technical to get with my language as I want the audience to feel comfortable with the content, but not feel like I am "talking down to them"
Concreteness. Use natural speech and give real examples with real things, not abstractions.
I really need to work on this one and spend some time coming up with better examples, stories, and analogies in my presentations to make things more concrete.
Often, people come to a conclusion about your presentation by the time you’re on the second slide. After that, it’s often too late for your bullet points to do you much good
This is so true. I think it's critical on how you set up the audience for what the purpose is, how this will help/impact them, and what they will/should walk away with.
I too am guilty of this. I sometimes feel that what I have to say on a topic is so important that it can't wait or that I have to include it. As a principal, I've had to learn to be disciplined to sometimes save my thoughts when others are presenting and not interrupt their presentations for my own sake of speaking!
I do feel that I try to connect with teachers emotionally. I am very vulnerable in my communication with teachers. I don't want to be known as the expert and thus I engage a lot of teachers to be with me in presenting, sharing, modeling, etc. Acknowledge how busy we know they all are, but surround it with how important our new learning is for the benefit of students.
It is effective to speak to a diagram, because it presents information in a different form. But it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented
Speaking to the diagram allows one to have their own thoughts, and consider the presenters ideas I beleive without the overload suggested by reaing the slide to them. I like the idea of an image that gets to the emotion or the concept that you are trying to get across.
Next time you plan a presentation, then, start by using a pencil and pad, a whiteboard, or a stick in the sand — anything except jumping headfirst into slideware on your computer with its templates, outlines, and content wizards that may point you down a path you wish not to go.
I love this! Of course anything done in the sand this time of the year in Iowa seems like a GREAT idea. I know I am guilty of starting with the slide and not the overall concept. It is so easy to rearrange slides in power point that is it ewasy to get caught up in headfirst jumping.
IMPORTANT: Don’t hand out the written stuff at the beginning! If you do, people will read the memo while you’re talking and ignore you. Instead, your goal is to get them to sit back, trust you and take in the emotional and intellectual points of your presentation.
Yep! save it until the end. How many conferences have you been to that people stick their head in the door, grab a copy of your slides, handout, whatever, and turn around and head out. If they could sit and listen knowing they will get materials at the end, I believe they will have a better learning experience.
Simplicity. If everything is important, then nothing is important. If everything is a priority, then nothing is a priority. You must be ruthless in your efforts to simplify
I'm getting ready to work with a group of teacher librarians and we are starting by looking at our guidelines from Dept. of Ed for school library program. I think each year, as we add new tools, strategies, we have to not lose sight of the progress we are making on any standards or guidelines. Seeing how close we are to best practice, only helps us focus on what work we have to do. So, they may be non-evaluative, but maybe also not "optional". Does that make sense? Kristin
I think that makes sense. There is a proper procedure (I'm assuming) inclusive of the BoEE, SAI, and ISEA on setting standards that would be evaluative... and therefore necessary for licensure. These haven't gone through that process.
One of the best things about the standards is exactly what is being done on this page... they lead to good discussions about what is great teaching.
Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
This is not unique to the online teaching standards. It would seem prudent to align anything we teach to students and/or adults with the Iowa Core or the newly adopted Common Core Standards in reading and math.
I agree; with so much to teach these days, the classroom time needs to be tightly tied your Content Area Standards (in my case Reading) and Technology. My students will be in a world quite different from mine, so more Technology use is needed. They are already experimenting with Online usage but without supervision and guidance. The Standards will help me as a teacher to focus on ethics for Internet use and help in guiding them into the best pratices.
The teaching standards have always provided me with guidance when selecting content to teach my students. When I taught Art, Science or Social Studies. Technology knowledge is critical to everyone, including students in special education. I was unaware until taking this Moodle course, of the online teaching standards. I agree that it is a good tool for teaching.
I have always had a strong interest in knowing and aligning the instruction with the goals. It is very easy to fall in to the practice of doing things because: "they have always been done", because I found an exciting new tool, or it is the catch phrase of the month, I feel it is good practice to regularly revisit the desired goal to better assure the alignment of that goal and the instructional opportunities to achieve said goal. I am glad this is here and glad it is at the top, intended or not.
