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online1: Iowa Online Teaching Standards - 43 views

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

"Personalized" vs. "Personal" Learning - 36 views

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

shared by juliefulton on 11 Jul 15 - No Cached
  • Tocqueville’s observations
  • A suffix can change everything
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      Harsh adverb.  Not all students analyze "ideas from the inside out".  I think that is something that personalized learning can teach them.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • principalchris
      principalchris on 12 Jul 15
       
      This is a topic that has been discussed for years - But how do I grade the project??  I am glad I do not receive a grade for being the principal!
  • ...75 more annotations...
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
  • One final caveat: in the best student-centered, project-based education, kids spend much of their time learning with and from one another. Thus, while making sense of ideas is surely personal, it is not exclusively individual because it involves collaboration and takes place in a community. Even proponents of personal learning may sometimes forget that fact, but it’s a fact that was never learned by supporters of personalized learning.
    • principalchris
      principalchris on 12 Jul 15
       
      I like the fact that Alfie Kohn makes the reader think.  He is a word smith and must love kids!
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • madonna63
      madonna63 on 12 Jul 15
       
      Educational Admin. needs to work with schools to come up with other forms of assessment that meet up with individualized forms of learning. 
    • marydermit
      marydermit on 12 Jul 15
       
      Yes, new forms of assessment will be needed with PL.  I think this maybe a challenge because standardized tests are tied to funding.  I am afraid standardized tests are here to stay until funding changes are made at the state /federal level.
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      This is always an issue. Making sure everyone is on the same page.
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      I think my original comment about change being difficult for veteran teachers was deleted (accidentally by me).  Part of my statement mentioned the need for PD on PL.
    • nwhipple
      nwhipple on 15 Jul 15
       
      I agree that everyone needs to be on the same page.  Too many times we get bombarded in PD sessions and walk away with mixed emotions and different understandings about what we learned about.  PL needs to be a clear, cut definition amongst everyone in the building.  It wouldn't be a bad idea to have PD on PL.  Veteran teachers absolutely need to be up to date on reaching all learners and stepping themselves out of their comfort zones to help reach every student's needs individually, not in a whole group setting.  
    • dwefel
      dwefel on 15 Jul 15
       
      This will be a big challenge getting everyone on board.
    • kainley
      kainley on 16 Jul 15
       
      I agree that it would be a challenge to get everyone on the same page. I like the idea of PD, but how do we get our administrators to "buy in"? Then after that, how do you get people who are set in their way, especially if it is improving test scores, to change their thinking so we are focused on the whole child?
    • kburrington
      kburrington on 16 Jul 15
       
      I guess I would like to go back a step and look at how college educational departments are teaching Personal Learning. I would say most teachers are teaching the way they were taught. Maybe the change needs to start there also.
    • katie50009
      katie50009 on 16 Jul 15
       
      As a district we tried to define creativity during PD incorporating the 4C's. It was no easy task. It is even more difficult to measure!
    • juliefulton
      juliefulton on 22 Jul 15
       
      It seems as though we need a multi-phase approach at infusing PL in our educational systems. I agree with needing PD for our current teachers and that colleges need to be modeling PL for our new teachers. We also need to inspire our students to be individual thinkers rather than the 'check mark the box' learners that our system currently promotes.
  • best thing we can do for kids is empower them
  • he demands of the system — and education leaders’ desire to excel within it — lend themselves well to the computerized, modular and often very standardized system of “personalization” many ed-tech companies are offering.
    • marydermit
      marydermit on 12 Jul 15
       
      This sounds like more of the same unless PL stakeholders and teachers are involved in the R&D.
    • katie50009
      katie50009 on 16 Jul 15
       
      When thinking about the constraints of our current system--Common Core, standards assessments, pacing guides, etc.--I wonder if PL will become anything more than a dream or a small scale implementation.
  • Personalized learning entails adjusting the difficulty level of prefabricated
  • Big questions, passion, personal interest are what should drive our use of technology, not the other way around.
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves. In a world where we can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • madonna63
      madonna63 on 12 Jul 15
       
      Educators will need to be informed on what it will look like for students to take these opportunities which won't be directed by us or possibly by curriculum. They will need to learn how to help students on this path and not hinder them.
    • marydermit
      marydermit on 12 Jul 15
       
      PD is vital for teachers.  If left out it will not be good for anyone most of all the students.  
    • spfantz
      spfantz on 13 Jul 15
       
      This definition is vague, I too would like to look at specific curriculum pathways and opportunities. Seeing personalized learning in action, and the role of the teacher would be interesting.
    • Alison Ruebel
      Alison Ruebel on 13 Jul 15
       
      I now understand more the difference between "personalized" and "personal" learning, but I do agree that staff and administrators need to be more informed and given specific examples or experiences to help us learn more about implementing it and what our role is as a teacher. It would be nice to be given examples of this in action. It seems so confusing once you think about how teachers do this in the classroom, but I think it can make a big difference in schools and student learning in the future. 
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      This quote really helped me to understand more of what we are learning about. 
    • alissahansen
      alissahansen on 15 Jul 15
       
      Agreed, this is a very helpful statement, but I think I would also agree that I would like to see what PL looks like. (Alissa Hansen)
    • bakersusan
      bakersusan on 15 Jul 15
       
      This is a very helpful statement, PD with time to implement is important for success. In addition to teachers being educated about PL, parents will also need to be educated. In my district as we have tried to incorporate more technology, unless the parents are in agreement, the changes have not been successful.
    • kaberding
      kaberding on 16 Jul 15
       
      I have a better understanding of personalized learning vs. personal learning.  I like how the author states the difference; it makes it very easy to differentiate between the two terms.  In regards to the rest of the statement, I think that professional development is a vital key in getting teachers "on board" with this concept.  I have cotaught with many general education teachers, and it is difficult for some to see how this will work and what this can look like.  A bank of teachers "in action" would be great for all teachers to access to get ideas!  
    • kburrington
      kburrington on 16 Jul 15
       
      I totally agree that there are a lot of people who would have to get on board. I now realize that I'm just providing personalized learning with my Odysseyware, not personal learning by any means.
  • moving ownership of learning away from the teacher and more toward the student.
    • madonna63
      madonna63 on 12 Jul 15
       
      Our current way of teaching is somewhat like a 'helicopter mother'. We aren't letting students try and fail on their own, without us being there to catch them. We need to be more of a teacher/resource person to instruct and /or guide when needed. Also, like a grandmother-giving positive feedback.
    • marydermit
      marydermit on 12 Jul 15
       
      We do not teach students that failure is part of learning or the importance of what we can learn from a failed attempt. Sticky notes are a perfect example.
    • spfantz
      spfantz on 13 Jul 15
       
      Some of the online programs such as Khan Academy and E2020 are the epitomy of nonpersonalized learning, yet we are enrolling more and more students each year.
    • Kristina Dvorak
      Kristina Dvorak on 13 Jul 15
       
      This is where students could/should be encouraged to seek out resources that fit their individual interests.  It is a step in the right direction, but needs to be applied in a way that will help students become stronger learners. 
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      I agree the online programs are just classroom lectures put on the computer and are more of the same. 
    • jroffman
      jroffman on 15 Jul 15
       
      I think it is a great idea to have students be responsible or the "owner" of their own learning, we need to get parents and administration on board with this, I feel that way too often it is the teachers fault or the schools fault when kids are not learning. 
    • dwefel
      dwefel on 15 Jul 15
       
      I have to admit, I am that 'helicopter mother' teacher sometimes. I agree, teachers need to find individual interests in students and figure out how they want to learn and step away and allow students to figure out how they learn best, even if they do fail at first.
  • It requires the presence of a caring teacher who knows each child well.
    • madonna63
      madonna63 on 12 Jul 15
       
      The idea of each student having a teacher(s) know her/him well is vital. We don't want students just being set free and only "check in" as they go along. They will feel very disconnected and alone. They need to be known, cared for. Teachers might have times during the year when she gets her students together to do activities to get to know each other, celebrate holidays, etc.
    • marydermit
      marydermit on 12 Jul 15
       
      I like your idea of getting students together for a celebration It could be a celebration of learning to highlight student work / projects.  This fits into the PL model of "learn to learn, learn to do, learn to be." 
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      I wonder in an ideal PL environment what the student/teacher ratio should be?  Large classes are tough to get to know students in the way that PL suggests
    • nwhipple
      nwhipple on 15 Jul 15
       
      "Ah Ha".. every teacher who is there for their students should know their students well.  Not only how they learn, but about their family life and themselves personally.  Building a relationship with each child is huge.  I couldn't imagine walking into my room every morning and not wanting to connect with each student, individually and personally, daily.  If teachers aren't going to be caring and willing to get to know each of their students, then they shouldn't be allowed to have their minds to mold.  
    • jroffman
      jroffman on 15 Jul 15
       
      Part of the requirement of the Voluntary 4 year old preschool program is that I go to each home before school starts and do a home visit. I love it, I think it is the best idea ever and I really think all elementary teachers should do it. I really think that I make a strong connection with all of my students by having them meet me in their home where they are in the most control. Even though I know each child very well I just feel like there is not enough of me to go around, there are always those one or two students that require more time and energy while the rest are kind of on their own.
    • alissahansen
      alissahansen on 15 Jul 15
       
      I think home visits are wonderful, although I am not sure my high school students would want Mrs. Hansen coming to their house! ha ha. I do make it a priority to keep the lines of communication open with families, in fact, I send out emails weekly (personal), make calls (5 a day, positive and negative), and even send out personal welcome letters at the start of the year. It makes quite the difference in how my students work for me! (Alissa Hansen)
  • echnology was strikingly absent from these conversations. Instead, the common view of personalization focused on giving agency for learning to the student and valuing each individual in a classroom.
    • spfantz
      spfantz on 13 Jul 15
       
      The definitions we have read about personalized learning incorporate technology as an important piece of the personalized learning experience, so this surprises me.
    • Alison Ruebel
      Alison Ruebel on 13 Jul 15
       
      Yes this surprised me too! A lot of my kids learn best through using technology since they are surrounded by it today within this generation, and engages them more so to me it makes sense to have technology be a big part of personalized learning. 
    • Lisa Hackman
      Lisa Hackman on 13 Jul 15
       
      I agree! How can technology not be part of the personal learning environment? There are so many opportunities for students to use technology to reach out to others all over the world for collaboration. Technology doesn't have to be relegated only to ed-tech programs.
    • alissahansen
      alissahansen on 15 Jul 15
       
      I guess the idea behind the technology is to use it so students have the freedom to gather authentic and meaningful information to help them towards mastery, instead of using technology just for technology sake. A lot of us do, but I have definitely encountered classrooms that like the idea of having technology in the classroom, but it does nothing to further learning in students. (Alissa Hansen)
    • bakersusan
      bakersusan on 15 Jul 15
       
      I think with this statement, the author is trying to remind us that personalized learning is more than technology. You don't have to use technology to truly personalize learning for students but that it can be one of the "tools" in the teacher's toolbox to help students learn.
    • lisa noe
      lisa noe on 16 Jul 15
       
      I think that the author is implying that technology itself shouldn't be the teacher but more like a partner in learning. I personally think that too many times technology impedes learning.  Students don't have to think or try to figure something out, they can just Google the answer.  If all the answers in the universe can be found in Google what is the point of learning?  We need students to think of things that aren't out there yet.  To discover the unknown.  
  • specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms
    • spfantz
      spfantz on 13 Jul 15
       
      This sentence does appear to be a contradiction. Requiring teachers to teach a specific curriculum while infusing innovation and creativity is a challenge.
    • nwhipple
      nwhipple on 15 Jul 15
       
      I absolutely agree with you!  It is VERY hard to teach the specific standards for the test while wanting to be creative.  More projects take time and time is inevitable.  We need more time to make learning "fun" and "meet all the standards".  I find kindergarten to be a challenge to balance the standards and crafts/fun.  I know I tried hard this year to let the kids "play" at their tables during math and reading with manipulative instead of constantly doing pages from our math/reading books.  
    • emilyzelenovich
      emilyzelenovich on 13 Jul 15
       
      Curiosity is something I really see lacking in some students today (at least high school students).  Many have a really hard time thinking of things they want to know or learn about or believe they can just get the answer to a question by looking online.  I have many students, who when given the chance to research a topic of their choice, believe they aren't interested in anything. This would be a challenge with peronalized learning. 
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      I agree: curiosity has to have motivation.  I allow students to choose their research topic, and once they delve into it, they start asking me questions, which, in turn, I help them find internet info that might send them in the right direction.  Then, they fly!
    • alissahansen
      alissahansen on 14 Jul 15
       
      Sadly, I too have seen more and more lack of innovation and creativity with students and the issue is on the rise it seems. I know with my own experiences as a high school English teacher that students really struggle coming up with their own original ideas, and even with lots of guidance and modeling beforehand. It's as if they do not trust themselves to make a good decision and this is so sad! I try to be very eclectic with how I teach the curriculum and my students will tell you that they do have a lot of choice and voice in my class, but they still need to meet standards and achieve mastery at some levels. I just don't know what it is that seems to be holding students back anymore. I do think PL can help this issue, but I do think that students will have difficulty (as with any chance) getting into such a different system if they already struggle being authentic, generating original ideas, and being creative. (Alissa Hansen)
    • Alison Ruebel
      Alison Ruebel on 13 Jul 15
       
      This is very true in many schools. I can relate to this, since our school has been focused on following our new school's reading curriculum this year and focusing on test scores each week. It isn't allowing us to be creative in our classrooms. How do we change the views of administrators to help them allow us to have more personalized learning in our classrooms?
    • kainley
      kainley on 13 Jul 15
       
      I worry about adding personalized learning to our environment too. We have seen 20% growth in reading scores on Iowa Assessments as we switched our Tier One instruction to a new curriculum. I think our curriculum and the way that teachers are constantly looking at data and working together to create better ways to meet student needs (small group instruction, mixing up classes, intensive guided groups, etc.) has been successful. I wonder how personalized learning lends it self to standardized tests...although the voice of reason in the back of my mind keeps reminding me that one test on one day is no way to measure what a student knows...or for that matter who they are!
    • alissahansen
      alissahansen on 14 Jul 15
       
      We have seen a lot of growth with Iowa Assessments too, and it is a result of the amazing teachers in our building and the data teams. I do wonder what assessments look like in a PL environment. There has been a sharp focus on reading and math scores, and scores equate to funding, so I have a feeling that this would be a hard sell...sadly. How can the bureaucracy of the educational world come to terms with what learners truly need/want? I guess this is always up for debate, and once you add in the giving "students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions," it tends to scare people.
    • alissahansen
      alissahansen on 15 Jul 15
       
      (last comment was from Alissa Hansen)
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      This is a true concern, as we have pre and post assessments for each unit to gauge their mastery of the standards.  While I find that information valuable, it is a struggle (and great concern) for many of my colleagues regarding the "freedom" to be creative in how they approach the standards.  I hope to better understand how the idea of innovation and creativity can coexist with necessary curriculum through PL.  Sharing that with concerned colleagues will be a great boost to morale, for sure!
  • The larger point is this: This moment of huge disruption requires us to think deeply about our goals and practices as educators, and it requires us to think deeply about the language we use. Words matter. More importantly, our thinking about what we want our kids to learn and our changed roles in that process matters. I’m suggesting that right now, because of the Web and the plethora of new technologies, the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it, and to frame our use of language in that larger shift, not simply in the affordances for traditional curriculum delivery that the tools of the moment might bring.
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      I had the pleasure of listening to Will Richardson speak at our school two years ago. I learned so much from his presentation and I was so excited about all of the ideas he provided for our district. I was saddened by how many teachers in our district were really turned off by Will, and felt that the presentation was a waste of their time. Unfortunately, because of this pervasive attitude, we never really proceeded with his ideas for our district.
    • Kristina Dvorak
      Kristina Dvorak on 13 Jul 15
       
      These ideas require teachers to thinking beyond the traditional model, which is difficult for most to do or think about.  His example about flipping is a good example, it could be used to really create students who know how to learn, but most don't use it in a way that encourages personal learning. 
    • dwefel
      dwefel on 15 Jul 15
       
      I love this section. It really talks about students taking charge of their learning. I think it is so important for kids to make goals and to really understand where they are and where they need to be. It is neat when students can see where they started and where they end and realize that working towards goals really pays off. (Dana Wefel)
    • alissahansen
      alissahansen on 15 Jul 15
       
      Yes, students will only learn that metacognition and how it works by making their own goals and plans of action. I try to have my freshmen do this at the start of each school year and we revisit the list through the year. It is hard for them to create goals, even with modeling, however, so this is something that needs a lot of work (both the teaching of the concept and creating the goals). 14 and 15 year olds have a hard time seeing past the right now, and most struggle even more with articulating what they struggle with and what they are good at. I want to really help my students with this aspect as that will really help us get close to a PL environment. (Alissa Hansen)
  • That was flipping the curriculum, but it still wasn’t flipping the control of the learning.
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      I have never really understood how flipping a classroom is supposed to be the future of education like so many educators are saying it is. 
    • bakersusan
      bakersusan on 15 Jul 15
       
      I totally agree. If I use the definition of flipping explain by this article, I've been flipping my classroom for most of my career.
  • Dozens of teachers agreed that a truly personalized learning experience requires student choice, is individualized, meaningful and resource rich. This kind of learning allows students to work at their own pace and level, meets the individual needs of students, and perhaps most importantly, is not a one-size fits all model. T
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      This statement does a great job of summarizing the goals of personalized learning, but I find myself wondering how we can move in this direction? There are so many changes that need to be made at every level of education and government that it seems almost impossible that we will actually ever be able to provide this type of environment to our students.
    • Kristina Dvorak
      Kristina Dvorak on 13 Jul 15
       
      Doesn't it also mean a lower student-to-teacher ratio? I also think it seems nearly impossible to implement on a wide scale basis. 
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      I agree the system needs to change from top to bottom. If we aren't able to see change in the levels of education we will continue to struggle to see significant change.
    • Lisa Hackman
      Lisa Hackman on 13 Jul 15
       
      I agree whole-heartedly Jessica! Transitioning from a more traditional model to a personal learning model would be a HUGE undertaking. We aren't just talking about PreK-12 education, but post-secondary as well. Teacher preparation programs would need to be overhauled as well. How does everyone get on the same page in terms of what Personal Learning means and what it involves? There is much work to be done at all levels of the educational system as well as the government that funds the public educational system. I can't really wrap my head around this monumental task.
    • ascallon
      ascallon on 14 Jul 15
       