Aligning insturction with the goals is somethign I have always had an interest in. I think it is very easy to fall into the practice of: always having done it that way, or trying the new exciting tool, or jumping on the catch phrase of the month with out considering the learnign goal. I think it is very important to regualry revisit the learning and achievement goals to make cetian that the instruction is aligned to that goal. I am glad to see it mentioned here, and intendedl or not, glad to see it at the top.
I would agree that aligning the instruction with the goal is an important and often over looked piece of instruction. Way to often instructional practice is done because; "that's the way it has always been done, or because we found a new exciting tool, or because of the catch phrase of the month. I am glad to see the 'goal-instructional alignment" piece mentioned and glad to see it at the top.
I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
I too was unaware of the online teaching standards, but they make perfect sense. If we expect to bring students into the 21st century classroom, then using standards to guide that work will help all stakeholders. Otherwise, there is really no way to measure our effectiveness in the online environment.
Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
This one puts a bit of trepidation in my soul. I want to use technology well when I teach adult learners. However, I know that I still have a lot to learn in this realm.
It's impossible to stay trained and current on all of the available tools. Just pick a few that work for you and work with incorporating those. You are better off knowing a lot about a few tools than knowing a little bit about hundreds of tools.
I agree that it is impossible to stay current and trained on all available tools, but I don't think this is what the standard is saying. My interpretation is that it just encourages online educators to be lifelong learners and stay abreast of changes. I also agree that it is better to find the tools we like the best and learn to use and apply them to our course objectives.
I think this goes back to the discussion we had last week. Knowing what tool will work best in a particular learning situation is important. I try to stay current, but that really is almost impossible. Just in the first week, others in class referenced many online tools that I wasn't familar with, but wanted to learn more about. Using Diigo is another example. I've used this tool for awhile and that is evident by looking at my bookmarks. However, I have not utilized the group function nor have I used the discussion feature. I think this would be a wonderful tool to use in the online environment!
I think the focus here makes a good point.
An online class will be by definition part of synchronous and asynchronous communication. So instructors and students have to work with tools such as Skype, meebo, Adobe Connect for webinars, videoconferencing, etc. In the case of Skype, this morning I worked with a partner in South Carolina and we used Skype to share screens, send messages, but we didn't use the web camera because seeing each other for this meeting wasn't necessary. We only needed to hear each other and see items on our desktops.
And secondly, (although you have it listed first), if you are online, you need a CMS - in this case, Moodle to tie it all together.
Teachers need to practice in this environment - set up a meeting with someone to use Skype, register for a free webinar, etc. Expand your learning! :-)
I think the modifier "knowledgeable" and the "ability to use" instead of "has mastery of" is crucial. Those that wrote the national standards recognized what everyone here has said, that technology changes so much, mastery is not only impossible, but foolish to seek.
As a Reading Teacher I expect myself to be knowledgeable and have the ability to use (though mastery would a goal), but are these Standards for the classroom teacher or the teacher of Technology?
"has knowledge" is a beginning point. Some of our group members don't feel "knowledgeable" even though they have used many of the Web 2.0 tools. Those wise folks know exactly how big the "ocean" of technology is - that's why there is a bit of discomfort. When that discomfort or thirst for more knowledge leads one to a class like this, IT's a Very good end result!!!
Too bad these standards are for online course teachers only. Wouldn't it be wonderful if we were moving to blended classes everywhere? It would be for me-I'd like to see a lot more use of online resources. There are so many simulations, games, virtual environments that students could be exxperiencing. And, then having conversation about outside of the classroom. Wouldn't that be an improvement on a worksheet for homework?
This is a rather daunting standard at first glance. Keeping up with technology is not an occasional event. What it does say to me is that we have to be willing to make this an ongoing effort and not become complacent with learning just one or two tools, but to stay open to trying new tools. I think the key is matching the technology to the learning goal.
I was wondering the same think as Bonnie, are these standards for the classroom teacher or the teacher of Technology. I feel that we should have some basic knowledge of a tool before introducing it into a classroom full of students, however being that we are all lifelong learnings it is a given that the students will find things within that tool that we didn't know about and be able to teach us something. I just feel that if I wait to master something before bringing it to my students they will never experience it.
Is this speaking to formative assesment/assessment for learning? How can we be sure that all readers of this document have the same definition of "assessement"? Lack of a common vocabulary sometimes leads to misconceptions and misunderstaindings.
That's a very critical issue! There are way too many assessments "given" that are not used! And then who gets to decide which assessments should be privileged over others. Reliability and validity do need to count as major players in the decisions!
Good points. Lots going on in this short sentence. I would hope that the intent would be around student learning and not just completion of tasks. This would lead the instructor to be a critical consumer of what data would help him/her accomplish teaching for understanding.
I would agree this is an important and, for me, challenging aspect. I am guessing this is implied but I think it is crucial to use data from valid and reliable assessments (whatever that means) as many times I hear of decisions being made based on data that has little to do with the actual skills and abilities we would like the learner to have. Finding easy to use assessments that can provide meaningful data to guide instruction has been a challenge for me but one that I think can help to be addressed by the influx of technolgy tools and their ability to collect and provide graphic representations to aid in analysis of the data.
On the simpler side I think it speaks to the importance of the instructor learner relationship. If learning is going to be advanced the instructor must have and use information of where the learner currently is and then instruct accordingly.
Using data to guide intruction is another area that I have a great deal of interest in. I am a fimr beleiver that the single most important thing a teacher needs to know is to find out what the learn knows, figure that out then instruct accordingly, and this would need to be an ongoing process. The challenge, for me, is to find assessments that can efficiently provide that information but I think technolgy tools can can certainly help in that area with alll that can be doen to collect and organize data for easier analysis. A key piece to that being certain that I am collecting data that is well aligned with what the learner needs to know and be able to do, as I often see decisions that seem to be made based on data that seems to have little to do with what we really want learns to know and be able to do.
I would agree that this is a key piece. I am a believer that the single most important thing a teacher needs to know is what the learner already knows and then to teach accordingly. Collecting and using that information is an important part of any learning process.
Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
Kim, you said, "I would hope that the intent would be around student learning and not just completion of tasks." I couldn't agree more! This is assessment FOR learning (formative assessment) as we know it in the Iowa Core characteristics of effective instruction. (I think denise mentioned it in an earlier sticky note, now that I look back at it...). Effective instruction in a face-to-face environment seems to be similar to an online environment, too...to some degree.
This step is crucial. It's very tempting to set up a course and never touch it again. Given the constantly changing online environment, it is even more necessary to stay current with a regularily-scheduled course review process.
I have been in online classes where the instructor has taken a course and just "refried it" from offering to offering. Links are no longer valid, dates are incorrect, technologies have changed, etc.
That would be terrible. I'm spending so much time putting together my course. I want to be positive everything is in top working condition so participants won't face any frustration.
"Refried it". I've never heard that term before... it's now part of my lexicon!
Denise, what you mention is so true. There is a bit of pride involved in a course, whether online or F2F (at least I should say you can tell the teachers who take pride in their work very quickly). On the other hand, links expire without notice very quickly, and updates are made to Moodle servers behind your back that all of a sudden change the way your course looks. It's tough to keep up sometimes.
Each year I have had the students reflect on units covered this year...It has always been for my benefit...interesting to see it as a proposed Standard now.
I agree, Sara. Our AEA has an online evaluation for courses with participants responding to Likert scale items and given the chance to add comments. Much depends on the instructor's willingness to honestly examine that feedback, consider patterns in the responses, and make adjustments that improve the course.
• Assists students with technology used in the course (Varvel III.C)
I feel that assisting online learners in a course is very important to keep them from being frustrated and spending too much on the technology and not enough time on the learning. I find that I have to deliver one-on-one help in my online class to teachers who are not as tech savvy as others.
Leslie: I agree as well. If possible, I think it would be a good idea to have some F2F time. This might work well at the beginning of the class so participants will feel comfortable with the interface. I also think this might alleviate fears learners might have and consequently content will become primary and the technology secondary.
Great point about the content remaining the primary focus and the technology secondary. I know I appreciate the tutorials in this course and in others I have taken when it has been provided. If I have to find my own online tutorial or read about it, it takes way too much time and I'm totally stressed before I even begin the actual assignment.
Staying focused on the content is critical in reaching the overall goals of a course. When I first stated taking online courses I would often find myself double checking what I did to make sure a post occurred or paper uploaded. The more online courses I have participated in has yielded a comfort level with the technology tool and thus the focus can be on the content.
I can strongly relate to this, I'm one of those less than tech savvy teachers. There are so many new and potentially very useful tools that it is hard to know which will be useful to me.
I agree with that helping with the technology takes the stress off. I think that tutorials over the technology being used is a great way to help both student and teacher save time. This way if something is forgotten you can go back and see what the next step is.