      I agree students need to make their own choices.  How does the teacher motivate the student to choose more than the basics to get by.  Many students I see want to do the bare minimum and nothing more.
    • alissahansen
      alissahansen on 14 Jul 15
       
      I agree that change is going to be difficult and that the entire educational system would need to be revamped, and that would also mean students would need to be trained for this type of learning environment because they have been born into this "one size fits all" system. I am curious what that training would look like. I am also thinking that communities that are homes to these schools would also need to be educated on personalized learning, or I fear major problems. (Alissa Hansen)
    • nwhipple
      nwhipple on 15 Jul 15
       
      I changed up my teaching this year and did less large group time and more centers and small group instruction time.  I found that my time with a small group worked really well because it was individualized by what their needs were.  However, I am still tweaking my centers and how the kids motivate themselves.  I have things for them to do, but to get them to do "more" is the hard part, unless you are scaffolding it, constantly.  (Natalie Whipple)
    • moodyh
      moodyh on 15 Jul 15
       
      In my traditional high school classes, I am trying to work towards a more personalized classroom experience, (although I realize in taking this class that it's actually more of a differentiation approach.) I think someone has to initiate the change and make it successful and more people will try it.  
    • alissahansen
      alissahansen on 15 Jul 15
       
      I am curious what you are doing to make your high school classroom more personalized. I am trying to do the same thing, but is very tough as I have classes of over 25 and see over 100 students everyday. I want this as my goal, but it seems like quite the mountain to climb. I like doing small groups, but my biggest issue is that I only see students for 45 minutes. I am not sure that is enough time to create a truly "meaningful line of inquiry, while building the skills to connect, synthesize, and analyze information into original products." (Alissa Hansen)
    • edamisch
      edamisch on 15 Jul 15
       
      What if a student's pace is excruciatingly slow?  How will a teacher ever get through everything? 
  • Certain forms of technology can be used to support progressive education, but meaningful (and truly personal) learning never requires technology.
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      Some of my students are so sick of technology - and good for them. We need to remember it doesn't solve everything. 
    • lisa noe
      lisa noe on 15 Jul 15
       
      I agree with this statement.  Learning is a process of discovery, the acquisition or knowledge and sklls, and although you can learn many things by googling information, true learning goes beyond that.  You must know how and when to use this information.
    • bakersusan
      bakersusan on 15 Jul 15
       
      I too agree with this statement. Technology is a tool and shouldn't be expected to solve "problems" within education. I work in a 1:1 school, and as staff have come to a better understanding of technology and what it can and can't do, I see more true learning taking place. Once still has to remember that the most important component of learning are the people, not computers, iPads, etc...
    • alissahansen
      alissahansen on 15 Jul 15
       
       Agreed! I have students who cannot even tell time on a clock that is not digital or read a map...this is where things are going if we use technology for technology sake. (Alissa Hansen)
  • However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms. When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering. The demands of the system — and education leaders’ desire to excel within it — lend themselves well to the computerized, modular and often very standardized system of “personalization” many ed-tech companies are offering.
    • Jessica Athen
      Jessica Athen on 13 Jul 15
       
      This statement really resonated with me. I feel like as a teacher, we are supposed to "do it all." We are supposed to meet the individual needs of each student while also providing a mandated one size fits all curriculum with the goal of better test scores, and if we can't do all of this, then we are told that we have failed as teachers.
    • Lisa Hackman
      Lisa Hackman on 13 Jul 15
       
      Standardized testing is not consistent with personal learning. So how would schools be evaluated for progress? I don't see standardized testing going away anytime soon, but then again, it will take a long time to implement personal learning in a school, let alone the entire state and country.
    • Alison Ruebel
      Alison Ruebel on 13 Jul 15
       
      Interesting and good point! I think this is important for all educators to realize and know that personal learning should never require technology. We need to use it to support our student's on going learning.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • Kristina Dvorak
      Kristina Dvorak on 13 Jul 15
       
      Maybe the idea of grading needs to be evaluated.  Even standards based grading does the same thing.  
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      This is always a difficult. How do we address this?
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      We use common rubrics that we design as a staff and use CCS as our guide.  It is difficult to set up at first, but it becomes second nature after a while.  On standardized writing, we set a baseline on three different student submissions so we are all on the same page while grading with the rubric, and we all understand what "proficient" and "approaching" clearly mean.  I have done this in two different districts--perhaps it is the same all over?
    • kainley
      kainley on 15 Jul 15
       
      We also use common rubrics that we designed. We are constantly changing them as we learn more about the standards. I love your idea of bringing submissions to a PLC and discussing what is truly proficient. I do wonder, how did you get your team to be brave enough to share?
  • not about giving students what they want, it’s about a
    • ahawthorne
      ahawthorne on 13 Jul 15
       
      This is always a fear of mine. So difficult to not do for them what we really need them to do!
  • recommended learning path just for them.
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace.
    • Lisa Hackman
      Lisa Hackman on 13 Jul 15
       
      As a user of a couple ed-tech products, they are really no different than what happens in the traditional classroom. Students are receiving the same content but in a different way. This is still not a personal learning opportunity but an individualized learning opportunity. All of the students are still meeting the same objectives and completing the same work. There is really nothing personal about it. In a weak defense of these products, I have had students do quite well using ed-tech programs. They were at least showing up to school on a more consistent basis and completing work. That doesn't necessarily mean that it was the best way for them to learn but it was a slight improvement over their previuos experience in the traditional high school setting.
    • ascallon
      ascallon on 14 Jul 15
       
      I don't think using a program like Edgenuity is personalizing for students.  All students use the same program.  I think it's more differentiation and individualization.
    • bleza66
      bleza66 on 16 Jul 15
       
      I agree with you that programs like Edgenuity are more about differentiation or individualization and not personalization but I think we can get there with programs like this if we can get the publishers to adapt them for more personalized choices. It can be built into the programming and if there is enough market f  or it they will create it. Education is a  slow moving train but with time and a push from educators this can and I believe will happen in the future.
  • because of the larger preoccupation with data data data data data.
    • ascallon
      ascallon on 14 Jul 15
       
      A comment from a recent high school grad--standardized tests don't show individuality yet schools are funded by test scores. 
  • Tracking kids’ “progress” with digital profiles
    • ascallon
      ascallon on 14 Jul 15
       
      I don't think it's fair that one test has so much value for a student.  Iowa Assessment scores are used for PSEO criteria, class placement.  If the student tests poorly due to illness, classroom environment, or just a bad day--it can have quite an effect on his/her future classes.
  • their choices are limited to when — or maybe, if they’re lucky, how – they’ll master a set of skills mandated by people who have never met them.
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      I worry about students who have gotten all the way to high school with a lack of intrinsic motivation.  So many are off track to graduate, so I guess I wonder how PL will help these kids if they already lack motivation.  Often, their goals are to be in a trade, which is fine, but they may see their parent making this work look easy.  For PL, I feel cautious around motivating the hard-to-motivate.
    • emilyzelenovich
      emilyzelenovich on 18 Jul 15
       
      This is one of my greatest concerns as well. I have so many students who struggle to find anything to write about, read about, talk about that matters or is thought provoking to them. How would they handle the flexibility and independence that comes with PL? 
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
    • lisalillian311
      lisalillian311 on 14 Jul 15
       
      Not every subject lends itself to technology, such as science, which requires hands-on lab work.
    • moodyh
      moodyh on 15 Jul 15
       
      Another image comes to mind. https://s-media-cache-ak0.pinimg.com/736x/1d/eb/5c/1deb5c1cf49a5dbb7689131f3cc8b9a9.jpg I am all for technology as an OPTION, not as a requirement.
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      I totally agree! It is a seemingly impossible task to get students to put aside their technology for the sake of real world interaction.  I use technology, and invite them to use technology when appropriate and, ahem, innovative ;) but to get them interested in a novel is becoming increasingly difficult.  I feel that I share my passion for what we're learning, but it is a constant struggle to keep them interested without a screen.
    • kburrington
      kburrington on 16 Jul 15
       
      I think of my favorite teachers and the classes I felt I learn the most in and I never remember there being a computer there. Technology is a tool not a substitute for teaching. KB
  • artificially personalized
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.”
    • sheilig
      sheilig on 15 Jul 15
       
      Is this where Skoolbo, Moby Max, Scootpad, and other sites like these fit? 
  • Simpler strategies, such as having kids choose, read, and discuss real books from the library may be more effective
    • sheilig
      sheilig on 15 Jul 15
       
      YES! I don't see kids free reading enough. It's an inexpensive, easy, and effective strategy. It can be done when the internet is down, too! (I'm saying this because there have been times when we have lost power or internet and kids feel we should cancel school!)
    • alissahansen
      alissahansen on 15 Jul 15
       
      hahaha. I have heard that from so many of our students, and believe me, a little too often than not because our school is moving closer to 1-to-1 and it has done a number to the stability of the Internet, so of course as the district was increasing our bandwidth, there were a number of hours we lost power. But of course, I have students read independent reading novels each semester and create a project/presentation over what they choose, this gave them time to read in class! Most students really enjoyed reading a book, but I did have students look at me like I was crazy, "What, a book that is 100 pages or more?!"  (Alissa Hansen)
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • sheilig
      sheilig on 15 Jul 15
       
      There is so much information out there that talks about "personalized learning." So, yes, I agree that everyone in the district needs to be on the same page about the definition and ways to implement it.
  • We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance
    • kainley
      kainley on 15 Jul 15
       
      This is exactly why I think that PL will be a hard sell to my district. We ARE seeing growth on the test...does that mean that we are taking into account the whole child...no. However, this is how we measure growth and I'd like to know how we can even change that?
  • ‘We often say we wan
  • don’t lear
  • it is clear that all children don’t learn the same way and personalization seems to honor those differences.
    • nwhipple
      nwhipple on 15 Jul 15
       
      I agree that not all students learn the same way, especially at age 5.  I honor their learning differences daily but I am often challenged by grouping them based on their ability  and fitting in time to have them reach the standard for the day on their own.  The common core wants all kids proficient by the end of their school year in all their standards.  It gets tricky to personalize every child's learning and have them do it at their own pace when some may take 4-5 weeks to accomplish 1 standard.  This is where I worry about not having enough hours in the day and days in the school year.  
    • jroffman
      jroffman on 15 Jul 15
       
      I agree too! Not all students learn the same way I also think that is why now in the preschool classroom I am having to teach students how to play. I think that even at a very young age kids are taught to wait and be told what to do. I always think back to my youngest brother who struggled in school, and how he was told he would never make it. He went into farming and now at the age of 26 bought his first farm and milks over 100 cows, I would say he is successful even though he didn't make all of the common core goals. 
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      When I think of the work I do with high school students, this is clearly something we deal with every day.  I present information in a variety of ways to attempt to meet the needs of different learning styles and I really try to "keep it moving" to avoid losing the attention of very "short-attention-spanned" kids! I think we can all relate to this, and I certainly agree that personalization will help adjust traditional learning to meet the needs of all students a little better. (Jennifer Betz)
  • A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.
    • kainley
      kainley on 15 Jul 15
       
      I love that students get choice. I love that they are connecting, synthesizing and analyzing. I love that they are creating something original. I guess I am wonder what a personalized environment would be for PL. In my class we follow the Daily 5 and with that, we have a comfortable reading space, cushions that can be brought to anywhere in the room, soft lamp light, tables for 4-6 students to work together, buddy areas.."home-looking." I mean is that what this is, or am I way off base?
    • jroffman
      jroffman on 15 Jul 15
       
      I struggle with creating a personalized classroom because of space, when students start projects one day they have to be put away at the end of play time otherwise we won't have space for large group or table activities. I also struggle with enough adults in the classroom, students are not comfortable with that much freedom and want a teacher next to them for guidance, but one teacher to 18 kids just doesn't work most of the time. My other issue is a personal issue I am an all or nothing type of person and I get frustrated when it doesn't look like I think it should. In reality I am probally doing an okay job with personalized learning, but I have LOTS of improvements to make. 
  • the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
    • lisa noe
      lisa noe on 15 Jul 15
       
      I agree that many students have difficultly thinking outside of the box.  I believe that is because we have quashed individuality.  We ask everyone to conform to our standards.  Our society has a habit of criticizing those that go against the norm.  We expect all students to follow the same path and to want the same things.  Students don't want to be embarrassed for thinking or looking differently.  I see this happen frequently during group work.  There always seems to be a strong-minded individual who takes charge.  Many times other members' voices are never heard even though they may have equally as good of ideas, if not better.  Many students have zero confidence in themselves so they never stand up and let their voice be heard.  Hence, cookie cutters. 
    • alissahansen
      alissahansen on 15 Jul 15
       
      I am nodding my head in agreement to your every statement here Lisa. With all of the assessments and data driven curriculum we have not given students any room or confidence to be creative or innovative. And when we do ask for it, students are so reluctant out of fear and that fear is paralytic. PL has so many benefits. Don't we want our future citizens to be innovators and critical thinkers? I think we do and our current educational system seems to imprison any originality. (Alissa Hansen.
    • bleza66
      bleza66 on 16 Jul 15
       
      I agree with both of you (Lisa and Alisson) students today are afraid of being different or standing out because they are afraid of not being accepted. I also agree that society has taught us this lesson all too well. However, if we begin to initiate higher order, more individualized thinking and expression of ideas at an early age then our societal norms will eventually begin to change and persoanalized individual learning will become the expectation and eventually the new norm. We can only hope and dream for that day to come. 
  • Three words seem to be dancing around in my head of late when it comes to current thinking about education: “personalization,” “engagement” and “flip.” All three were on display on the vendor floor and in session rooms at last week’s International Society for Technology in Education conference in San Diego, one of the largest ed tech conferences in the world attended by upward of 18,000 people.
  • It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.
    • moodyh
      moodyh on 15 Jul 15
       
      This is what happened in my last school district.  The administration thought that a computer program could solve all the issues, but very few students learned well from a computer program.
    • kburrington
      kburrington on 16 Jul 15
       
      We have been finding that technology works good for some students but not for all. Sounds familiar kind of just like direct instruction.
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I think the issue is differences in the meaning of personalized learning. As we discussed in class previously, personalized learning is not the same thing as differentiation, which is supposed to meet students' needs. Personalized learning is truly about putting students in control of their learning and supporting them in developing that learning!
    • juliefulton
      juliefulton on 22 Jul 15
       
      When a student is unsuccessful in the traditional classroom we look to computer classes to fulfill the credit requirement. The focus is on successfully fulfilling the requirement rather than on learning. If schools were to turn to component recovery with a unit that allows personalized learning, the student could do both - learn and fulfill the graduation requirement.
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers. It’s a dramatic shift that requires new literacies to navigate all that access and, importantly, new dispositions to take advantage of it for learning.
    • moodyh
      moodyh on 15 Jul 15
       
      This line makes me think of this image. https://marinarn.files.wordpress.com/2013/03/pic1.jpg I think there will have to be some re"training" for teachers and students to be able to deal with the vast sums of knowledge available to everyone.
    • alissahansen
      alissahansen on 15 Jul 15
       
      Agreed! In my own English classroom, and I know I am not alone, students have access to millions of reviews and analyses of the literature we read in our own classroom so my goal is always to have them either create a product based on their own understanding of a concept, character, plot point, etc. or I do my best to give them choices for them to navigate their own understanding. A lot of "required" literature is all found online and there is so much out there on most aspects of each piece. Technology can make this aspect very difficult as students have all of this at their fingertips, and our goal as educators is for students to gain their own sense of meaning from what they have seen, read, heard, while also building skills that lead towards mastery along the way. (Alissa Hansen)
  • You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • dwefel
      dwefel on 15 Jul 15
       
      This is a great piece in the article. It really got me thinking of how boring school is for kids. As an educator I 100% want my students to be engaged and having fun learning. It would be so great to hear old kids tell their younger siblings how much fun school is!
  • Technology and the Web has radically changed that concept.
    • alissahansen
      alissahansen on 15 Jul 15
       
      Technology has changed the way EVERYTHING is done in the classroom as students have access to EVERYTHING now. So, what can we do as educators to make sure they are having meaningful and authentic experiences in our classrooms? How do some of you deal with this issue? I know I put a lot of work into the in-class and out of class work that I have students do because many questions/answers can be found so quickly by students and this occurs anytime and anywhere. (Alissa Hansen)
  • “free to expand as a standardized individual.”[1]
    • alissahansen
      alissahansen on 15 Jul 15
       
      I think this is a great quote that truly shows just how contradictory our world is! And especially with education. (Alissa Hansen)
    • principalchris
      principalchris on 16 Jul 15
       
      Alissa, I like this quote as well.  We are free to educate as long as everyone gets 100% on the standardized test.
  • more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
  • crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
  • can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions a
  • personalization only comes when students have authentic choice over how to tackle a problem
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      I like how this is stated..."authentic choice." We all want to be given choice in what we do each day...personally or professionally.  I think it is imperative to give students choice, when possible, in their learning.  But, the term "authentic" is what strikes me, because when I think of the choice I'm able to give students, I question whether or not it is authentic. When I offer students their choice of six different novels to read for a unit of study, is that truly authentic?  I'm doubting so.  It is a struggle, for sure.
    • katie50009
      katie50009 on 16 Jul 15
       
      I was also struggling with the word "authentic" here. Or even "how to tackle a problem." What problem? Why is this an important problem to tackle? Why? Would the student agree that it is worth tackling much less how to tackle it?
    • juliefulton
      juliefulton on 22 Jul 15
       
      I like the use of "authentic" however I am equally curious how a teacher manages a situation when the student does not believe it is worth tackling the question, as the previous reader noted. This is a great example of a need for PD - help teachers with strategies to inspire their students to want to take chances and risks to learn.
  • personalization only comes when students have authentic choice over how to tackle a problem
  • personalization only comes when students have authentic choice over how to tackle a problem
  • the prevailing narrative seems to be that we can’t engage kids without technology, without a smartphone, tablet computer or some other multimedia device or tool.
    • edamisch
      edamisch on 15 Jul 15
       
      Technology is great and all, but it does have it's drawbacks.   A family friend was all excited that her baby could do XYZ on an iPad at a young age to find out later that her pediatrician thought that very thing might be why her speech was so delayed.  
  • better test scores
    • edamisch
      edamisch on 15 Jul 15
       
      I've been interviewing and the question every district seems to ask it about data, data, data.  Two and four years ago, this was not the case.  I believe this is because of the high stakes testing trend in recent years.  
  • individualism yet experience a “relentless pressure to conform.”
    • edamisch
      edamisch on 15 Jul 15
       
      This reminds me of the "hipster" trend - "let's all be different in the same way." 
  • “It’s so much cheaper to buy a new computer than to pay a teacher’s salary year after year.”[11]
    • edamisch
      edamisch on 15 Jul 15
       