I know that when I have something that has to be done using technology I can get frustrated really easily. Having a tutorial like I have for the class I am in right now has been very helpful and that way if I feel like I am lost I can go back and watch the tutorial to see if what I need to do next.
I agree with the comments. I know that when I have anything dealing with technology I sometimes get a little worked up. The more I am comfortable with what I am doing the better I do. I really like to the online class I am in right now because the tutorials really help me with the assignments. They allow me to learn the technology before I have to use it.
But high expectations are really good for all learners! And if we aren't life-long learners as teachers, how will our students ever be life-long learners? (It's in most of our 35 school districts' mission statements!)
I know this is one thing I need to work on in my classes. Because I take online classes as well as teach them, it's easy to forget to check in with the classes I teach, as I'm so worried about deadlines for my own assignments.
I've really try to maintain an online social presence by.... 1. weekly "check-in's" to post tips and suggestions, 2. to setup a calendar that will attempt to keep students "on pace" between due dates, rather posting an email that everything is due tomorrow. 3. always responed to student's posting with discussion forum. I know I could do more.... always looking for innovative ways to do it... even considered meeting in Second Life (keep in mind I teach college students online ;-)
I think it's also important to think about the " positive and the interactive" that are built in through "community building". I've been in some on-line classes where many folks are working at the "minimum" level of participation and really don't even add much more than a sentence in response to a comment. (YES, worse than the kids when they want to know How Much they need to write!)
I sure hope it doesn't. As much as I am tied to the computer at both work and home, I have avoided the social networking sites with diligence. I don't have a problem interacting with others regarding work related items, etc., but I have a real hesitation to 'share my personal life and thoughts' with the cyber-world. Even the ability to select those 'friends' doesn't really give me any reassurance that a link can be made to those that I don't select.
I have to believe it means some type of professional site, and not Facebook/Twitter. I've avoided social networking sites like the plague, mostly because I like to be off the computer if I'm not working. And I agree with Eldon, I don't necessarily want to put my personal life out there for all to read. But I have no problem maintaining a "professional" online presence.
I have to believe it's not including Facebook/Twitter or whatever else is out there. I've avoided those like the plague, mainly probably because I don't like being glued to the computer when I'm not working.
I took the instructional design class this past summer. One of the things we needed to do was to create an overview/orientation for our learners. Before I took the class, I already had my course somewhat organized, but had neglected to include this feature in my course. Now, I realize how really important this is. One of my colleagues at work often uses the phrase, "go slow to go fast." I think that's so applicable here. It takes time to create the overview and you're really not having students learn content. However, by providing the necessary guidelines and instructions immediately, things will go much smoother in the class.
I, too, like the "go slow to go fast"! because teachers need time to absorb the learning. That means that we have to begin with the end in mind or we won't make it to our learning destination. I often compare that to heading to Des Moines but ending up in Detroit, Michigan. They are both DM towns so that would be OK? It gives a "light-hearted" view of the necessity for the overview as you said Pam.
How very true to "go slow to go fast". I would be one of those individuals who "absorbs the learning". I want to make sure that my skills are to a level that will benefit the learner and not cause confusion.
I often struggle with the phrase 'go slow to go fast' as I am not quite sure how 'fast' benefits any kind of learning. And I don't mean to equate fast to speed; but rather to equate fast to skimming the surface. In the experiences I have had with online courses for adult learners I find using a landscape post to reflect back some of their own quotes helps them think more deeply about the essential question to which they are responding. That deep thinking results in much more conceptual understanding (and dare I say paradigm shifting).
Has experienced online learning from the perspective of a student
You know this is interesting. We most likely teach as we were taught, but in reality, we need to be teaching very differently today than in the past. Our students are motivated by different things. So taking an online class is a very good idea, but I think "living" and "working" more like our students is as helpful. If they are texting their friends to set something up, are we texting our students? That is their world. Something to think about maybe!
I can remember not being happy with elementary teachers who had taught my father some 30 years earlier. These times have changed. That ship has sailed! Lectures and standing in front of a group delivering knowledge are not helpful in promoting learning that leads to application and creation!!!
I think this is an important benchmark! I know I was very appreciative of what I had learned from the many online classes I had taken before I was asked to teach one. I "borrowed" the ideas that I really liked--especially organizational ideas, and embedded them in my classes.