      There are districts using Rosetta Stone as opposed to foreign language teachers out there! 
  • One final caveat: in the best student-centered, project-based education, kids spend much of their time learning with and from one another.
    • edamisch
      edamisch on 15 Jul 15
       
      I'll admit, there is one tiny, tiny part of me that thinks, "My parents' generation turned out alright without flipped/project-based/differentiated/insert every other educational buzzword here." Honestly sometimes I do wonder if all these best practice trends aren't leading to an egocentric, narcissistic  generation.  Selfies for example.  But then there's a larger part of me that knows the factory model doesn't work in education either.  
    • lisa noe
      lisa noe on 16 Jul 15
       
      I agree!  I think of all the amazing things that have been invented in history and wonder, how in the world did they do it without technology?!  I know that our world is changing, and that to continue to grow we must change, but sometimes things are better left as is. As I type that, I realize our educational system needs to be overhauled.  It's just that every time I turn around someone is trying to "sell" us something else they claim will work, and before we even have a chance to get it up and running something new comes along. :)
  • From what I’ve seen, flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own education
    • jenniferlb
      jenniferlb on 15 Jul 15
       
      I have to agree with this statement.  With high school students who are over-involved (or resistant to be involved in anything at all) homework is rarely a priority.  Perhaps for a math class or a world language class where they have actual "work" to hand in, but when it comes to students finding reading time outside of class and putting as much effort into English is a challenge, for sure.
    • emilyzelenovich
      emilyzelenovich on 18 Jul 15
       
      This is a common discussion in the English department at my school. We struggle to figure out how to make any kind of outside reading or homework a priority. We have tried providing more time in class, but then we often run out of time or students grow tired of doing one thing for too long. Trying to help them see value and meaning in the work we assign is tricky.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
  • The Web has changed or is changing just about everything when it comes to how we think about the ways in which we communicate, collaborate and create.
  • It’s as if engaging them in learning without technology has become this impossible task.
    • kaberding
      kaberding on 16 Jul 15
       
      It is hard to compete with technology.  When I think of technology, I think of even simple things like a cd player, video (the old VHS), radio station (for current news), etc.  As educators, we have been using technology to teach since we could get our hands on it. How about a simple cassette player with the ABC song on it?  I'm sure every educator has put their hands on any technology device that can help their students gain a better understanding of what is being taught. So I tend to disagree with idea that we shouldn't have to engage students without technology.  We should have to engage them with whatever is out there; doesn't that contradict the whole idea of listening to lecture is not an effective teaching strategy?  Basically, when I think of the term technology, I think of any form of it; not just the Web.  
  • Personalization promises better student achievement and, I believe, a more effective delivery method than any one teacher with 25 or 30 students in a classroom can compete with.
    • kaberding
      kaberding on 16 Jul 15
       
      Personalization scares me to the extent that we are not only talking about teaching the content, but being an expert in whatever they choose as personal learning.  Or at least knowing how or where they can access all the information for their personal learning.  With class sizes only growing, I am nervous to see how planning, tracking, and assessing the learning will go.  
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I will admit, this is the component of personalized learning I have not yet been able to wrap my head around. In thinking about how to manage the learning of all students in the classroom when the content may be different is kind of intimidating. Teachers who have experience with personalized learning like project-based learning have shared that it is not as difficult as it might seem and that the students work harder than they do. I think it is important that people don't get the idea that it is a hands-off approach from the teacher; it is simply putting the learning in their control and supporting them with developing their learning!
  • personalization,” “engagement” and “flip
  • personalization,” “engagement” and “flip.”
  • personalization,” “engagement” and “flip.
  • personalization,” “engagement” and “flip
  • “personalization,” “engagement” and “flip
  • personalization,” “engagement” and “flip.
  • “personalization,” “engagement” and “flip.”
  • engagement
    • kaberding
      kaberding on 16 Jul 15
       
      When I think of these terms, I think of differentiation.  To me that is what personalizing, engaging, and flipping learning can be.  Only until you add the term personal does that change and move away from differentiation.  
  • system of accountability in the U.S. educational system,
    • katie50009
      katie50009 on 16 Jul 15
       
      I struggle with the systemic changes that will need to be made to have complete personalized learning for all students while still have some accountability for what goes on in the classrooms of America. I don't want to appear negative, and I am certainly for personalized learning, but I am conflicted on how this can happen and still have accountability
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I completely agree with you that there are a number of systematic changes that will need to occur before personalized learning really takes hold in the US. In my opinion, there are still many ways to keep teachers and students accountable through personalized learning (i.e. still meeting the standards but through a project-based way). It is going to take some time for policy makers and other stakeholders in education to realize the possibilities personalized learning has to offer. I think it starts with having success with it in our own classrooms and success only comes through a number of attempts! I like to think of it as "If not us, who? If not now, when?"
  • We often say we want creativity and innovation
  • whole-child personalization many teachers dream of offering.
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      Whether you call it personal or personalized learning, this is what it is all about! To nurture students' natural curiosity, we want students learning about things they are passionate about. By supporting students in creating projects that reflect their unique needs and interests, we are truly teaching to the child. Again, this doesn't mean teaching one student about addition using basketballs and another ballet shoes, but about getting students actively involved in their learning and putting more of the control in their hands. 
  • the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
    • juliefulton
      juliefulton on 22 Jul 15
       
      I wholeheartedly agree with all of the comments and agree that we need to place emphasis on the young learners to change societal norms which are incredibly strong in the high school culture.
lisamsuya

iowaonlinelearning - Teaching Standards - 17 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by lisamsuya on 28 Sep 13 - No Cached
    • manderson34
      manderson34 on 28 Sep 13
       
      How often do we neglect this as educators?  I think often times we focus on the content or the tech tool without giving methods of assessment their due.
    • manderson34
      manderson34 on 28 Sep 13
       
      It is so important for educators to engage in professional learning.  More importantly and prominently than in the past, informal professional learning is available through social media.
  • Engages in professional growth
  • ...48 more annotations...
  • Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • criley55
      criley55 on 13 Jul 15
       
      There are so many things out on the internet that it is extremely important to be sure to analyze what you're using and ensure it is of high quality to be putting in front of students.
  • Understands student motivation and uses techniques to engage students
    • criley55
      criley55 on 13 Jul 15
       
      For some students just having technology in front of them is engaging but we also need to ensure we are utilizing tools for the best use for students and learning.
    • amberstrang
      amberstrang on 14 Jul 15
       
      I know that many of my students will love being able to use technology more in the classroom this year.  Choosing the best tools so that they are not only engaged but also learning and making progress towards learning targets is crucial.
    • syedlik
      syedlik on 19 Jul 15
       
      Technology is definitely a driving force in their lives, now we need to show them how to use it as a learning guide. My son uses technology to research baseball teams and their stats. (math connection) Students could research win/loss ratios, batting averages....etc. Sara Arnold/syedlik
    • trfishe
      trfishe on 19 Jul 15
       
      If students aren't engaged, they'll just go through the motions of completing what's required. I feel we've seen many resources in this course. With sufficient time and devotion, creating engaging lessons should be doable. Tim Fisher
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      Using technology and an online format doesn't necessarily mean automatic student engagement. It is important to make sure content is interesting to the students, or find a way to intrigue the students.
    • sstulken
      sstulken on 20 Jul 15
       
      There is a balance that needs to occur, technology use that allows students to interact and demonstrate learning. I also think that we need to "keep the pace" of learning technology with the digital natives that are in our classrooms.
  • intellectual property rights and fair use, and assists students in complying as well
    • criley55
      criley55 on 13 Jul 15
       
      This is something I need to learn a lot more about to ensure I am following rules!
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      As I read this line I thought the same thing. I have a basic knowledge, but I'm not sure if I'm completely up-to-date on things. 
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I agree, it is important to be aware of privacy rights. This is something that should be looked at more closely.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • criley55
      criley55 on 13 Jul 15
       
      While adding a technology component may be engaging for students, we need to always bring it back to the content we are wanting to teach and continually analyze the strategies we are using to make sure it is fitting the needs.
    • nicolemsmith
      nicolemsmith on 13 Jul 15
       
      I completely agree that good teaching practice comes down to regularly evaluating the effectiveness of instructional strategies whether there is the integration of  technology or not.  Along with this, formative assessments and data should be the foundation of determining the accuracy and effectiveness.   (NS)
    • Kelly Snyder
      Kelly Snyder on 14 Jul 15
       
      I like the way our district is going with assessments and quality instructional practices
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      I agree with what both of you said.  I also think it is important to continually use the data that we collect to make instructional changes.  We need to keep in mind what is best for kids and if we are not meething their needs, then we need to change our approach. 
    • conniestarr
      conniestarr on 15 Jul 15
       
      Informing our instructional practice through formative (ongoing) assessments is critical as we collect the evidence of learning from our students so we can design lessons through technology or other modes that meet our students' needs.
    • anonymous
      anonymous on 16 Jul 15
       
      It is important to have data ready during our PLC time so that we can best meet the needs of our students.
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker-I agree that this fits right along with our PLC work.  We are constantly looking for ways to create and use formative assessments.  Hopefully, technology will provide us with more ways to do this efficiently.
    • christineclark
      christineclark on 18 Jul 15
       
      I agree that we are headed in the right direction with the analysis of data. I always think about how data doesn't lie because it is based on facts. Ultimately, the gathering if data can't be the end, it needs not only to be analyzed, but then the gathered information needs to be used to increase student learning. I definitely look forward to doing a better job of that.
    • syedlik
      syedlik on 19 Jul 15
       
      I also agree. Content trumps technology. We must focus on getting the content across to our students and also assess their learning through the course. It must provide each child the support that they need to achieve. Some students may get frustrated with the technology component, support will be needed for these students. We can't allow their achievement to suffer due to any frustration they experience in the online learning format. Sara Arnold/syedlik
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree that in order to move forward data must be evaluated continuously and with a purpose. It does the students no good to have them working on tasks if there is no set purpose or growth from those tasks. This means that when we are creating technology activities we must have a way to collect student data to see if the strategy is effective. 
  • (including technological knowledge
    • criley55
      criley55 on 13 Jul 15
       
      When adding technology components, you not only have to know how to use them, how to choose the right one for the task and also be able to troubleshoot to help students,
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      I totally agree with you!  It is very important that we are not using technology because it seems neat or new, we need to have a purpose.  I also needs to fit with what the outcome or goals of the task. 
    • syedlik
      syedlik on 19 Jul 15
       
      I appreciate all of the online learning classes that have been offered this summer in our district. For me, summer is when I have time to gain new knowledge to incorporate into my classroom. I am much more prepared to incorporate canvas into my classroom. I hope this will enhance my teaching. Sara Arnold / syedlik
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      It's imperative to start with what we want students to learn. It unfolds from there!
  • Assists students with technology used in the course
    • nicolemsmith
      nicolemsmith on 13 Jul 15
       
      Teachers need to have a certain level of comfort and skill with troubleshooting and supporting their students with technology.  Instructional time is valuable and it is much more efficient if the classroom teacher can quickly resolve basic issues instead of waiting for external support all the time.  However, it will certainly take time to build this capacity within teachers.  
    • juliahendred
      juliahendred on 15 Jul 15
       
      I agree and know that I will need to practice and be knowledgeable personally before delivering content and modeling the use of technology to teachers via Canvas.
    • jnurre
      jnurre on 15 Jul 15
       
      I was thinking the same things...we need to be risk takers and learn the ropes, just like we are expecting our students.  It is beneficial for us to know the ins and outs of the technology we incorporate into our lessons. 
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      I am glad we spent this time learning the ropes so we can use what we know and what we struggled with to help the learners in our classrooms. I want to use a lot of my computer lab time teaching about Canvas and practice using it, so when we are in the classroom, the students can pick up a surface and be independent with what they are doing. Rather than having to ask a million questions of how to get somewhere or do something.
  • 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
    • nicolemsmith
      nicolemsmith on 13 Jul 15
       
      When designing online instruction, it is certainly important for teachers to be very thoughtful in the organization of their content and delivery methods in order to accommodate the various learning styles of students and their experience with online learning.  I generally try to organize a course with the assumption that there is one person in my course with no experience with online learning or the Learning Management System.  In addition to this, online teachers need to consider how to support students who may need guidance with pacing their independent learning since it is very different than a face-to-face classroom. 
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • nicolemsmith
      nicolemsmith on 13 Jul 15
       
      I think it is important to keep in mind the value of collaborative work even in an online setting.  It can take a little more effort in an online setting to ensure that everyone is comfortable with the setup, but I think it helps create a community of learners, deepen learning, and add interest to the learning environment. (NS)
    • amberstrang
      amberstrang on 14 Jul 15
       
      I love the collaborative work that can happen in an online setting.  I think when used and taught correctly, it can be even better than in person collaborative work for some kids.
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      I really like that they specified that the work needs to be goal-oriented. I am constantly trying to get my students to keep in mind what they are working toward as they work. I think goal-setting is extremely important and something that often falls aside. I really think that teachers can get more buy-in from students if they feel like they are working toward a common goal. 
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I love the asynchronous nature of online collaboration. It allows for students to work at their own pace and contribute when they can.
  • Has experienced online learning from the perspective of a student
    • nicolemsmith
      nicolemsmith on 14 Jul 15
       
      I think there is a lot of value in experiencing online learning from the student perspective.  I have personally gained a better understanding of what is helpful as far as the organization of a course, what is frustrating, and what tools/activities can increase the effectiveness of a course.  (NS)
    • stnovak
      stnovak on 14 Jul 15
       
      I definitely agree with this!  Once you have been in the shoes of the student you have a better understanding of what they need.  It's like looking at it from the students' point of view.
    • Kelly Snyder
      Kelly Snyder on 14 Jul 15
       
      I am taking a student driven learning course that meets this also!  Am enjoying it.
    • juliahendred
      juliahendred on 15 Jul 15
       
      I also agree! I know now from the perspective of a student how tough it can be to navigate and completely understand the online learning environment and how much your comfort level can effect your success. It has been an eye opener for me and hopefully with help me as I assist with some online instruction.
    • jnurre
      jnurre on 15 Jul 15
       
      I have been taking online courses all winter and there is something to be learned from being on the other side.  I seem to be learning more about my own learning style and form of communication.  We will have students experience the same!  
    • conniestarr
      conniestarr on 15 Jul 15
       
      Having this experience from a student's perspective can help teachers be proactive and address misconceptions or potential barriers before the get in the way of student learning.
    • anonymous
      anonymous on 16 Jul 15
       
      I certainly can understand the frustration of students when they are learning something new!
    • lsjohnson
      lsjohnson on 16 Jul 15
       
      For the first online class I took, I felt like the learning curve was very steep!  It has gotten easier with each class and I feel like I have actually become a 21st century learner!  Students are starting with this from a much younger age and it will become just another learning tool, another way of learning for them.
    • kaylamartinwhs
      kaylamartinwhs on 16 Jul 15
       
      I would have to agree with this also.  When implementing Canvas at the high school level, us teachers barely knew what we were doing, but the students and parents were expected to hop on the train with us.  I wasn't able to help the students with their view because I couldn't understand mine :) I would feel like I would have a better understanding of what they are learning and assist them better as a teacher.  
    • kboesenberg
      kboesenberg on 17 Jul 15
       
      wow...great analogy with the Canvas reference.  We make decisions based on our past experiences.  If we have never experienced online learning we may not have a good understanding of what should even be expected of an online learner.  
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      I agree with this and want to implement Canvas into my classroom as soon as possible! Becoming familiar with the website just like I did will help students in the long run. It is important to be a student before a teacher to realize what will cause problems. This is the same thing with any lesson. In science I would go through the experiments by myself first to make sure it worked and to see where students would struggle or have questions.
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      I am learning so much as I take these courses as a student! It gives us a real flavor for what our students will actively participate in.
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I completely agree with this! It is essential that we are able to work through the course through the eyes of a student to ensure that we have sufficient directions and guidance for student success. There has been multiple times when I thought that something online would be a piece of cake yet when I went to work through it I realized that there needed to be more structure. 
    • sstulken
      sstulken on 20 Jul 15
       
      I am always humbled when learning something new and is a great reminder of how students feel when faced with a new challenge. Demonstrate that risk and failure is okay-growth mindset.
  • Understands and uses data from assessments to guide instruction
    • nicolemsmith
      nicolemsmith on 14 Jul 15
       
      I think it can be easy for online instructors to create and organize their content ahead of time and not be responsive to student data throughout the course.  It is important for them to make an extra effort to be flexible and use data to guide their instruction. (NS)
    • Kelly Snyder
      Kelly Snyder on 14 Jul 15
       
      I like the tool we use to facilitate conversation about instruction in our building.  I also like the teaching cycles we are going to for next year.
    • christineclark
      christineclark on 18 Jul 15
       
      I agree that we need ti be flexible with instruction. If the data isn't headed in the same direction as what is written in the plan book, we need to adjust for the students!
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      I believe it is important to have teaching standards, so that all teachers are following the same set of guidelines throughout the state. 
  • Provides and communicates evidence of learning and course data to students and colleagues
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      Students need to take ownership and responsiblity of their learning.  If they are invested in their learning, they are much more likely to do their personal best.  I have noticed the impact this has on my own students, and it's amazing!
    • anonymous
      anonymous on 16 Jul 15
       
      The use of data binders is a great way for students to see thier growth as they move towards reaching their goals.
    • syedlik
      syedlik on 19 Jul 15
       
      We could have online data binders. Wonder if this would be possible? We must balance online learning with traditional learning. It is important for students to gain valuable fine motor skills in their younger years. Sara Arnold/syedlik
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      Tricia Nederhiser - I agree, data binders are important way for students to track their learning!
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • stnovak
      stnovak on 14 Jul 15
       
      I think it has to be clear what the expectations are so students know what they will need to be able to do and what concepts they need to know.
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      Agree with your statement.  I also think teachers need to plan ahead of time, so that the lesson has a specific purpose.  If a purpose is created and stated to the students, then the teacher will be more likely to stay focused.  
    • jnurre
      jnurre on 15 Jul 15
       
      This is not only important for educators planning and preparing for students, however educational leaders need to make sure we are communicating learning outcomes and expectations for adult learners. 
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker-I think that this is essential for students in our daily instruction.  The training we received in writing purpose statements last year has really helped with this standard.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • stnovak
      stnovak on 14 Jul 15
       
      Building relationships with your students is an important part of teaching, whether face-to-face or online
    • stnovak
      stnovak on 14 Jul 15
       
      Building relationships with your students is an important part of teaching, whether face-to-face or online
    • juliahendred
      juliahendred on 15 Jul 15
       
      Yes, I believe that building those relationships and encouraging students has a huge impact on their success and desire to participate.
    • kaylamartinwhs
      kaylamartinwhs on 16 Jul 15
       
      Although the class is being taught online, the students should still be able to feel as though you are there to help answer questions, build a community of trust and grow as a student.  
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker - My hope is that this class will help me create an environment in my class for frequent online social interactions with me and other students in our class.  
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      I really wanted to reflect on the word positive in this highlight. It goes all the way back to Netiquette from the first OLLIE class. I think it is extremely important to the success of the student to be able to collaborate in a positive manner and not to be afraid of messing up. It is easy to get discouraged using technology when you do not know how to do something, so keeping the environment positive with room for mistakes is important to how I want to run my blended learning.
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      I agree that remaining positive is crucial. I think it's important for students to understand we don't always have the answers. Sometimes technology doesn't cooperate!
    • sstulken
      sstulken on 20 Jul 15
       
      Showing our students that we embrace technology and push ourselves to learn is so important. Lifelong learner has a different look!
  • including different learning styles
    • stnovak
      stnovak on 14 Jul 15
       
      I liked this because there are so many different types of presentation technologies for example, but including different learning styles will allow the students to have a choice as to which tool they would utilize best.
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      Choice is very important for students, however we need to make sure that the choices connect with the purpose.  I believe choices are very powerful for studnets, and it allows them to shine in different areas. 
    • conniestarr
      conniestarr on 15 Jul 15
       
      Choice can also increase student engagement on projects and other learning activities!  I agree Ashley, that we need to be purposeful when planning our choices.
    • anonymous
      anonymous on 16 Jul 15
       
      In kindergarten we use a variety of different learning styles all day long. 
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      I agree that choice is important, but it is also important to keep in mind that students don't always make the best choices for themselves. When thinking about having choices that go with different learning styles, it probably would help to make sure the students are aware of which learning styles work best for themselves through some sort of inventory. Then you could label the choices with what learning styles they work best with. The students can then make an informed decision. I wouldn't necessarily tell them they have to pick the choice that goes with the learning style, but I would suggest it. 
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      I agree that choice is important. Sometimes technology is viewed as an option and we don't think of how we still need to differentiate within technology. Not all students are at the same levels using technology as well as intellectually. Choice is extremely important to the engagement of the students.
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      Tricia Nederhiser - As mentioned above, I agree that choice is important. I, too, am concerned that elementary students may not have the background to choose, within technology, how they will show their learning. They will need guidance and support to make good decisions.
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      Differentiation is important to student learning, no matter the format. Oftentimes an online learning format could allow more independent level of instruction for students.
  • improve practice
    • stnovak
      stnovak on 14 Jul 15
       
      I feel like this is one of the purposes of this class. We need to continually learn new ways of teaching or methods and then apply that knowledge so our students can benefit from this improved practice.
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      I couldn't agree with you more.  It is important for us to be models for our students.  By taking classes and stretching ourselves professionally we can achieve this. 
    • anonymous
      anonymous on 16 Jul 15
       
      I agree! I have spent some time this summer doing some professional reading. 
    • kaylamartinwhs
      kaylamartinwhs on 16 Jul 15
       
      I agree with everyone above.  If we don't continue to learn new methods, technologies, tools, ourselves as teachers how do we expect our students to grow?  
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • amberstrang
      amberstrang on 14 Jul 15
       
      I think it's so important to make sure that technology and online learning is used to enhance learning and improve the education of students.  It shouldn't just be included because we want more technology in schools.  We need to include it because it's what's best for the particular students learning in that course
    • trfishe
      trfishe on 19 Jul 15
       
      In mathematics, I think it's critical that the online materials selected or designed be as interactive as possible. I'm hopeful that I'll be able to find suitable materials or ways to create them.
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree that we should not just add technology or online learning just because we want more of it in the schools. It comes down to purposeful planning and ensuring that the technology used is supporting student learning.  
    • sstulken
      sstulken on 20 Jul 15
       
      This is one that challenges me. What tool do I use to get the results I am looking for? An area that I look forward to growing in.
  • Provides substantive, timely, and constructive feedback to students
    • amberstrang
      amberstrang on 14 Jul 15
       
      I think that this is a challenging but very important part of teaching, whether it is in the online or face to face setting.  I think a bonus of online learning is being able to individualize feedback more easily, though it would depend on the number of students in the course.
    • Kelly Snyder
      Kelly Snyder on 14 Jul 15
       
      I think this will be a great tool for feedback
    • jnurre
      jnurre on 15 Jul 15
       
      It seems to me we have more work to do with this standard.  We need to be providing feedback all the time to students and encouraging them to continue to fail forward. I am wondering how online learning impacts feedback?  Is it going to be harder to give feedback?  How will online feedback be perceived?  I know how "texts" and other "online communication" can be misconstrued.  We need to be cautious with our feedback in written form.  
    • conniestarr
      conniestarr on 15 Jul 15
       
      Timely feedback is so important when keeping students in the loop about their learning, they need to be partners.  Being able to give every student in your classroom individual feedback during a lesson can be challenging in one class time.  Using online tools like diigo or through Canvas would benefit teachers in giving timely specific feedback about student learning.
    • lsjohnson
      lsjohnson on 16 Jul 15
       
      Assigning online homework makes it easy to be able to provide immediate feedback!
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • amberstrang
      amberstrang on 14 Jul 15
       
      Teaching students how to interact one another appropriately online is very important in the process of online learning.  It's not only a skill necessary for academic success online, but it could transfer over to the social media setting.  If we teach kids how to interact appropriately online, perhaps it can prevent problems online elsewhere.
    • Ashley Lyng
      Ashley Lyng on 14 Jul 15
       
      Agreed! Especially since social media is so prevelant with young kids.  If we can at least give them some tools and strategies on internet safety, make we can prevent some cyber bullying. 
    • jnurre
      jnurre on 15 Jul 15
       
      We need to be leading my example.  Students are watching the choices we make every day.  
    • jnurre
      jnurre on 15 Jul 15
       
      We need to teach them, just like every thing else, how to interact appropriately and not appropriately.  It's a life skill!  
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree! With how much our students are online now it is important that we are teaching them how to interact respectfully online. I often tell my students that people are unable to read your social ques through the internet and that it is important that you are able to articulate yourself efficiently for others to understand what you mean. 
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      I have heard people say they don't have time to stay current with technology and figure out how to use it in their classroom. Some of them even seem to pride themselves on their resistance to technology. I see that as a huge problem. When that happens, they are making a conscious decision to not do what is best for their students. The reality of the situation is that their students will have to be able to use technology in a variety of ways. Those students will have to be able to use technology in a job someday. I can't think of a single paid job that I have had that didn't require me to use technology in some way. 
  • Understands the differences between teaching online and teaching face-to-face
    • juliahendred
      juliahendred on 15 Jul 15
       
      In looking at providing some instruction this next year to new and veteran teachers, I feel it will be essential for our team to determine what can be effectively delivered through Canvas and what will be best through face-to-face instruction, especially given the diverse knowledge base of the learners.
    • jnurre
      jnurre on 15 Jul 15
       
      absolutely, I agree that this is an ongoing struggle. Just like our classrooms, our buildings are full of diverse learners and we need to ensure we are differentiating all the time.  
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker- I think this is a great cautionary note for teachers to make sure that we are meeting all the student individual needs.  Technology should be a tool we use to enhance our face-to-face instruction.
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I completely agree with Mary, it is important to remember that technology is a great tool, but that I would like to use it to enhance face-to-face instruction.
    • jnurre
      jnurre on 15 Jul 15
       
      This couldn't be more important in education.  We must lead by example. 
    • jnurre
      jnurre on 15 Jul 15
       
      This seems to be ever challenging with technology changing by the moment, but as educators we have to be dedicated and risk takers in the tech world!  
  • Demonstrates
  • Creates a safe environment, managing conflict
    • jnurre
      jnurre on 15 Jul 15
       
      In today's world we have to make sure we are teaching students about cyber bullying and how to interact appropriately (netiquette)!  
    • kboesenberg
      kboesenberg on 17 Jul 15
       
      This is super important.  Would love to see examples of how teachers have set up high school courses and effectively dealt with this. 
    • syedlik
      syedlik on 19 Jul 15
       
      This will be an area that we will constantly need to monitor. We can never let our guard down when it comes to student safety online. Netiquette needs to be taught at the onset of the class and constant supervision by the teacher will be needed, with necessary consequences established and follow through. Sara Arnold /syedlik
    • cwhitebotello
      cwhitebotello on 18 May 16
       
      Totally agree, being respectful of folks in the online learning environment to create an environment where folks feel free to share opinions and take risks when learning is critical.
  • Networks with others involved in online education for the purpose of professional growth (
    • conniestarr
      conniestarr on 15 Jul 15
       
      Collaboration with other colleagues and teachers who are also embedding some online learning can be very beneficial.  Learning about best practices together and having conversations about what it looks like in a classroom wnd with students can help grow our own practice and tool kits when providing online learning experiences and opportunities for our students.
    • kaylamartinwhs
      kaylamartinwhs on 16 Jul 15
       
      I would also agree with your comments.  Not only to have colleagues to collaborate with and share best practices, but to help you trouble shoot possible issues.  
    • trfishe
      trfishe on 19 Jul 15
       
      I agree completely! I am hoping to find some teachers in my PLC group or building who will help me in the online portion of some classes! Tim Fisher
  • • 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)
  • • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • kboesenberg
      kboesenberg on 17 Jul 15
       
      This is just as essential as how to deal with a student you caught cheating on a test.  However, I personally need to dig into techniques for dealing with these issues as I have not personal experience with this.
    • christineclark
      christineclark on 18 Jul 15
       
      I agree, this is like cheating. I haven't experienced this directly, but know of multiple students who have had their internet privileges taken away for inappropriate use of their searches. I feel like teaching students what is appropriate and inappropriate online is key. Along with that maybe schools can have a process that all teachers follow in this situation so students have common expectations.
  • 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)
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      Using both self-assessment and pre-assessment would really help students monitor their own learning and take more ownership. I think this would help students and parents think more about the amount of learning taking place instead of focusing on a letter grade. 
  • ability to use computer programs required in online education
    • kboesenberg
      kboesenberg on 17 Jul 15
       
      This is the equivalent of learning how to manage the learning of the warm bodies in our current environment.  So essential to know how to manage a course before you attempt to teach.
  • nd synchronous/asynchronous communication tools
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker-as an elementary teacher, I think we haven't done as much with communication tools with students.  This will be a goal to set for next year.  Canvas should allow us to improve in this area.
    • syedlik
      syedlik on 19 Jul 15
       
      Sara Arnold- Asynchronous instruction/learning is the future of education. I have said for years that learning needs to be extended beyond the school day. Using canvas will allow me to connect with my students even when I am not physically in each of my three buildings.
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      Tricia Nederhiser - I agree, Mary, that we started with very basic technology, and are ready for collaboration and communication.
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree that we need to be able to extend learning beyond the school day as well as providing opportunities within the school day to reach children when we are working with small groups and others are working independently. Canvas and other online tools will provide an opportunity to continuously work with students even when we are unable to be physically near them. 
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • maryblocker
      maryblocker on 17 Jul 15
       
      Mary Blocker-This is an area in which I need more guidance.  I haven't been very effective at evaluating students in this area.
    • christineclark
      christineclark on 18 Jul 15
       
      This standard makes me think of the mindset of our LA curriculum planning. The idea was to plan with the end in mind. Ultimately what do we want students to know? From that answer assessments can be developed.
  • Applies research, knowledge, and skills from professional growth
    • christineclark
      christineclark on 18 Jul 15
       
      I think that this is important for bettering ourselves as educators and people. To be able to have an open mind, gather knowledge presented, and use that to our advantage is learning that needs to occur.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • christineclark
      christineclark on 18 Jul 15
       
      This is an essential standards, that I believe can be overlooked. I wonder if it would be appropriate to address what effective communication means. Could some negative student behaviors be avoided if communication from all educators is effective, consistent, and positive?
    • trfishe
      trfishe on 19 Jul 15
       
      This is going to be one of the biggest challenges once the course is up and running. Finding the time in an already full day to stay on top of the online component of a blended course is critical, but daunting too! Tim Fisher
    • shelbywoods
      shelbywoods on 20 Jul 15
       
      One thing I worry about is keeping up with the classroom and with the online classroom with blended learning. It could be potentially easy to let the online classroom slip more and care to the classroom in front of you. It will be extremely important for me to keep my eye on the online classroom with communication that is constant and effective to let students know there is a presence and purpose.
    • cwhitebotello
      cwhitebotello on 18 May 16
       
      Creating an online learning community is essential to learning and yet it is likely the aspect of online teaching that may be most challenging.
  • Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a)
  • Iowa Online Teaching Standards
  • Tailors instruction to meet the different needs of students
    • syedlik
      syedlik on 19 Jul 15
       
      This online format can be a great tool for differentiating instruction by creating groups. We will be able to differentiation instruction, assignments and assessments. It seems a bit overwhelming right now, but definitely something we can work towards. Sara Arnold/syedlik
    • trfishe
      trfishe on 19 Jul 15
       
      I look forward to using my online materials to assess what my students know, and then have options available to them for remediation, extra practice, or enrichment. I hope to also use groups to enable different sets of students to work together on activities based on the group's needs.
  • student feedback data
    • mdaviscr
      mdaviscr on 20 Jul 15
       
      I really like the idea of using student feedback to improve a course. However, the instructor would need to make sure that they collect the feedback in a way that the students will take seriously and respond honestly. Asking what students liked/disliked will get very different answers than questions that ask students to say what could have been done differently to help them be more successful. 
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- I agree that you have to be careful in how you word questions to students to gain meaningful feedback. I think it would be beneficial to know what students are having difficulty with or what they would need to be able to be successful in online courses. 
  • Has experienced online learning from the perspective of a student
  • Understands the differences between teaching online and teaching face-to-face
  • uses data to evaluate
    • tnederhiser
      tnederhiser on 20 Jul 15
       
      Tricia Nederhiser - The alignment of online teaching standards and Iowa teaching standards in regards to using data is quite obvious throughout the standards.
    • malger17
      malger17 on 20 Jul 15
       
      Marie Alger- It is essential to be continuously evaluating instructional strategies through the use of data. In order to best support the growth of students we must be able to see where they need more help or what need to do to challenge them more. 
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I agree with the importance of continual data collection. Assessing student progress continually allows teachers to determine instructional next steps.  Online learning can make evaluating effectiveness more efficient.
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      I agree with the importance of continual data collection. Assessing student progress continually allows teachers to determine instructional next steps. Online learning can make evaluating effectiveness more efficient.
    • samanthalowe
      samanthalowe on 20 Jul 15
       
      Assessing student progress continually allows teachers to determine instructional next steps.  Online learning can make evaluating effectiveness more efficient.
    • sstulken
      sstulken on 20 Jul 15
       
      This makes me wonder, how can we incorporate more technology into student's tracking their progress? Engagement and learning could be impacted greatly.
  • 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)
    • cwhitebotello
      cwhitebotello on 18 May 16
       
      Creating an online learning community is essential to learning and yet it is likely the aspect of online teaching that may be most challenging. 
  • 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
    • cwhitebotello
      cwhitebotello on 18 May 16
       
      Presenting streamlined content that still addresses the need for depth and diverse learners will be a challenge in designing on-line courses. 
  • Iowa Core
    • lisamsuya
      lisamsuya on 02 May 17
       
      It is important that the Iowa Online Teaching Standards make reference to the Iowa Core at the beginning because technology and online tools are for the purpose of teaching core curriculum.
  • age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
    • lisamsuya
      lisamsuya on 02 May 17
       
      I think it is interesting that these particular theories are mentioned in the standards, and it seems important to have a refresher of these theories in the online learning courses.
russelljohanna

iowaonlinelearning - Teaching Standards - 94 views

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  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • crjessen44
      crjessen44 on 17 May 11
       
      I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
    • Aryn Kruse
      Aryn Kruse on 29 Jun 11
       
      This is so important---as a special educator I also feel it is important to also consider the impacts of a child's disability in light of their online experiences as well.
    • Kristina Greenfield
      Kristina Greenfield on 19 Jul 11
       
      I agree that being an online student will help me create a better online course. I think that is true with most anything we ask students to do. I try to complete my own work (usually essays) for some of my assignments that I give and by doing so, I can revise the assignment much more meaningfully.
    • Stan Newon II
      Stan Newon II on 19 Jul 11
       
      I completed my master's program entirely online 2 years ago and certainly "lived" in online learning. I believe that online learning has evolved significantly since then with many more tools available to make online learning more effective. There was some differences between how the various instructors delivered their coursework online. Being an online student certainly gives one an idea of what does and does not work and what one likes/dislikes. However I think we need to keep in mind the generational differences in learning; what I may not like about online learning as an older learner may be a very valuable online learning tool for a young student that has grown up with technology as being a natural part of their learning.
    • anonymous
      anonymous on 30 Sep 11
       
      Not only is it important for an online teacher to experience online learning from the perspective of a student, but I think it is important for them to return to the role of a student from time to time. Each time I take an online course, I am reminded of the feeling of being overwhelmed by a long list of lessons/assignments and very little time to actually complete everything. It a great reminder for me as a teacher to be careful not to overload my students. Adding enrichment items might be a great way to achieve balance.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      Think about a traditional face to face enviroment that we all have experienced as children or as adults, with these experiences we have gained learning. As teachers we now know how we will or will not proceed because of our experiences. Online learning should be no different. You need to walk in others shoes to experience their success and/or difficulties
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      The perspective we get from our experiences colors the way we look at everything. Kind of like "your perception is your reality" Meeting the different needs of students (such as learning styles) seems unlikely with on-line learning.
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      My struggles in catching up and staying on track with this online class will definately have an impact on how I set up my own classes.
    • Toy Waterman
      Toy Waterman on 10 Oct 11
       
      I feel taking an online course is the very beginning of an online instructor's process for becoming effective. Being on the learning end helps an instructor know where to enhance assignment directions, proper amount of assignments for an online course, and types of assignments that are better understood from a distance learning perspective.
    • Lylia Chaffin
      Lylia Chaffin on 15 Nov 11
       
      I have experienced online learning and in most cases the experience was good. From the student side, it seemed pretty easy. From the teachers side it is quite complicated to create an easy to follow and interact with a good class.
    • Steve Butler
      Steve Butler on 15 Nov 11
       