I heard a quote recently about this exact thing and it really made me think. It was a young student speaking. He said, "Don't prepare us for your world, prepare us for ours."
As I jumped into online teacher over a year ago, all the material and books on the subject stressed this very point... to teach an online class it is best to experience it from the student perspective. This certainly was helpful when it came to design and implementation of my own course. I have recently join a peer review group called Learning Triangles - 3 instructors all enroll in each other's class for the purpose of furthering improve our instruction.
This standard is certainly a big reason why I'm participating in this course. Trying to prepare to teach an online course through "traditional" methods seems a little like trying to learn to swim by reading a book.
Once again - Jason speaks the right words! We think of how we offer PD - one of the critical pieces of teaching a new strategy or concept is to put the teacher in the student desk and allow them to experience the learning. As always - the best way to learn is by doing. "Sit and git" just doesn't make it!
Is this the only place where we mention resources? I think the type of resources works with differentiation, motivation and learning in general. Are we adding content to our classes - digital video, access to print - online, online databases? This is very important, I think.
Yes, selection of quality resources would be important. Online resources today are vast, and we want to have our students using resources that are age appropriate, MCGF, authoritative, differentiated for learning styles, and that will advance the learning goals of the class. Students should be evaluating the resources that they find online as to validity and usefullness. Lots of opportunities for teacher librarians to work with teachers designing online opportunities for their students in the area of resources!
In answer to your question, Kristin, this is primarily it for the teaching standards and resources, as utilizing resources in online teaching heavily falls in the instructional design process (std. 3).
Specific applications of resources are more heavily identified in the course standards.
Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
I feel that course design and presentation are very important. Using good desing techniques helps the student to become more focused on content and better able to organize thoughts. If a site is too hard to follow visually, it can be confusing, distracting and frustrating, especially for novice online learners or technology learners.
At times I have questioned if I have addressed all of the course requirements, completed the assignments, etc. Taking a course yourself is a good reminder that someone else is going to have to follow your train of thought and act upon it. If my students are confused by the structure, it will take away from their ability to comprehend the material. I am experimenting with color on my Moodle site to see if it helps younger students. For example, all assignments that have to be completed have blue text. Additional resources, tutorials, etc. have red text. Hope that helps them...
I really like your color coding idea, Jenny. I have been shocked at how "un-linear" I have been in this class as I start in one place and don't necessarily go through the list. I have liked anything that says "you are done!" So anything you do to make those tasks more visible for students will be helpful!
I agree--color coding sounds like a good idea! Might the Heartland Moodle consider some consistent colors? So as participants move from class to class, they colors stay the same?
Leslie, I couldn't agree more with your thoughts on course design and presentation. I completed a hybrid online/f2f graduate program a few years ago at one of IA's regents institutions. One of the courses in the sequence was perceived by several in the cohort to be very poorly done. Why? The design, layout and navigation were much different (and perhaps less linear) than the rest of the courses.
Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
Online tools provide lots of opportunites to diferentiate instruction, everything from providing resources at varying reading levels, text to speech capabilities, language translations, visual resources; technology can really be "assistive" for all learners.
That's one benefit of online learning that is not mentioned enough. We stress flexibility in terms of time, pace, and place, but the flexibility of access to content using online tools is such an untapped benefit for students with different needs.
We also should talk about student engagement. Many students are much more engaged in on-line learning than in the old traditional mode. So this meets that engagement piece as well. I would also agree with both of you as far as access to different types of resouces.
Possibly one of the biggest hurdles to this is also the primary reason we use online instruction. The logistics of face-to-face are difficult to overcome, so we go online. We can offer many scenarios, but do we really know without the personal interaction how the participants are reacting to the instruction. Is there enough feedback opportunities to vary the instruction as needed? I don't want to seem too negative - just appears to be one of those difficulties without the f2f.
Tailoring instruction online seems like it is much easier than fce to face. Purposeful planning is always difficult but an online environment allows the teacher to support those who need it when they need it and push those students to go beyond what they ever imagined they could do. I agree with cheryl that online tools provide teacher with many resources to differentiate for each and every student based on their needs.
Even if instruction isn't designed for specific students' needs, it can be varied in ways that allow different avenues for students to gain understanding. The tenants of Universal Design for Learning fit in here beautifully.
Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
We just held a workshop at our AEA this past week on Digital Citizenship for Today's Schools that addressed this topic. Our presenter emphasized the importance ot teaching students about ethical use of technology. It becomes especially important as student work moves outside of the 4 walls of the classroom and out on to the Internet and social media. This topic ties directly into the 21 Century Tech Literacy part of the Iowa Core - Promote and Model Digital Citizenship and Responsibility.
And ethical use of technology needs to be DEMONSTRATED by all staff, all the time. It's hard to "condemn" students for plagiarizing when the teacher never gives proper credit for visuals or text that may or may not be in the public domain!
We spent time discussing this in last weeks forum. How do you select the best technology to use in your class? How many different tools do you need in your toolbox so you have an adequate selection? In order to meet this criteria, I think we need to do our best to stay current. Obviously, that can't mean we are familiar with everything, because that would be impossible. We do need to be aware, however, about the different catagories of tools..wikis, blogs, screencasts, etc. This class will certainly help us in that endeavor.
When I read this criteria, I thought of the TPACK framework and some of the work done on learning activity types: http://activitytypes.wmwikis.net/
When does it make the most sense to use a blog rather than a wiki? My guess is that an effective online teacher can answer these types of questions effectively.
Ditto Ditto! I was very impressed, but also overwhelmed at all the tools available online. Being a 'dabbler' by nature, I have to force myself to pick a few and try to become proficient at those rather than be less than adequate at a large number of tools. A good carpenter is necessarily a good plumber!
Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (
Some districts use a skills checklist or Atomic Learning-style skill inventories as a requirement for teachers (they post these in their portfolio). Others would include completion of a class, although the skeptic could say that's not necessarily showing growth. There is the actual lessons or technological artifacts produced from technology work (if you saw a copy of this class from 2 years ago to a copy of it today, you'd definitely see how I've grown in this area).
My family's district had both students and parents fill out a technology skills survey. I'm not sure how it matched up to the skills of our teachers (we're a one to one district) but it was informing for me. My 7th grader was unsure of lots of the terms which indicated to me she wasn't using that technology.
Wow! Student ownership for self-assessment and pre-assessment so it's not the teacher who is always doing the "assessing". It seems like the learner is often "left out" of a lot of assessment systems!
Drinda, I agree that this one reflects the research about the benefits of assessment for learning lying in the students' owning the assessment process through peer and self assessment. Do you find that students you have worked with are reflective and skilled peer and self assessors of their learning?
I was seeing the connection between this statement and the CEI as well. I think metacognition is woven throughout the attributes of the CEI. If you can do self-assessment well you can have a real start on teaching with CEI.
Creates or selects multiple assessment instruments
How often are we so guilty of using the 'easiest' assessment to grade/evaluate, but it is not the most appropriate for the content and the student? Even less often do we have multiple assessment for different learners.
Communicates assessment criteria and standards to students, including rubrics for student performances and participation
Students need to be made aware of the criteria established for assessment. The rubric provided should clearly identify what is considered to be above, below or meeting standards. Students will then be held accountable for the level or depth of individual learning.
I agree. Rubrics provides a tool for students to compare their work against the acceptance criteria allowing them to better assess there work prior to submitting it.
Promotes learning through online collaboration group work that is goal-oriented and focused
Collaboration among students in an online learning environment needs to occur early in the course. Just we were asked to complete a profile that provided information as to position, interest, etc...the same hold true for other online courses. Students need to feel as contributing member on the group and fellow students need to be observant in responding to all over time so no single individual is omitted from feedback on their viewpoint of a question, etc...Successful collobration among students may lead to a richer discussion and depth of learning.
No kidding. Working on line would be very important for students to get to know the other students in the classroom. Especially if they are to work together. I also think this is the way of the future and getting students prepared for the work place. Many corporations use on line meetings to cut expenses etc. If we don't start teaching this way, how can we justify that we are getting students ready for work place?
These would be good for teachers to use to see if the students can explain some things in a way to peers that may help in the classroom. There discussions online could really help them see diffenrent ways the material was seen online or in the class.
I particulary appreciate the opportunity to 'see' a photo image of the other learners as well as to 'hear' their voices through the threaded discussions when I am collaborating with others on a common online assignment/task/product.
Provides and communicates evidence of learning and course data to students and colleagues
This is right in line with collecting formative assessments. Not only do we need to collect this information, we need to share it with class participants.
We are collecting so much data on students now but it's very important to communicate that data to the students too! I think we sometimes forget that they can learn a lot about themselves through the data too.