      I believe looking at things from a learner's perspective is also very important. I have sat through too many inservices and other learning opportunities thinking "there is no way I could ever teach like this and expect kids to learn" and other similar things. Observing other teachers helps a great deal too. Before I try some activities now I try to run them by my wife or other faculty members to get feedback and doing the same thing with an online course should really help.
    • Carol Price
      Carol Price on 21 Mar 12
       
      It is important for teachers to have had experience as an online learner before teaching an online class. Taking this online class is a new (and frightening) experience for me, but I believe that I am benefiting from this experience.
    • MaryAnn Strawhacker
      MaryAnn Strawhacker on 28 Mar 12
       
      I could not agree more Carol! I tried to develop a Moodle and kept running into roadblocks. Now I am learning the problem was not with my content but rather with my lack of understanding as to how to fully use the learning platform.
    • Sarah Sieck
      Sarah Sieck on 20 Sep 12
       
      I think this standard is just part a good teaching, be it online or in a regular classroom. As teachers, we need to also think about how the students will be engaged during our lessons (online or face-to-face). Being a student in an online course helps the teacher develop strategies to make their online course as engaging as possible. Learning and working with a variety of online tools (Moodle, screencasting, Diigo, blogs, etc) helps the teacher build a course that will hopefully meet their needs and the students learning needs.
  • 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)
    • crjessen44
      crjessen44 on 17 May 11
       
      This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      i AGREE THAT THERE IS A LEARNING CURVE FOR TEACHER AND STUDENTS. Having the teacher monitor the student's initial work might help get them started.
    • Lora Lehmkuhl
      Lora Lehmkuhl on 04 Oct 11
       
      Learning is different for each individual. I watched my daughters take gymnastic lessons and compared their learning to the students in my classroom. Two of my daughters were flexible and learned well from their coaches. One of my daughters struggled, but kept trying to keep up. In the classroom, it really seems unfair to expect the students to all learn at the same pace. Online learning allows students to work at their own pace.
    • Pam Elwood
      Pam Elwood on 06 Oct 11
       
      Differentiation is a tricky topic. Look up research on learning styles and you will find mixed messages and limited empirical evidence. I do appreciate that I respond to visual supports, so that might increase my focus or my engagment, but after 12 months of considering learning styles in my grad work, it is hard to say that is the end all be all for tailoring instruction. Sound research and or evidence based practices...which are limited...can be generalized usually to increase student outcomes. Considering how to embedd interests and preferences is instructionally sound and can be a goal, but that may or may not include tailoring instruction. Take a look at this piece if you want to rethink learning styles as a strategy www.youtube.com/watch?v=sIv9rz2NTUk
    • Lisa Wymore
      Lisa Wymore on 07 Oct 11
       
      I think this is a two-pronged issue - there is tailoring content to meet the entry points and learning styles of students, but there is also the technology piece of this with online learning. As an instructor, it will be important to provide support for using the technology & tools so that they don't become a barrier to accessing the content.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      An on-line lesson that would give the content in multiple ways, assess the learning in multiple ways may still be too much for the students who struggle with technology issues.
    • Steve Butler
      Steve Butler on 15 Nov 11
       
      I agree that tech can really help us with DI. My district has done some stuff with DI and I am trying to incorporate some of that in my classroom. With the knowledge from this course I hope to do more in the future.
    • Perry Bekkerus
      Perry Bekkerus on 16 Nov 11
       
      I love that Moodled DI (did I just make up a verb?) allows for both helping the strugglers, but also for challenging the brightest so that they are not slowed down by the mundane.
    • misti linn
      misti linn on 11 Dec 11
       
      students who need reteaching or more direct instruction would benefit from online learning. i see this as a tool for me to help my AELP students with expanding their knowledge of my content area. i also enjoy using technoloyg and know that the kids in the middle, who we often forget about :( would like to use technology too.
    • Kristin Shelton
      Kristin Shelton on 09 Apr 12
       
      All students deserve to have differentiated instruction. This really grabbed my attention because I feel strongly that all students can learn and deserve to have instruction to meet their needs
    • Pam Childers
      Pam Childers on 22 Sep 12
       
      This standard seems especially important to me, given that my class will be about accessibility and engagement for all students. I will need to model what I preach!
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • linda welander
      linda welander on 28 Jun 11
       
      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. This is a tremendous asset.
    • Aryn Kruse
      Aryn Kruse on 29 Jun 11
       
      I appreciate the use of the term "appropriate", often times technology is selected because it's the new thing, not because it's what is most appropriate for your outcome....
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      I agree with you about the appropriate use of technology. It must be used with a specific purpose. When technology is overused / inappropriately used students get burned out on it just like any other teaching strategy.
    • Stan Newon II
      Stan Newon II on 19 Jul 11
       
      I agree with you as well...it's not necessarily a good idea to use technology simply for the sake of using technology and a teacher can go overboard and use it too much. For example in a HS setting it could get annoying if every teacher was having students participate in a blog.
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      In the class I am currently taking, there have been several discussions that discuss not only "what" we teach but "why" we are teaching it. I really enjoy learning about technology myself and enjoy integrating it into my curriculum; however, I think that we need to remember that many of these resources are tools for our toolkit. They are not meant to the be the staple of the classroom. Stan, you gave a great example with blogs. Teachers need to remember that is it just as hard for students to remember different logins and passwords, especially if they have different ones for different classes. I myself do not like it when my usual username/password combination has to be altered; it is inevitable that I will forget it or lose where I wrote it down. It will be interesting to see how the next couple of years change with professional development and how they work to buffer the gap among teachers with their comfort level in technology.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I too am curious as to what type of technology the students would like to use in their "moodle" assignments.
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      As being 'newer' to all the on-line tools, I think this is where we have to pull in our 'experts' and be able to tell them what we need the tool to do and then get their feedback/have a discussion about what tool will best help meet our needs.
    • Pam Elwood
      Pam Elwood on 06 Oct 11
       
      I like this one...the right tech for the right learning outcome. We have been working at Kent State to define purposes and rationales for Web 2.0 tools. So when is a wiki the best choice vs. a blog. Is mandatory number of postings in a threaded discussion more likely to lead to higher order critical thinking and or engagement and dialogue in on online environment. Is there really a Web 1.0, 2.0, 3.0 and beyond and what difference does it make? Does online interaction lead to different outcomes than face to face? It is nice to get past the novelty and consider the function and intentionally select the right tool for the right experience.
    • Lisa Wymore
      Lisa Wymore on 08 Oct 11
       
      I think this is very important, but yet also poses a challenge to online instructors. We do need to be able to choose the appropriate tools. The challenge (but a good one) comes in keeping up with the new and improved options that become available in this rapidly changing environment.
    • Toy Waterman
      Toy Waterman on 10 Oct 11
       
      Appropriate tools will help with clarity and assignment directions. However, one of the better tools for distance learning is the ability to do screencasting so screens can be shared when more technical help is needed. Trying to explain how to do something can be very frustrating to a learner, when showing him/her would be a much better approach - screencasts.
    • Joan Fredrickson
      Joan Fredrickson on 18 Sep 12
       
      I agree Toy, screencasts are very helpful for clarifying how to do something online. I am looking forward to learning how to use a screencast tool myself and believe it will make more efficient and effective use of my time. Currently I type up directions step-by-step..which takes way too much time and increases the chances of error. Screencasts make sense!
    • d YM
      d YM on 24 Sep 12
       
      The number of potential tools for incorporating in online instruction seem limitless. I'm amazed at what is available, yet also deterred by the time it takes to locate quality resources that i envision helping me engage learners in more rigorous inquiry and achievement.
  • ...63 more annotations...
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • linda welander
      linda welander on 28 Jun 11
       
      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.
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      I would agree that the immediate feedback that online learning can provide is a real asset. Students will know results right away so they don't end up practicing or learning the wrong way.
  • 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)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Learning the technology necessary to have a quality online class will be an ongoing process with the rate that new technologies are being developed.
    • Cathy DeValk
      Cathy DeValk on 17 Sep 12
       
      So true--not only do you need to be up-to-date and knowledgeable on the course materials, but also the methods of delivering the information.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Understanding individual student motivations may be difficult via online instruction. I think this would be a challenge.
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      I agree with you, Rebecca; however, it can be just as powerful for other students. There is a fine line that I think is going to be ongoing learning process for teahcers.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I believe that there too must a learning curve for the students! They will need to feel comfortable with on line learning and the teacher needs to find out what motivates them in this platform.
    • Sarah Nemmers
      Sarah Nemmers on 22 May 12
       
      I think that students like this technology and will use it to enhance their learning.
  • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Staying current with research and new developments in content areas will be easier through new technologies.
  • Networks with others involved in online education for the purpose of professional growth
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      Networking is vital! The one thing teachers never have enough of is TIME; I think having time to network would be another constraint for some teachers. When you are taught something new or given something to play with at a class it seems great at the time, but often seems like you need to debrief after wards. Getting involved are the two key words in this standard for me. We have been always told that practice will only make things better; in order for educators to grow professionally, we need to be just as involved as we want our students to be.
    • anonymous
      anonymous on 02 Oct 11
       
      Ashlea, agree! I need to practice new learning. I need to talk to other learners. Kids are the same. It does all take time.
    • Angie Hance
      Angie Hance on 09 Oct 11
       
      Have learned a lot from others already! Both through this class' forum but also through others, such as the GHAEA 21st century learners conference! One presenter shared what she does with jing to "edit" and record narration when she provides feedback to students on their writing assignments.
  • Understands and uses data from assessments to guide instruction
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      I believe this is one huge advantage of online courses. Online test give students immediate feedback, but maybe more importantly online data allows educators to analyze it and then use it to guide their instruction. If most students missed certain questions on a test and the teacher knows that immediately then the following day he/she can re-teach some of those concepts or ideas.
    • Ginny Kraus
      Ginny Kraus on 10 Jul 11
       
      I agree - in this generation of instant response or gratification a teacher can incorporate that into the online lesson by giving that quiz that has an instant reply. Then while it's all in one place the teacher can utilize it reteach immediately.
    • Sarah Sieck
      Sarah Sieck on 20 Sep 12
       
      This is another standard the is not only important in online teaching, but teaching altogether. Through an online course you need to learn different tools to assesst students' understanding of content. This can been done in simple and easy ways using polling and quizzes or responses to questions through a discussion forum.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      I think this is important in an online course because it is more difficult to build strong relationships and communicate effectively when people do not see each other face to face daily.
    • C Richardson
      C Richardson on 02 Oct 11
       
      As we never talk face to face, making connections with the instructor, the online social presence is critical. This piece of 'online classroom management' will be interesting to experience through this course and to determine how to create it in our own course(s).
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      As we continue to expand PBIS in Iowa and AEA 267 as part of statewide RTI and the Department of Education's goal to have 100% of schools implementing PBIS, it will be much more difficult to provide face-to-face opportunities for schools to learn and network, particularly after they have completed the 3 years of core PBIS instruction. Social media opportunities will really assist in providing ongoing positive opportunities for PBIS schools to interact, share resources/tips, and trouble shoot challenges with PBIS implementation and sustainability.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I feel that you could be on 24/7. When I am taking a class or teaching one, I find myself checking in many times. That can be both good and bad.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      If any educator wants to improve they need to consider students feedback and data and improve upon their classroom practices. I think educators who do this become more effective then those who don't.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I agree that we need to consider student feedback, but you need to look at all of the feedback and not zero in on 1 negative one. It is always helpful to re-evaluate our teaching periodically.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • misti linn
      misti linn on 11 Dec 11
       
      It is essential that we know what our districts goals are. technology should be infused whenever possible into classrooms. students are familiar with it and like to use it
    • Janet Boyd
      Janet Boyd on 19 Sep 12
       
      Alignment with the Iowa Core is imperative especially since the advent of the Common Core. It will ensure the rigor needed to ensure all students receive a quality education.
  • 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)
    • Bret Larson
      Bret Larson on 12 Jul 11
       
      It is great to have a learning environment where the students and teachers are on the same page. Students need to work together amongst themselves, to learn collaborative techniques. It is also important to work with the teacher, so both teacher and student are getting the most out of the class. If the student works with the content this will ensure they are covering everything they need to.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Bret Larson
      Bret Larson on 12 Jul 11
       
      It is important that the teacher designs their course online correctly so the students can get the most out of the course. We should not just plan an online class to say we have done it, but rather make it appropriate to the level of the students, and the objectives you want them to complete.
  • 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
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      This is why I am taking this course. I want to enhance my students learning and I feel that greater incorperation of technology will allow me to do that. I
    • Sarah Nemmers
      Sarah Nemmers on 22 May 12
       
      I agree I want to have students have a resource outside of the classroom to use to enhance their learning. Technology helps me do that and keeps their interest
  • Understands the differences between teaching online and teaching face-to-face
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      The more that I discuss online learning, the more I think about the face-to-face teaching. I feel that this tows a fine line as we all have a variety of learners in our classroom. Balancing the face-to-face and online instruction is an element of teaching that also depends on the age level you are teaching. I think that the older the learners are, the more content they be exposed to online.
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      I have appreciated the recent opportunities I have had to participate in face-to-face instruction that utilize on-line tools, like moodle. It has been a good way for me to transition to using on-line learning opportunities. I find that I continue to be a little more slow and cautious as I am taking and applying my new learning. I am motivated to push my learning by the fact that I see my MS and HS daughters jump into using web 2.0 tools with ease, and know that I must keep up with the times if I am going to cpntinue to be effective in engaging with student and adult learners in a much more technology-based world.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      In my on-line teaching, I still have one session that is face to face. I need that time to show equipment that I do not feel can be adequaately done on-line. That is the way that I still feel like I'm dabbling my feet in the water.
    • Cathy DeValk
      Cathy DeValk on 23 Sep 12
       
      I've been looking at different stuctures, like the Khan Academy, which makes "face to face" more like "sitting next to" and doing work alongside--just a different viewpoint.
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      This benchmark is essential! Without setting and modeling clear expectation, the classroom atmosphere and learning experience will be choatic. Content and engagement are two addends to create learning. The sooner these elements are introduced to the students, the better the interaction will be for the students and the teacher.
    • misti linn
      misti linn on 11 Dec 11
       
      the learning environment needs to be purposeful. i think many of use have tried to incorporate on line learning and it does become chaotic and like a game, when we want it to be purposeful and meaningful to students. setting clear expectations will help students understand that they are learning, just in a different way.
  • 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
    • Jeanine Kliefoth
      Jeanine Kliefoth on 18 May 12
       
      Understanding material on the internet is easy to access but is not necessarily "free" to use any way we want is important to understand. Teachers need to model this and teach the students copyright law and fair use.
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      I believe that we need to have a good understanding of fair use and intellectual property rights. Our students have to be taught how to be good digital citizens and follow the guidelines so that they can apply their digital literacy skills in all that they do. If we model these skills, then it shows our students how important it is to comply with the guidelines.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I very much want to comply with the "Law." But I found it difficult to know if some of the "images" I wanted to use were copyrighted.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I am very curious to know how much the students will like to communicate with the teacher and themselves using on line learning.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      I too would like to know about this. I think learning needs to be collaborative. Collaboration would have to be very different. I find it overwhelming trying to collaborate here. It is like everyone is talking at once.
    • Kathy Hay
      Kathy Hay on 04 Feb 15
       
      I like the word "creates" used twice in this standard.  Teaching is more than a degree.  It is an art that combines compassion, passion for learning, and acceptance with the belief that everyone learns everyday!
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I hope the students would appreciate the on line communication that takes place regarding each graded assignment! Teacher feedback SHOULD MOTIVATE THEM.
    • Lori Beltran
      Lori Beltran on 12 Oct 11
       
      Feedback is key, at all stages of learning, for all types of learners. Hopefully when students work online, they will access the feedback and refer to it during their learning process.
  • including rubrics for student performances and participation
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      However, most rubrics I see seem to be rather subjective. They use words like several, many, one page....without defining them with perhaps numbers!
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      Good rubrics are difficult to make and more so to keep relevant to what you want your participants to accomplish.
    • misti linn
      misti linn on 14 Nov 11
       
      Rubrics make sense as a classroom teacher, so that students can see the highest expectations and the lowest grade they can earn. Rubrics for online learning are just as important.
    • Kristin Shelton
      Kristin Shelton on 09 Apr 12
       
      Detailed rubrics outline or should outline what is expected so a student knows the expectations. The rubrics should be user friendly and easy to understand by the student and pass a stranger test (if another teacher read it, they would understand and be able to use it).
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      I feel that generating a good rubric is very difficult. It is important that we are tweak and change our rubrics so that our expectations are very clear for our students.
  • Knows the content of the subject to be taught
    • anonymous
      anonymous on 26 Sep 11
       
      How many times have you been asked to teach something and had to 'come up to speed' before you could do it?
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      On the flip side, I work with teachers in the area of PE/special needs, who have no background and are unwilling to ask or accept assistance. It is not a reflection of them personally but in the student's best interest.
  • Assists students with technology used in the course
    • anonymous
      anonymous on 26 Sep 11
       
      I think many times staff are overloaded with 'initiatives', asked to implement technology and lack the staff development they need, including practice time, to implement it, yet are expected to be able to assist the students with that technology. Many educators successfully implement new technologies, but have spent many, many hours of their own time making this happen.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      I don't have a problem with my content or teaching it. I can definitely say problem solving the technology will be the most difficult part of teaching an on-line class.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I agree with Marcia. I have a handle on the content that I am teaching but do not have the basic understanding myself to problem solve. Where is that warm body who understands when you need them?
  • how to teach the content
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      I think this standards gets to both sides of effecticve teaching. As Clair stated at the beginning of this standard, people are asked to teach content they have to 'get up to speed with' and then we have the other realm which I face frequently in my work with teachers...they know the content, but don't know how to make it comprehensible for student learning or how to deliver the content effectively.
    • Joan Fredrickson
      Joan Fredrickson on 18 Sep 12
       
      I agree. I think this is a process that will take some time and purposeful learning by the the teachers. Our school is implementing AIW, which seems to be on track with this.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      Using data is so crucial in knowing what our students need. I can see where being knew to teaching on-line I will have a lot to learn about effectively using data to evauluate my on-line courses!
    • misti linn
      misti linn on 14 Nov 11
       
      It makes sense that we continually use data to assess our effectiveness. This is the criteria we hold ourselves to in the face-to-face classroom, so it makes sense that data is used to show results in the online environment. Just because we like using technology, doesn't mean students are learning.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • anonymous
      anonymous on 02 Oct 11
       
      This was not something we prepared for in my Math Methods class, circa 1986. The PC had been invented, but barely.
    • Carol Price
      Carol Price on 21 Mar 12
       