This first standard (in it's entirity) really sticks out to me as crucial for effective learning. Formative assessment and data-based decision making is the only way for students and teachers to make changes to improve learning outcomes. Online learning adds a new element, in that the instructor must be incredibly purposeful in how data and feedback is provided. With no nonverbals to assist in our feedback to learners, online teachers must become very effective "words-only" communicators.
I agree that this is formative assessment that not only informs our instruction but informs students about their learning and what they can do to improve their learning
Hopefully this is addressed in the course expectations - I'm noticing quite a bit of overlap between the teaching standards and the course expectations...I guess I shouldn't be surprised since the course design is so closely tied to how the course will be taught.
I've heard college students complain about some on-line classes they took and conflict between participants was one of their main concerns. Instructors need to monitor conversations very closely but this can be hard to do when you have 25-50 participants and lots of discussions going on at once!
It would seem this is why the community building as part of the course intro is so important - to reinforce that real people - not avatars - are on the receiving end. The illusion (and often the reality) of anonymity causes some people to lose all sense of propriety and decency in online discussions. Just looking at comments on news sites and blogs is evidence. I would agree with Matt: teaching this could be its own course.
Handling conflict like this could be a whole new skill set for instructors. Before I read this statement, I would have assumed that this doesn't happen-that there is respect for everyone and their ideas-guess I need to be prepared and learn more.
Demonstrates ethical conduct as defined by state law and local policies or procedures
This needs to be a constant conversation. We recently debated for several days the difference between sharing something online in a webinar, and posting something online. What permissions did we have? Did the originator actually understand what permission we were seeking? What precedent would be set?
Applies research, knowledge, and skills from professional growth to improve practice
Part of this becomes bringing along your students, clients, and participants. Sometimes taking a risk with something online does not go as well as you'd like. Have you let them know what to expect? Have you asked them for feedback to improve your skills? It's not just about the teacher trying new things, it's about teachers and students as a community trying new things.
This phrase reminds me of a phrase from the Iowa teaching standards. Very important to use research based strategies as we make decisions that directly effect the students.
Has knowledge of learning theory appropriate to online learning,
It is very difficult to know if a student "has knowledge" about anything, especially in an online venue. Best a student can do is give appropriate responses
Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
"meeting a standard," in my mind indicates aiming for a baseline proficiency. If moving towards the status quo is the end result (rather than above and beyond), it may be setting the bar too low and in turn stifling innovation. I think I'm overanalyzing it a bit, but that was my gut reaction.
Understands the differences between teaching online and teaching face-to-face
This understanding is certainly enhanced by 7.1 - "Has experienced online learning from the perspective of a student" Having taken an online class, I am more aware of challenges students might face and have a greater appreciation of how skillful instructors anticipate and address potential challenges.
Not meeting this standard is one of the biggest criticisms I hear about online classes. When instructors and students are not in the same room at the same time, the nature and timeliness of feedback takes on a whole new dimension.
I know that sometimes we need to get immediate feedback and this can't always be the case with online classes. We have to find a happy medium so that questions and feedback gets back in a matter that it's still important to the students.
Demonstrates techniques for dealing with issues arising from inappropriate student technological use
I would be interested in understanding how some of this might be dealt with. This would be something very new to me. Dealing with behavior is one thing...dealing with inappropriate behavior in an on-line class...if it's written down, students certainly can't deny it, can they?
We have went to one-one laptops in our school. We are in our second year of having laptops for our 6-12 students. We have boot camp for all new students that come into our district. In that boot camp we address appropriate use. We now have a page in our handbook dealing with our laptops. It is still new and our policies will be forever evolving with technology. We do have a scripted policy for inappropriate use and the consequences.
I think that one of the issues is that what is written down is there and can't be erased! I think this addresses "bullying" - am I right or is that addressed somewhere else?
That is what I have been thinking of lately as well, but I have to wonder what role specific strategies in literacy, math, science, ... will continue to have for Iowa educators. I am worried that this leads to a pendulum swing to only focusing on these and possibly neglecting subject specific things.
Our Professional Learning Team at Heartland AEA is studying the idea of "connectivism" and how we might use connectivism in our work. I'm trying to wrap my brain around this whole idea of "connectivism."
Continuously uses data to evaluate the accuracy and effectiveness of
instructional strategies
I think we often use data to judge student achievement but often fail to use it to look at the effectiveness of instructional strategies. I think that may be a belief system change for some teachers--what I DO may have to be changed instead of "I taught it, they just didn't get it."
I think you really nailed one of the real problems in education today - teachers expect the students to learn how they learned and how they teach. It is very difficult for them to believe that much of the problem is the effectiveness of the instruction that is delivered. I don't think this is any different that f2f instructional needs.
I agree with both of you. I have heard a lot of people say well they they just don't get. Well maybe it's not them that's not getting it, maybe they just need to try to deliver the material a different way. I know that sometimes I can get my mind set that my way is the only way and that I need to remember that students learn a variety of ways.
I think the information we use to judge the effectiveness of our instructional strateiges is often misaligned. We may be using a test of pure content knowledge to judge the effectiveness of our science instruction, when Inquiry instruction has so many more goals than content attainment.
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)
Diggo goes much further with the Social Networking capabilities than other Social Bookmarking tools that I have looked at previously. Seems that the use of Diigo as a teaching practice has the potential of exposing students to this standard.
This is important because we are always talking about content with standards...here this document is talking about how we teach...what have proven practices produce results.
I think this is truly essential for online learning (for all learning, really). We've all been in classrooms, presentations, etc. in which the teacher/presenter was highly knowledgeable in the content but did not know how to teach the content to others. I believe online teaching requires additional precision in the "how" to teach. We must be cautious in the tools, methods, applications, etc. we utilize to best enhance participants' learning.
Mike, I am curious if you see a difference in the pedagogical content knowledge a facilitator must have in a face to face classroom environment and that required in an online classroom environment?
Glad you brought this up as I can often see the 'thinking' in the online venue; but struggle to see the 'doing'. This is where we want to learn to upload videos as evidence.
I feel that motivation of students through online teaching is somewhat of a different animal then direct contact instruction. How do you really know what motivates some when it is impersonal to some extinct.
I think that "appropriate" is a very key word to consider for online learning. The technologies introduced need to make sense and have a purpose. For example, just because so many people have ipods and they are "cool", the use of ipods would need to make educational sense and not just because they are cool.
I was a computer programmer in the corporate world and I all too often saw applications that had eye capturing "bells & whistles" but did not contribute to the objective of the application. All too often these things were added because they could be done, not because they served a purpose.
So the question that needs to be asked when introducing a technology is does it serve its purpose?
Demonstrates
growth in technology knowledge and skills in order to stay current
with emerging technologies
Demonstrates
growth in technology knowledge and skills in
order to stay current
with
emerging technologies
Demonstrates
growth in technology knowledge and skills
in
order to stay current
with
emerging
technologies
(SREB B.5)
Demonstrates
growth in technology knowledge and
skills
in
order to
stay current
with
emerging
technologies
(SREB B.5)
• Demonstrates
growth in
technology knowledge and
skills
in
order
to
stay current
with
emerging
technologies
(SREB B.5)
Demonstrates
growth in
technology
knowledge and
skills
in
order
to
stay
current
with
emerging
technologies
(SREB B.5)
• Demonstrates
growth
in
technology
knowledge
and
skills
in
order
to
stay
current
with
emerging
technologies
7Has
experienced onl
in
e learning from the perspective of a
student
I was curiuos about this term...so I looked it up and found; "Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall. Cindy Buell details this process: "In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is the means by which these symbolic representations are committed to memory."
models clear expectations for appropriate behavior and proper interaction (SREB
D.6, ITS 6.b)
My experience with facilitating online courses in the past indicates that this criteria, when done effectively, can be the reason learners 'stick with' an online course.
I'm guessing it's pretty easy for students to copy and paste from a website and thus end up plagerizing something. I think that is what this is addressing. I taught math and didn't have my students write papers, but I'm wondering what kinds of standards (and penalties) other teachers have when a student has obviously plagerized something.
Networks with others involved in online education for the purpose of professional growth
Throughout this document "appropriate for online learning" appears. To me this means that most are a good practice in any instruction but may need adaptations to improve efficacy online.
A couple years ago I (and my team) took a course for online facilitation. In that course we learned about the importance of online 'voice'. The tone of online communication with students is critical and words must be chosen carefully so that communication is clear and succinct.
self-assessment and pre-assessment within courses
Participant self-assessment is so critical at mulitple points - summative assessments are definitely not FOR learning