      #8: Rather than dealing with "issues arising from inappropriate student technological use," this standard should encourage a proactive approach with prevention as the focus. Clearly defined expectations of how students will handle the equipment to using online resources should be established as part of the instructional protocol.
    • Katie Gavin
      Katie Gavin on 03 Oct 11
       
      Website specific to Iowa Online Teaching Standards, important for accountability and consistent communication about what quality teaching looks like no matter what the platform!
  • Demonstrates growth in technology kno
    • Lori Beltran
      Lori Beltran on 12 Oct 11
       
      As educators, we need to stay ahead of the game, we must stay current with emerging technologies, but I don't think all schools are requiring teachers to stay current in technology and use technology with their students and their learning.
    • Lylia Chaffin
      Lylia Chaffin on 15 Nov 11
       
      Staying current in online technology and face to face methods plus the curriculum is a daunting task, but most teachers are meeting the challenges.
    • Staci Mangrich
      Staci Mangrich on 15 May 12
       
      I agree that teachers need to be required to stay up to date with the ever changing technology. It is the method that our students love and are engaged in.
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      As educators, we do need to stay current with emerging technologies because our students are using every new thing they can get their hands on. We need to be comfortable and familliar with these technologies so we can help students learn in the way they know best.
  • emonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
    • Katie Gavin
      Katie Gavin on 03 Oct 11
       
      Standard 8 a is critical, I find that too often many don't think about the consequences of their on-line behavior and we are not always doing a great job of teaching ethics with students.  
  • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      Promoting opportunities to collaborate and support each other is so important in PBIS implementation. Learning and incorporating my new skills in Ollie will be critical in order to align with Iowa Teaching Standards and utilize web 2.0 tools to enhance adult learning.
  • goal-oriented and focu
  • goal-oriented and focused
  • goal-oriented and focused
  • student self-assessment and pre-assessment within courses
    • Lisa Wymore
      Lisa Wymore on 07 Oct 11
       
      Providing oportunities and tools to support metacognition are key to motivation and learning.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      There can not just be one type of online strategy used. We must use the tools appropratly and efficently. When I plan professional development I try very hard to meet the needs of my learners no matter what my comfort level may be, of course the more I try new facilation techniques the better I get at using them. I think technology strategies and techniques should not be any different.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      I couldn't agree more that we need to meet the students where they are and take them to where they need to be. I would say that the participants that are more advanced in technology will be the ones who keep me awake at night trying to meet their needs.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      Exactly! We must make clear what we will and will not except as appropriate pieces of social interaction. Posting "I agree" is sometimes appropriate and sometimes not.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      This standard is of particular interest to me considering the content we are focusing on for this class-- it is a CONVERSATIONAL model. So, I am still thinking through the best way to assess my participant's progress with the model using technology.
  • learning outcomes and expectations
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      I need to continuously refer back to this one. What is the PURPOSE? What is the INTENDED LEARNING? Not, what cool stuff can I put online for my class...
    • Chris Mangrich
      Chris Mangrich on 17 Oct 11
       
      This is a reminder for me as well! I get excited about new tools and resources and sometimes forge ahead with using them BEFORE I consider what I want students to learn. I need to put that in "reverse"!
    • Cathy DeValk
      Cathy DeValk on 17 Sep 12
       
      So important that students and educators are on the same page--meeting expectations on both ends.
    • Janet Boyd
      Janet Boyd on 24 Sep 12
       
      Expected learning goals need to be the driving force when we design a course.
  • 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)
    • misti linn
      misti linn on 14 Nov 11
       
      it makes sense that someone should have teaching credentials, I know this may sounds silly, but everything on the web cannot be trusted as true or credible, so should the person teaching the content have to prove or display their credentials somewhere?
  • Creates a safe environment, managing conflict
    • misti linn
      misti linn on 14 Nov 11
       
      I would hope that conflict could be kept to a minimum, but I suppose with some content or student groups, conflict could crop up. I could see this potentially happening with high school or college students, even though I don't think that other groups could be immune to it.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • misti linn
      misti linn on 11 Dec 11
       
      this is a must for 8th grade students who need to know how to use the Internet appropriately. i would hate to see students bully eachother in an on line environment that is supposed to be purely academic, not like facebook which is social
    • Staci Mangrich
      Staci Mangrich on 15 May 12
       
      All students need to know the expectations and be taught appropriate netiquette.
    • jendittmer
      jendittmer on 04 Feb 15
       
      I believe that this should be explicitly taught to all students.  I think that often times teachers think that students know what is appropriate and what is not, but I am not so sure that is the case.   
    • Carol Price
      Carol Price on 21 Mar 12
       
      #7: This is a very appropriate standard because teachers who teach online will have first been students themselves.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SRE
    • Carol Price
      Carol Price on 21 Mar 12
       
      #8: I wonder why no one selected this standard. One cannot enter a doctor's office today without being informed of one's privacy rights. It seems appropriate that an online teacher includes privacy rights and regulations in instructional content.
  • 5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
    • Janell Wright
      Janell Wright on 17 May 12
       
      These seem to be a good hallmark for all instruction whether online or face-to-face
  • inappropriate student technological use
    • Janell Wright
      Janell Wright on 17 May 12
       
      With the rise of cyberbullying, I think that this becomes especially important. Instructors must find a way to ensure this is not happening with their students.
  • students with special needs or whom are language learners
    • Janell Wright
      Janell Wright on 17 May 12
       
      I think in some instances this could pose a real challenge. Not seeing students face-to-face could add to the challenges for these online learners with special needs.
  • Communicates assessment criteria and standards to students
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      Communication is key when letting stduents know what your expectations are of them.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      Essential to student learning and monitoring student progress. Vital for formative assessment.
  • in order to stay current with emerging technologies
    • Mary Blaisdell
      Mary Blaisdell on 11 Sep 12
       
      This is a tricky one. Who can keep up with the seemingly endless new technology tools? It's an important thing, though, to keep trying because new and better tools keep rolling in for us to possibly do our jobs even better with students.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds,
    • Mary Blaisdell
      Mary Blaisdell on 11 Sep 12
       
      I am beginning to get the picture that online instruction is one way we can do just this...meet the various needs of students. We are better able to differentiate because of the multitude of resources at our fingertips.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      It is important to select online sources that align and enhance the Iowa Core.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
  • Aligns assessment with course objectives
    • Janet Boyd
      Janet Boyd on 24 Sep 12
       
      Assessment is a big concern for me. It is so key to the learning. I just watched a TED video on online education by Daphne Koller called: What we're learning from online education. The have these huge online courses where they use peer assessments. Interesting if you have time to watch.
  • 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)
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1Has 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) • 1Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and 1
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1 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)
    • barb jens
      barb jens on 22 Jan 13
       
      After having been on online student and now an instructor, you really have to learn how to teach differently. It seems that while you are planning a class you have to predict all of the possible instructions that a variety of learners may not understand. Since you do not have immediate feedback as you would with face-to-face instruction, you really have to be more deliberate. You also have to be checking your class to see how you need to differentiate to meet their needs.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 1 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)
  • Understands the differences between teaching online and teaching face-to-face
    • denise carlson
      denise carlson on 03 Feb 15
       
      Certainly and important bullet point! However, from personal experience, I would say this happens over time. The more online learning/teaching experiences you have provide you with clarity regarding the differences in these two teaching venues. I think I learned as much about great and not-so-great online teaching from my experience as an online learner as I did from my few experiences as an online instructor. 
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • russelljohanna
      russelljohanna on 15 May 16
       
      I think it is an important point that quality teaching, even online, requires the teacher to respond to data. A course cannot just be packaged. Quality teaching using data and FAs is the expectation. 
  • corporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
    • russelljohanna
      russelljohanna on 15 May 16
       
      Another important point, for me, is how important it is to create a community of learners. Students need to know each other, even if it is online. Quality learning doesn't happen in isolation because feedback challenges our assumptions.
  • Aryn Kruse on 29 Jun 11
     
    This seems to be exactly what we are trying to do.
  • ...7 more comments...
  • Bret Larson on 12 Jul 11
     
    Online Iowa Teaching Standards
  • Dirk Troutman on 22 Jul 11
     
    I feel this is especially important as many or my students have much more experience with learning on-line than I do. They may not have taken a course of study this way yet, but they are more familiar with gathering information with this medium than I have.
  • Lynn Hockenberry on 29 Sep 11
     
    I am very glad that I am taking a moodle course online before I am having my students do this because it allows me to see the stumbling blocks as well as the potential for expanded learning.
  • C Richardson on 02 Oct 11
     
    I am learning so much about what I thought I knew about online learning and how it's actually occurring. I appreciate the fact that I can access prior assignments, information and tutorials to refresh and clarify my learning.
  • misti linn on 14 Nov 11
     
    online teaching standards
  • Kristin Shelton on 13 Apr 12
     
    There is a delicate balance of what tools to use and how to utilize them so all students can achieve. It is important to use tools that help students further investigate and gain a deeper knowledge of the subject.
  • d YM on 24 Sep 12
     
    I can so relate to this standard whenever i am navigating the waters of change. It is always exciting to entertain new ideas and to learn about different approaches, but such is not without a bit of stress. Recognizing that transitions aren't always clean or easy helps me move forward.
  • jendittmer on 04 Feb 15
     
    online teaching standards
  • bdowney on 01 Nov 17
     
    Learning needs to be continuous and with variety. A teacher needs to experience what it is like to be a student periodically to continue developing and renewing the skill of empathy.
Jamie Fath

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

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

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

ollie1: Iowa Online Teaching Standards - 0 views

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

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    • Monte DeArmoun
      Monte DeArmoun on 17 May 11
       
      This is where online testing will be a benefit. Students could have immediate feedback on their learning process. Teachers will NEED to create a variety of assessments to keep students interested so they are not bored from taking the same type of test.
    • Deon Wingert
      Deon Wingert on 17 May 11
       
      I agree 100% Monte! Students DO want feedback immediately, and I truly believe this would provide for IMMEDIATE feedback, if used effectively.
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      Plus.... no papers to carry home!
  • Has experienced online learning from the perspective of a student
    • Monte DeArmoun
      Monte DeArmoun on 17 May 11
       
      If teachers haven't tried the software how can they instruct the students or answer the students' questions? I am enjoying this class!
    • Bob Pauk
      Bob Pauk on 17 May 11
       
      This is the fourth online class I have taken and have definately experience online learning. Most has been very good and very easy to follow, but some has been very confusing. I do use aspects with my current classes such as blogging.
    • crjessen44
      crjessen44 on 18 May 11
       
      I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
    • david moeller
      david moeller on 18 May 11
       
      Yes, going through the process helps us better understand how to use it. And provides us with both resources and examples.
    • anonymous
      anonymous on 19 May 11
       
      I am enjoying this class very much. I also believe that we as educators must experience things ourselves so that we can better help our students and understand the struggles that they might encounter.
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      I definitely concur. It is vital to know the problems frequently encountered and how to trouble shoot them from experience.
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      We gain student trust not only when we can help them solve technological challenges but when we can empathize with them as well.
    • mhauser
      mhauser on 22 May 11
       
      This class is a great experience, but sometimes I've wondered if Evan has purposely built some obstacles into the course so that we could experience the kinds of problems that our kids might experience and have that empathy going in. For example, last Sunday night I tried to finish up the first week's work, but couldn't get in to the program. While I found out later that the server was quirky, I didn't know that at the time. I just knew that my work was going to be late, and the kid in me said, "I'm in trouble!" That was a very good experience.
    • Jessica White
      Jessica White on 23 May 11
       
      Think of all the years that we have spent as students in the "traditional" classroom setting. We have watched teachers and seen so much modeling. Those experiences are still with us as we teach today. Online learning is a new avenue, but we still need to see the modeling from our teachers. It will help us be more successful as teachers.
    • Mary Overholtzer
      Mary Overholtzer on 03 Jun 11
       
      I have been in trouble with lates since day one....This online experience is NOT anything like I have experienced in the past. The tools out there are phenomenal...and overwhelming.
  • 5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
    • Monte DeArmoun
      Monte DeArmoun on 17 May 11
       
      This is where online testing will be a benefit. Students could have immediate feedback on their learning process. Teachers will NEED to create a variety of assessments to keep students interested so they are not bored from taking the same type of test.
    • Bob Pauk
      Bob Pauk on 17 May 11
       
      I have clickers in my room which does allow for immediate feedback. It can be very useful, but have had pretty significant software problems with the clickers so far.
    • Monte DeArmoun
      Monte DeArmoun on 18 May 11
       
      Is there a particular brand/kind that you use?
    • Tresa Zaragoza
      Tresa Zaragoza on 20 May 11
       
      I have clickers, but I am a little weak on using them.
  • ...50 more annotations...
  • 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
    • Mary Trent
      Mary Trent on 17 May 11
       
      It is difficult to develop assessment tools that show this kind of learning growth with technology without it being more of a lab setting with a control group. I haven't found anything real practical yet that is reliable.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • Mary Trent
      Mary Trent on 17 May 11
       
      I think that classroom teachers are still struggling with this. We are improving our teaching styles to meet the needs and different learning styles of students, but we aren't quite there yet. My son, for example, is an auditory learner. I'd like for him to be able to have tests read to him without filling out a 504 or IEP. It should just be something that every classroom is quipped to do and the teacher is willing to do it.
    • Bob Pauk
      Bob Pauk on 17 May 11
       
      This is always a challenge. We have done training on this for years.
    • crjessen44
      crjessen44 on 18 May 11
       
      This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
    • Ashley Weaver
      Ashley Weaver on 18 May 11
       
      I think these online learning tools, if used properly, can help all students, but especially thoses with special needs (including TAG, ELL, etc.). I think the ability to move at their own pace would help some greatly!
    • rcordes1961
      rcordes1961 on 18 May 11
       
      Ashely took my comments! She is dead on though. Online learning tools can be an amazing assest to students with special needs, if used appropriately. In Mary's example, podcasting or some other type of online audio program could be used to assist auditory learners.
    • Cassie Gruman
      Cassie Gruman on 19 May 11
       
      I am a huge fan of Howard Gardner's multiple intelligence model. As I have been searching through the "Cool Tools for School" website, I am constantly thinking of ways I could apply these newly discovered tools to my curriculum to reach all of the eight intelligences to some degree. I really think it will be vital to offer more options in an on-line course, since the face-to-face interaction will be less, perhaps making it more difficult to get to know students and their unique personalities.
    • Bob Pauk
      Bob Pauk on 19 May 11
       
      I think one way to address this is to do a hybrid course with some online aspects and other face to face. I think anytime we can have variety in our assignments, presentations and assessments, we are more likely to reach a greater number of students with at least some part of our class.
    • Shirley Horstman
      Shirley Horstman on 19 May 11
       
      I like the hybrid concept. Our students are diverse in the way they learn and this allows each student to maximize and individual their learning.
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      Again, moderation in all things is key for learning and building relationships.
  • • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a
    • rcordes1961
      rcordes1961 on 17 May 11
       
      Providing feedback to students in any type of course is extremely important in order for students to continue to progress. When not meeting face to face with the instructor communication and course feedback is imperative.
    • Deon Wingert
      Deon Wingert on 17 May 11
       
      Rob, I think that feedback, when given constructively to students prior to any type of evaluation, can be one of the most effective teaching tools a teacher can use!
    • Ashley Weaver
      Ashley Weaver on 18 May 11
       
      I think the use of technology will enhance feedback opportunities. I also think that the peer feedback opportunities could be a very enriching experience for students, in addition to teach feedback.
    • anonymous
      anonymous on 19 May 11
       
      I struggle with feedback within my language arts classroom when it comes to writing assignments. By the time I get them all graded and handed back, the kids look at their grade and many recycle them on their way out. Did they really benefit from all the time I spent making comments and giving them feedback?
    • Nancy Peterman
      Nancy Peterman on 19 May 11
       
      I think that supplementing our face-to-face classrooms with online environments (ex. Moodle) will enrich the student experience and provide the teacher with a quicker response method.
    • rcordes1961
      rcordes1961 on 19 May 11
       
      Sherri, I wonder if students would take more time reading feedback if the feedback was on some form of online feedback. I agree many times students are just interested only in the grade as oposed to how to improve or what they can learn from the feedback. I said many times, nothing gets in the way of learning more, than the almighty grade!
    • Mary Overholtzer
      Mary Overholtzer on 02 Jun 11
       
      I model feedback after the Boy's town Model. Constructive feedback starts with a powerful statement of praise AND supporting details. We also have a consideration statement...NO buts...for example: I truly appreciate the aesthetic details that your writing creates within my mind due to your word choice and the emotions created. You might consider looking at us more by becomeing more familiar with your writing so that eye contact is given to your audience. I have found that many students appreciate oral feedback and most look forward to it. Naturally, I always end the feedback session after the students go. What's really neat is when students have done such a good job with feedback that it's difficult for me to add more...
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      Once again, it's the relationship piece that is needed within the feedback piece. I believe we need to show students improvement through building the relationship.
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • Deon Wingert
      Deon Wingert on 17 May 11
       
      I am TRYING to stay current with technologies provided by our staff development, and believe it is critical to stay one step ahead of students.
    • anonymous
      anonymous on 17 May 11
       
      I also am trying to stay current with new forms of technology. My biggest roadblock though is not knowing what is out there. That's why I was so excited to see the Cool Tools for Schools site. It was a valuable resource that I can browse through to find out what is currently being used technology-wise.
    • Amy Burns
      Amy Burns on 17 May 11
       
      I am constantly hunting for new tools to use. I am sometimes frustrated by sites that lure me in and then, just as I am feeling comfortable using their tools, suddenly want to charge me. Back to searching......
    • rcordes1961
      rcordes1961 on 18 May 11
       
      Staying current with new technolgy is vitally important, however, I respectfully disagree with Deon that teaches need to stay ahead of the students, as students can sometimes be the best teachers for adults.
    • mhauser
      mhauser on 22 May 11
       
      I agree with rcordes, sorry Deon! We can't keep ahead we have to guide. I took the human relations course 30 years ago, and remember hearing for the first time that teachers would become 'facilitators'. I thought that was a crazy idea back then, but boy, that has to be who we are. It's great when the kids solve a problem before me, for them and for me.
    • Chip Bishop
      Chip Bishop on 25 May 11
       
      Staying current on technology is an never ending struggle. You can't keep up with all of it, but by focusing on a few things that work for you can make it less stressful.
    • Victoria Guilliatt
      Victoria Guilliatt on 26 May 11
       
      I agree with not knowing what is out there, especially since I am not in the classroom anymore, it is hard to find sites that are easy to navigate.
  • • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • Tim Hughes
      Tim Hughes on 17 May 11
       
      This could be difficult for an animated personality, where actions speak as loud as words.
    • anonymous
      anonymous on 17 May 11
       
      I can definitely see the benefits to teaching online, but it would be a sad foreign language class if all of the material was taught this way. There has to be social, face-to-face interactions. That's where fluency can be built.
    • anonymous
      anonymous on 19 May 11
       
      I totally agree. I keep trying to add more technology to my classes all the time, but I really try to caution myself to add it because it is an improvement and not just simply adding technology.
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      This standard seems very vague to me. How do you determine if the instructor knows the difference between face to face and online learning? I guess I am still sorting out and determining that myself what the difference is, so may be why it is difficult for me to discern.
    • Mary Overholtzer
      Mary Overholtzer on 03 Jun 11
       
      It's the relationship variable.....do we care enough to reach out?
  • • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • Bob Pauk
      Bob Pauk on 17 May 11
       
      I currently use numreous programs: from powerpoint and gradebook to email, smartboard, blogging, etc. In four weeks I will either be much more technologically advanced or I will be ready to give up.
    • Tim Hughes
      Tim Hughes on 17 May 11
       
      I must agree. It is starting to get out of hand
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      Yes, I know, but I'm willing to give it a good shot. If I fail, I fail, but I think I'll learn something useful. I guess "Nothing ventured, nothing gained" applies here very well.
    • Steven Petersen
      Steven Petersen on 21 May 11
       
      This standard will have to be updated a lot. Technology seems to change very frequently. What is advanced today may very well be obsolete tomorrow. More importantly, the variety of technology out there makes this a nightmare. You might be in one district that utilizes one type of application then go to another district that uses a totally different platform for the same task.
    • Mary Overholtzer
      Mary Overholtzer on 03 Jun 11
       
      I'm with you all on this. It's called information overload. Moderation in all things is GOOD. Too much drink, we know what it does. Too much food, we know what that does. Too much technology, oh nooooo what could that do. Moderation in all things will bring a balance
  • Selects and uses technologies appropriate to the content that enhance learning
    • Ashley Weaver
      Ashley Weaver on 18 May 11
       
      I definitely need to work on this standard. Everything seems so new and unfamiliar. I hope I can learn through this course which tools are appropriate for my students and curriculum.
    • rcordes1961
      rcordes1961 on 18 May 11
       
      Ashley, it is very difficult to determine what strategy or technology is best to use when, especially, when there are so many different options out there for an instructor to use online. I guess we just need to keep an open mind and adjust accordingly because new technology is always being developed.
    • Laura Eklund
      Laura Eklund on 18 May 11
       
      This is also something I need to work on. There are so many online tools that are available to use, but I feel overwhelmed by the number available to us.
    • Joleen Louwsma
      Joleen Louwsma on 19 May 11
       
      I am currently using Moodle for several of my classes. I don't use the "tools" to make my classes more engaging. My goal is to use the Moodle as more than a homework repository. I think we all have good intentions on adding technology , but we get bogged down in the routines. This class is a great way to explore new "tools". :)
    • Jeffrey Haverland
      Jeffrey Haverland on 19 May 11
       
      Technology is such a difficult thing because it is ever changing, and it seems that by the time we get it loaded on our machines, life has moved on without us. The other issue is the amount of tools that are available for use because time to explore is rather limited.
    • David Olson
      David Olson on 19 May 11
       
      I have not yet figured out what technology is fun, and what technology is actually useful in teaching.
    • Melissa Hesner
      Melissa Hesner on 23 May 11
       
      I believe a lot of teachers (myself included) are stuck in using technology as an add-on to learning. For example, my 6th grade students are currently creating Google presentations about extraterrestrial locations. The presentations are very nice and the practice of making and presenting them will help communication skills, but the creation of the presentation itself will not enhance their learning of the science content. I have simply integrated a different media for presentation. We need to use technology in pedagogy not a superficial add-on.
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • Ashley Weaver
      Ashley Weaver on 18 May 11
       
      Critical piece when working with young adults in this media age!
    • Chip Bishop
      Chip Bishop on 25 May 11
       
      I would agree, and add that teachers also, to be reminded of what is appropriate. You see all too often where a teacher is being accused of inappropriate behavior while use social media sites.
  • ensure academic integrity
    • Ashley Weaver
      Ashley Weaver on 18 May 11
       
      It is so important to teach them media literacy. I know this is a fear that my fellow teachers have about moving to online learning, but academic integrity should be part of the curriculum!
    • Shirley Horstman
      Shirley Horstman on 19 May 11
       
      Academic integrity is necessary when learning online! One also needs to teach students how to filter through all the information to find the accurate sources.
    • mhauser
      mhauser on 22 May 11
       
      Academic integrity has been an issue long before the development of the internet. I started out as an English teacher and have several tales of the plagiarized or bogus research paper. I moved to the role of teacher librarian in '95 as the internet surged into our lives. what an interesting dynamic it is, but the issues go back to basic human ideas of right and wrong. I very much appreciate that the teaching standards, the core and the 21st Century Skills all address this fundamental issue of working with people.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • david moeller
      david moeller on 18 May 11
       
      this can be difficult. but it seems that there are tools in place in our LMS's to choose to moderate what students are posting, and disallow any inappropriate comments. or at least delete them shortly after their initial posting. email alerts make this easier.
    • Matt Tracy
      Matt Tracy on 18 May 11
       
      Isn't it amazing just how little the students understand about what is appropriate and inappropriate online?
    • April Tidwell
      April Tidwell on 21 May 11
       
      I am constantly amazed at what a student thinks is appropriate as well. Most of our teachers are concerned about going 1:1 becasue of this reason.
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
  • Assists students with technology used in the course
    • Laura Eklund
      Laura Eklund on 18 May 11
       
      With my experience so far in teaching it seems that the students will be assisting me with the technology. My students seem much more knowledgeable than me.
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      I think they have more time to just explore than we do. What I dislike most about exploring technology is the amount of time it takes.
    • hollysoby
      hollysoby on 22 May 11
       
      I've noticed how many basic things kids don't know about technology, though. Like the one I notice the most is they do not know how to use Google - if they are looking for answers to questions, they post the full question. While I think there are a lot of things they are better at than we are, we still need to stay on top of the technology that matters most to us so they can learn the best ways to use things.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Julia Schreckengast
      Julia Schreckengast on 18 May 11
       
      Engaging students is a constant struggle for me in my mathematics classes. Any appropriate technology to assist in that would be helpful.
    • Joleen Louwsma
      Joleen Louwsma on 19 May 11
       
      I also struggle with engaging students in the Language Arts classroom. Getting students to try new things isn't always easy, but I think they get bored with some technology. Finding and perfecting different technoloical ideas may help students to stay engaged.
    • Kathryn Christensen
      Kathryn Christensen on 19 May 11
       
      I also think students get bored with technology tools. The key question is...are you use the correct technology tool? Our students (or at least most of the class) will get bored if there is fluke during the lesson and will notice if the tool doesn't fit the lesson well.
    • Jeffrey Haverland
      Jeffrey Haverland on 19 May 11
       
      Student motivation is a concern for me when considering online learning. There is something about a living, breathing, and physically accessible educator that brings me peace of mind.
    • Lynne Devaney
      Lynne Devaney on 19 May 11
       
      My challenge is to translate what some of these tools do in relation to what I traditionally do with a group of students. If I think through the tool plus the strategies I use in class...what new products could be developed? Kind of boggles the mind.
    • Boyd Card
      Boyd Card on 22 May 11
       
      Engaging students is a little work at times. Students have developed so many skills with portable technolgoy they carry with them,the first challenge is to get them present then get them to engage??
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB
    • Julia Schreckengast
      Julia Schreckengast on 18 May 11
       
      Using online instruction for a high school class requires an appropriate balance between the online and the in class instruction.
    • Lynne Devaney
      Lynne Devaney on 19 May 11
       
      Finding that balance may be challenge. I have not thought deeply about some of the strategies we use in the district butI believe online might be interesting to use with AIW...both teachers and as we move to students reflecting on their work.
  • informs student of their rights to privacy and the conditions under which their work may be shared with others
    • Matt Tracy
      Matt Tracy on 18 May 11
       
      I wish the students were aware that privacy was okay and they don't have to share everything. This is a huge issue with the technology now available.
  • Maintains an online social presence that is a
    • Joleen Louwsma
      Joleen Louwsma on 19 May 11
       
      I'm wondering about building the relationship and discussions with online students. I build on student questions and anwers. How does the time delay affect the social aspect? How will I know if the students feel I'm approachable or unapproachable?
    • Kathryn Christensen
      Kathryn Christensen on 19 May 11
       
      I have been wondering the same thing but...our instructor has managed to gain my trust and is approchable. He has done this through timely and honest emails. Thanks Evan!!
    • Cassie Gruman
      Cassie Gruman on 19 May 11
       
      I agree that Evan does seem very approachable and has provided helpful and timely feedback, but I too wonder how this is possible. I guess it still seems a bit overwhelming when I am not overly familiar with Moodle. Perhaps the best thing to do is have an initial activity like we had for this course where students introduce themselves in a creative manner and respond to others' introductions as well; it serves as an icebreaker.
    • Steven Petersen
      Steven Petersen on 21 May 11
       
      Contractually this one bothers me. It would almost appear that teachers will be required to work outside the contract time on a regular basis. This may lead to some legal issues.
  •  Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
  • Communicates with students effectively and consistently
    • Kathryn Christensen
      Kathryn Christensen on 19 May 11
       
      Time consuming???? Any ideas on how to handle this with out being on consant email surveillance?
    • mhauser
      mhauser on 22 May 11
       
      I've used e-mail and a blog to communicate with sophomore world history students for several years. E-mail is actually pretty fast. It's a great way for kids to ask for help. I think it's easier for the student to get my attention that way, because they're not competing for my attention, and they're not embarrassed about the help they're asking for. I respond to their blog posts privately. They receive my comments in both an e-mail and in a reply on the blog. I think your question about constant surveillance is a good one. It's easy to respond quickly to e-mail questions, but I've found that I need to establish a time to respond to their blog entries. Depending on the class, you would have to determine how often and when you'd respond. Otherwise you'd be constantly distracted.
    • Deb Ritchie
      Deb Ritchie on 23 May 11
       
      An organized approach to responding has been an issue for me this year. I'm likeing the model Evan is using in this course with specific days we can expect assignments to be graded and specific times he will be checking e-mail, etc. I think I will borrow from that idea. Of course, the burden is eased when we are also seeing students fact to face and not just online.
  • encourages collaboration
    • Kathryn Christensen
      Kathryn Christensen on 19 May 11
       
      Great to see so many tools for problem solving with a partner (no matter what you teach)!
    • Amy Kemp
      Amy Kemp on 22 May 11
       
      I agree.  I feel it is very important to have that learning community to allow the students to collaborate.  Let's face it, the less we say, the more they learn!
  • including student-teacher, student-student, and student-content
    • Cassie Gruman
      Cassie Gruman on 19 May 11
       
      With teaching middle school social studies, I am constantly changing up the dynamic of my classroom. Students work individually, in pairs, in small groups, as a whole class, individually conference with me, deliver individual and group presentation, etc. I think changing the arrangement helps middle school students to refocus and stay interested in the material. At first I though this would be difficult to accomplish online; however, I am now realizing that there are many different ways to interact through a wide array of tools.
  • including rubrics for student performances and participation
    • Cassie Gruman
      Cassie Gruman on 19 May 11
       
      My students are always wanting to know what they are going to be graded on and how they can earn an A. Originally I thought creating a rubric would be a stressful task, but now I have found that rubrics make grading much easier. Also, the feedback provided on the rubric is more beneficial and detailed for students. I also have found that students are more productive and focused on work days, as they know my expectations ahead of time, and they know exactly what they need to do to earn the grade they desire. Certainly with online learning, a rubric would be a key communication tool in guiding students when the instructor might not be readily available to answer questions.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Cassie Gruman
      Cassie Gruman on 19 May 11
       
      My first year of teaching I had both a self-evaluation for students and a course evaluation to gain an understanding of how students felt the year had gone. I have not done this since, probably because I use several formative assessment strategies throughout each unit to gauge student understanding. I definitely think a course and/or instructor evaluation would be essential in an online learning environment, especially for those of us just starting out, so we can use students' suggestions to better improve our instruction.
    • Nancy Peterman
      Nancy Peterman on 19 May 11
       
      I am in agreement with you about the need for course and instructor evaluations, but I think a lot of times it gets overlooked or dropped.
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      The most effective course evaluation is frequent and ongoing. Feedback from students is more specific right after an activity or unit than at the end of the school year. Perhaps a course evaluation could be divided into sections to be completed at appropriate times throughout the year.
    • Boyd Card
      Boyd Card on 20 May 11
       
      Having just finished teaching a college class I am awaiting the the student feedback the college requires the students to fill out under the supervison of another person. It will be informative to read what they belive my teaching had done for them.
    • April Tidwell
      April Tidwell on 21 May 11
       
      I use survey monkey for my evaluations. I do it by quarters. It's great because it is free, and it complies the data for you. I get a lot of good information from these surveys and would definitely continue to do this with an online course.
    • Mary Overholtzer
      Mary Overholtzer on 02 Jun 11
       
      I appreciate data. I appreciate the time needed to look at the data. Until we are able to become more reflective practitioners during the school year, looking at data won't necessarily happen. I know how much time I take to look at data. I am not harried during the summer. When professional development allows for time to be reflective in our teaching, I do think greater results will happen.
    • Mary Overholtzer
      Mary Overholtzer on 03 Jun 11
       
      As much data as we have at our finger tips, I feel the variable that consistently comes through is the relationship piece. Teaching over the ICN is different than teaching in a face to face. As an instructor of a college level class, my evaluations have always suffered when comparing the face to face students with the students who are at another site. They really don't have any idea what I am like during the natural coffee breaks because of that relationship piece that is lacking. Having a face to face relationship is different than having an online relationship, yet I do believe it's easier to build in person. Many contacts via email doesn't necessarily build it, yet quick responses in email can help....but being that 24/7 teacher is really hard as we juggle our own lives.
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
    • Jeffrey Haverland
      Jeffrey Haverland on 19 May 11
       
      This is really a critical piece because even thought the course is online, it better be high quality educators who are delivering it through the lens of sound educational practices. One of my biggest fears is online learning opening up a venue for for anyone who thinks they would be better at teaching than trained educators.
    • Boyd Card
      Boyd Card on 20 May 11
       
      As a vocational instructor it is imperative to know your content and be prepared to present it in a manor that not only tranfers the knowledge to the student but in a way that it is retained- (safety)
    • Melissa Hesner
      Melissa Hesner on 23 May 11
       
      Well said, Jeffrey! I believe it takes cream of the crop teachers who have deep understanding of teaching and learning to teach online. It is hard for some to make learning activities meaningful and rigorous in a face-to-face setting, and to do so in an online setting would be even harder, especially when considering effective instruction for the content area.
  • • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • Jeffrey Haverland
      Jeffrey Haverland on 19 May 11
       
      This really goes along with what I wrote above. Not only do online instructors need to understand teaching and learning, they also need to have the background to teach that course. We can all be "experts" at things we know nothing about--Wikipedia is a great example of this, but the ability to "impart" this knowledge on others needs to be controlled.
    • Steven Petersen
      Steven Petersen on 21 May 11
       
      This one has troubled me lately. When I began teaching at the post-secondary level there was a certification required. Now you only have to have enough credits in the topic area to teach it. There is no certification required. This does not insure that the person teaching the course actually knows how to teach.
    • Jessica White
      Jessica White on 23 May 11
       
      I had a professor in college tell me that intelligence is one thing that separates great teachers from good teachers. I have never forgotten this, and I see it over and over. Teachers need to know the content, but also need to know how to teach. You can't have one without the other.
  • Knows and aligns instruction to the achievement goals
    • Shirley Horstman
      Shirley Horstman on 19 May 11
       
      To maximize knowledge the subject area content must be aligned to the goals. Assessment must also be aligned!
  • Understands and uses data from assessments to guide instruction
  • Provides substantive, timely, and constructive feedback to students
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      I have found that timely feedback is vital for student learning. It avoids future similar mistakes and when not provided, can lead to feelings of failure on the student's part. Timely feedback can nip most problems in the bud.
    • Boyd Card
      Boyd Card on 22 May 11
       
      Timely feed back is very important. It allows students to grow with direction.
  • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • Lynne Devaney
      Lynne Devaney on 19 May 11
       
      While I do not have any experience of any kind in the online teaching world, Evan may know, what does conflict look like between students in the online world?
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      I have taken "online courses" for graduate credit in which the structure of the course was nothing more than a list of assignments to complete outside the Moodle and snail mail to the instructor. Those poor examples certainly helped me understand the importance of the structure and presentation of online courses!
    • Boyd Card
      Boyd Card on 20 May 11
       
      I would have to say I had the same experience a long time ago with a computer class I took on line. From what I am experiencing so far this will not be that type of course. We will be experiencing may stuyles and types of learning! : )
    • hollysoby
      hollysoby on 22 May 11
       
      I'm really excited about the blended learning idea - I'm already thinking of how I can really change how I teach publications - I have some students who have had a pre-req writing class, some who haven't, some who are brand new, other with experience, and I think I can use online learning to offer more ways to make sure all those groups are learning and being challenged.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      Well-designed online collaborative learning activities, which provide a greater opportunity for a student to work at his or her own pace, may be less threatening and result in greater participation than in-class group work.
    • Heather Gould
      Heather Gould on 21 May 11
       
      I agree, however, it's an adjustment for students. I do feel the collaborative element is essential regardless of the modality of the learning. I work with middle school students through our AEA 267 National Day on Writing project. It's been interesting to watch some students flourish with collaboration at a distance, while others struggle working with people they can't 'see'.
  • appropriate for online learning
    • anonymous
      anonymous on 20 May 11
       
      What would be examples of 'multiple assessment instruments here? Does this refer to typical rubrics?
    • Deb Ritchie
      Deb Ritchie on 23 May 11
       
      Hmmm. Using moodle there could be an on-line multiple choice test, a blog entry, and insightful forum posts. Would those be multiple assessment instruments?
  • instruments
    • Tresa Zaragoza
      Tresa Zaragoza on 20 May 11
       
      Not everyone learns the same so this is a very important part of any teaching.
  • Aligns assessment with course objectives
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • April Tidwell
      April Tidwell on 21 May 11
       
      This is a BIG push in our district. They have spent a lot of time and money in data collection, and now the push is to get teachers to actually use the data to drive in struction
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      I find using the data is the hardest component. We have so much data within our district, yet the time variable is needed in order to make change concerning this data.
  • interaction
    • April Tidwell
      April Tidwell on 21 May 11
       
      I'm amazed how kids seems to interact more on line then they will in class. I hosted a chat during a class period and kids that never raise their hand in class were contributing and even leading the discussion. I thing online learning helps this generation connect in a learning community.
  • age and ability level
    • Heather Gould
      Heather Gould on 21 May 11
       
      In the research I've read about age and ability level, I was surprised to learn that an instructor cannot assume that the young are tech savvy and older participants will struggle with technology. There is no research to support this, as sometimes just the opposite is the case.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • hollysoby
      hollysoby on 22 May 11
       
      I'm hoping I can use online learning to make standards and expectations clear to students upfront - currently I give them packets every unit with the plan nad assignments for that unit, and I'm hoping Moodle makes that process easier, more clear and less dead tree intensive.
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      You should have chosen green as your highlighter color. :) Saving trees is great for all. Beyond saving trees, I think having something that students can always access anywhere is great. Whether they are at a friend's house, on the bus or at grandma's in another state, items posted online can be found. I think it elimnates some of the excuse that "I didn't know what was due."
  • multiple assessment
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning (SREB C.15, SREB M.4, Varvel IV.C, ITS 3.e, ITS 4.f)
    • Amy Kemp
      Amy Kemp on 22 May 11
       
      In Math, choosing the appropriate resource is critical as it is in any course.
    • Jason Gomez
      Jason Gomez on 07 Jun 11
       
      This is going to be hard; knowing how to grade it? I hope there is a rubric that is easy to follow.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      If I struggle with any area, it is probably making sure that what I am using is not a violation of this standard. I suppose I grew up in a family that shared everything, so when it comes to the property rights of others, I share and share alike.
    • Mary Overholtzer
      Mary Overholtzer on 03 Jun 11
       
      I have taught that explaining it at the kindergarten level can enhance a student's ability to work the material in a manner that becomes his/her idea. It's really hard to plagarize when it's written in kindergarten terms.
  • Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Victoria Guilliatt
      Victoria Guilliatt on 26 May 11
       
      I want to be able to use the new information I learn in the this class and apply it to my library classes that I teach in the elementary.
    • Victoria Guilliatt
      Victoria Guilliatt on 26 May 11
       
      I plan to use the knowledge I gain from this class with my students.
  •  Is knowledgeable and has the ability to use  computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous / asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
  • Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)
    • Jason Gomez
      Jason Gomez on 07 Jun 11
       
      This could take a while for me; I'm still learning how to do this stuff let a lone plan, design, & incorporate. I can already see there will be a lot of trial & error this coming year
  • Iowa Core
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      There is so much to learn about the Iowa Core. I'm so glad there is a great deal of exposure within this class.
  • multiple intelligences
  • constructivism, behaviorism, cognitivism, connectivism, and group theory
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      All these theories will bring a better understanding to educators when it is worked into our vocabulary.
  • community
  • Tim Hadley on 22 May 11
     
    See title
LaRae Arment

"Personalized" vs. "Personal" Learning - 0 views

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

shared by LaRae Arment on 10 Jun 17 - No Cached
  • A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions
    • arieux1
      arieux1 on 10 Jun 17
       
      While I wanted to highlight this entire paragraph, I thought this was the one that stuck out the most. This was a really concise way to describe personalization and I just wanted to note how directly this section of the article addressed the entire issue of what this really is.
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Yes! This mantra can guide my new PBL course in the fall; writing it down now....
    • kathleenweyers
      kathleenweyers on 13 Jun 17
       
      Yes, this does fit with PBL!
  • Technology was strikingly absent from these conversations
    • arieux1
      arieux1 on 10 Jun 17
       
      This was surprising to me. When I think of personalization, I tend to include technology in it. This idea makes total sense, though, because if a student doesn't view tech as necessary or it isn't part of it, it shouldn't be forced.
    • ecsexton1
      ecsexton1 on 11 Jun 17
       
      I always picture personalized learning with technology too, but then I think about what is the point of teachers? Parents could just home school their kids. I'm still kind of confused about the teacher's role in personalized learning.
    • kellijhall
      kellijhall on 11 Jun 17
       
      Honestly, this makes me happy to hear because a lot of educators are quick to jump to technology without evaluating what is truly needed.
    • eswartzendruber
      eswartzendruber on 14 Jun 17
       
      I am also surprised by this. Society now demands that students understand how to use technology, and I think as teachers we feel pressured to use the latest and greatest website/tool in our classrooms. I agree with Jared that if it isn't necessary or the student wants to use different tools for his/her work, they should be able to.
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      This was shocking to me. Technology seems to be a huge part in every day learning for students. It's refreshing to know that it's not necessarily the best route to go.
    • jhenning40
      jhenning40 on 15 Jun 17
       
      This surprises me as well; technology is such and integral and inescapable part of our lives, especially those of our students, that I would think this would be high on the list.
    • annabrousard
      annabrousard on 19 Jun 17
       
      I, too, was very surprised about how technology was absent. I guess it does make sense because if a student does not want to use technology then they do not have to. It would be totally up to them.
  • We don’t need personalization as much as we need to promote and give opportunities for our kids to do personal learning
    • arieux1
      arieux1 on 10 Jun 17
       
      I couldn't agree with this more. I think that a lot of personalization is actually allowing students to learn at their own pace, but in order through a prescribed curriculum. It may be more valuable to allow students to do some learning of what they want how they want.
    • ecsexton1
      ecsexton1 on 11 Jun 17
       
      How do you envision this working for you in your classroom? How do we get kids to do personal learning?
    • nthurm
      nthurm on 20 Jun 17
       
      I think the key words are "promote and give opportunities for our kids to DO." At all levels, kids are going to have more success from doing instead of just recreating or reenacting someone else's work/ideas. This is something I have worked on improving every year since some of my very first lessons taught.
  • ...53 more annotations...
  • having my students read the literature at home and come into class ready to discuss it
    • arieux1
      arieux1 on 10 Jun 17
       
      Haha! As a former ELA teacher, several of my colleagues and I argued this exact point a few years ago. That's funny.
    • efabscha
      efabscha on 11 Jun 17
       
      This is still the expectation in many of our college classes!
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      And in band, we have always lived with a model of teaching during small lesson groups and then assigning home practice to gain mastery of a skill. I spend valuable teaching minutes teaching home practice strategies and reflecting on those strategies at lessons. I want kids to set goals and practice the lessons on their own at home.
  • they’ll master a set of skills mandated by people who have never met them
  • skills are acquired sequentially
  • context
    • ecsexton1
      ecsexton1 on 11 Jun 17
       
      I'm concerned that teachers are not teaching enough deep learning in the general education classroom in grade K-4. There is so much focus on getting 120 minutes of reading but it mainly goes toward the daily 5 and not enough connected learning to the world. How do we incorporate deep learning into the daily 5?
    • kathleenweyers
      kathleenweyers on 13 Jun 17
       
      good question! One way might be reading multiple books/articles on the same topic. More cross-curricular including SS and SCI topics
    • kspedersen
      kspedersen on 15 Jun 17
       
      I agree! That this can be tricky. The Daily 5 is a model and teachers need to figure out how to fill the model with meaningful material that accesses the whole child. I like the idea above about integrating other subjects into the reading block and I actually think that the Daily 5 model is a good way to do that!
  • of what deep learning now requires in a connected world.
  • better test scores. And, if that’s what we value as the most important outcome of schooling,
    • ecsexton1
      ecsexton1 on 11 Jun 17
       
      I had terrible test scores as a child and I get test anxiety about if I have enough time to finish the test. How can educators think that test scores are the best outcome for students?
  • However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms.
    • efabscha
      efabscha on 11 Jun 17
       
      How can we use personalization when so much pressure is put on teachers and students to meet the core standards and to do well on standardized assessments?
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      Agreed. And while there are elements of PL that can be used within the current structure of our school system, I am not exactly sure I an visualize just how every student is learning and being assessed.
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      This is exactly what I was referring to in an earlier comment - as teachers we do what we can in the paradigm we are in. I think part of the goal of courses like this is to create within our current confines.
    • kspedersen
      kspedersen on 15 Jun 17
       
      I agree with all of the above comments. For the sake of conversation, however, I would like to question how constraining our current structure truly is? Although we do use the common core/curriculum to tell us what we need to teach students, the core does not dictate how we teach them. I wonder if we sometimes create more obstacles for ourselves because, at the end of the day, it is perhaps easier to follow along in a manual than to create 25 separate lessons that involve more personalization.
    • annabrousard
      annabrousard on 19 Jun 17
       
      I love the idea of personalization however I feel if my principal walked in and saw all of my students doing different activities she would NOT be happy. She would ask me what learning scales everyone is working on and I am not sure I would know how to respond.
  • Personalization promises better student achievement and, I believe, a more effective delivery method than any one teacher with 25 or 30 students in a classroom can compete with. It’s a no-brainer, right?
    • efabscha
      efabscha on 11 Jun 17
       
      So what does this mean? We will have more teachers? Or we will look to the students to act as teachers at times?
    • kellijhall
      kellijhall on 11 Jun 17
       
      How do we accomplish this within current reality?
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      I don't think it's as easy as a "no brainer," do you??
  • Certain forms of technology can be used to support progressive education, but meaningful (and truly personal) learning never requires technology
    • efabscha
      efabscha on 11 Jun 17
       
      This surprises me as there is such a push for technology in the classroom today!
    • kellijhall
      kellijhall on 11 Jun 17
       
      Not to mention how you are pushed into using it over paper-pencil when your district is 1-1. I worry about what message it is sending to my students when I struggle so much with reading their handwriting!
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      It's a good reminder! Old-fashioned, face-to-face discussions and creative construction of meaning (i.e. brainstorming) still works!
    • kathleenweyers
      kathleenweyers on 13 Jun 17
       
      But technology can be a powerful tool for learning, creating, collaborating and such. Here is a simple example. Reading this article with other classmates and seeing their thinking pushes my thinking. How about connecting to an expert or author on Skype? That would create a learning opportunity far better than just reading about an author. Just saying, tech can be more powerful than the traditional methods of learning!
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      I agree there is power in learning with technology. However, the kids today have lost the simple art of communication in person. We need to focus on building more relationships out from behind the screens. The Skype idea is something my school implements and is an awesome learning experience we couldn't have otherwise. However, the students need to know how to have the eye contact, confidence and ability to be prepared talk to someone. This is taught and learned away from a screen.
    • katieconnolly20
      katieconnolly20 on 15 Jun 17
       
      I babysit for many families and have seen the impact technology has on their home lives. Technology is so readily available. Children in today's society relay on technology in many ways and parents relay on it to entertain their children. With this said, I believe we will continue to see technology playing a key role in our schools. I feel that there is a time and place for technology to be used. Some people have commented that their schools are 1:1 with technology. As a kindergarten teacher and educator, I feel that technology has a time and place. However there are important skills that I strive to have my students learn without technology such as social skills and writing skills. It will be interesting to see how technology continues to be utilized in schools.
    • efabscha
      efabscha on 11 Jun 17
       
      But most kids love technology!? I guess it doesn't have to be a requirement, but it should always be a option!
  • ed-tech community to describe a student moving through a prescribed set of activities at his own pace.
    • efabscha
      efabscha on 11 Jun 17
       
      I like this idea, but the classroom management piece makes me a bit nervous.
    • kellijhall
      kellijhall on 11 Jun 17
       
      This is what is often explained to teachers when personalized learning is brought up.
    • anonymous
      anonymous on 12 Jun 17
       
      If a course is truly personalized, shouldn't the student be creating the pathway and goals while the teacher guides rather than prescribing the activities?
    • kathleenweyers
      kathleenweyers on 13 Jun 17
       
      So this reminds me of ST Math or Reflex Math. Even though the students is self-paced, it would not be considered "PL" in the truest form because the teacher is still assigning the content.
    • anonymous
      anonymous on 14 Jun 17
       
      I agree Kathleen! We individualize the content the student is deficient in by assigning skills but there is no student choice. Just some 'fun' in learning through the online program.
  • “We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,”
  • “personal” learning is something they do for themselves.
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Personalized vs. Personal Learning
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      This was profound for me!
  • personalization only comes when students have authentic choice over how to tackle a problem.
    • anonymous
      anonymous on 12 Jun 17
       
      Yes!! When there are authentic choices, student buy-in and motivation increases. I like how the author included the phrase 'tackle a problem.' In the workplace, our students will be expected to sovle authentic problems adn this is a great way to build those critical thinking and resilency skills.
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      Yes!! I agree with you 100%. Nothing can prepare our students more than allowing them the opportunity to authentically tackle problems.
    • katieconnolly20
      katieconnolly20 on 15 Jun 17
       
      As you both said, I agree with this statement 100%. I think it is awesome to allow students to authentically chose how to handle a problem. In kindergarten, I teach the importance of problem solving. I give my students prompts that allow them to become respectful leaders. I think problem solving is a great life skill that students can benefit from no matter their grade level!
  • the prevailing narrative seems to be that we can’t engage kids without technology,
    • anonymous
      anonymous on 12 Jun 17
       
      I've noticed with my own students, that their excitement and engagement with technology has decreased as they increase the amount of time the are using technology in their gen. ed. classrooms. Since they are using technology to use programs that place them in a prescribed path after taking a placement test, they are loosing interest because they have lost the authentic connection to the content. The technology instruction is redundent and unpersonalized. They are missing the personal interactions with the teacher, discussing ideas with group members, and the choices provided in authentic learning. Students in my classroom are now more engaged through group work or hands on learning than technology.
    • anonymous
      anonymous on 12 Jun 17
       
      Has anyone noticed this in their own classrooms as well? I believe technology should enhance instruction, not replace it in the elementary setting.
    • eswartzendruber
      eswartzendruber on 14 Jun 17
       
      Yes, I could see how this would be the case. We use a program similar to what you're discussing. As a district, we're supposed to be utilizing this online tool, but how effective is the tool if the students are no longer engaged with it?
    • annabrousard
      annabrousard on 19 Jun 17
       
      I definitely see this. I have trouble keeping my student's attention if I do not have the work projected onto the Smart Board.
  • monitor students’ progress
    • anonymous
      anonymous on 12 Jun 17
       
      This frame of thinking challenges me. As a special education teacher, we monitor progress on reading fluency weekly. We need to follow a research-based curriculum and every week my students are tested and we I evalute their graphs. This information is legally required. How can I impliment a true personalized learning experience for my students when I am required to teach a research based intervention? Has personalized learning been applied successfully in a special education setting?
    • kspedersen
      kspedersen on 15 Jun 17
       
      This is a really good question and one that I am wondering about as well. Although I teach in a general education classroom, we too have to follow certain guidelines and use research-based curriculum. I wonder if personalized learning is only feasible for students who are at or above grade level?
  • our thinking about what we want our kids to learn and our changed roles in that process matters
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      I love this article and what the author seems to be struggling with is what I struggle with. For the students enrolled in beginning band, I cannot make it a totally free learning environment. I can offer choice and give kids some freedom in choosing which exercises demonstrate learning targets, but what I want kids to learn is not really the student choice. Is it enough to say that band itself is an elective and if kids chose to explore band, then that is part of a personalized learning model?
    • rmeyer1130
      rmeyer1130 on 12 Jun 17
       
      I am all for student involvement in making some of their own choices as they learn, but maybe I can't look past the needs of my content area to imagine a change in paradigm for all learners
  • but every mechanism we use to measure it is through control and compliance.’
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      We do function within a system...the question is how to negotiate that system to personalize for our students.
    • trgriffin1
      trgriffin1 on 13 Jun 17
       
      I think this is the hardest thing for both the teachers and students - it is easy to talk about PL, but once rubber hits the road it is very complex to make it work within the traditional confines of the school day and grading structures.
    • jhenning40
      jhenning40 on 15 Jun 17
       
      There seems to be a big contradiction, at least in my mind, with matching personalized learning to the need/desire to tie everything to particular standard and grade. Our current system and expectation of a grade seems to limit the true sense of personalized learning.
  • choice
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Ah- now I understand that if the choice is created and given by the teacher, it might not be personalization. Our district uses E 20/20 in some extreme cases and it generally does NOT meet any student's learning needs.
    • LaRae Arment
      LaRae Arment on 28 Jun 17
       
      I think this is where the disconnect is, many my district will do online learning but it isn't personailzed because it is driven by the program that the district uses and students just fly though he program to get done. In the end I don't think they learned anything from their courses. If it were personalized they would take more ownership in their learning.
  • resource rich
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Partnering with community businesses and community organizations.
    • jhenning40
      jhenning40 on 15 Jun 17
       
      That's a good point. There are often so many other experts within our own schools and communities who could be valuable resources for our learners.
  • agency
  • changing just about everything
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Makes me think of the directive "we can no longer teach what kids can simply Google." So, learning becomes more inquiry-based and connected to real-life purposes.
    • LaRae Arment
      LaRae Arment on 28 Jun 17
       
      I recently heard that if a student can google the answer then we are not teaching them the higher order thinking that the industries are seeking now in their future employees. Google tends to give the surface answers and not the think out of the box answers unless they take the time to really dive into resources (which most won't take that time).
  • drive their own education
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      For me it keeps coming back to this: who drives the learning - the teacher or the student?
    • nthurm
      nthurm on 20 Jun 17
       
      Do they know how to identify what specifically does drive their own education? We do a lot of modeling before asking the students to do different work. I think this is going to take some brainstorming as to HOW to help kids see what helps them learn.
  • You’re “free to expand as a standardized individual.”[
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Ha! We have the "individual vs. society" discussion in my class each year and many students notice the irony of trying to be an individual by doing something that conforms to someone else's norms (i.e. dying your hair blue...like millions of other teens trying to be individuals is a classic 9th grader example).
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      This is a great point! It is hard to fit in and stand out:) It is hard to excel in school if you risk doing something different.
    • eswartzendruber
      eswartzendruber on 14 Jun 17
       
      I love reading your comments, Julie! That might be a challenge with personalized learning as well. Students struggle to be their own learner and achieve their personal goals - yet at this age, so many kids are drawn to the social dynamics of groups and trying to stay close in their developing friendships. As a fourth grade teacher I see students experimenting with the individual vs. group struggle on a regular basis. This will certainly be a challenge to stay on top of!
  • caring teacher who knows each child we
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      Yes! The most important "method" of teaching.
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think the core of PL is this - knowing the who/what/why/how for each student, this is true even within current school structures.
    • kspedersen
      kspedersen on 15 Jun 17
       
      I agree! We need to care about our students as people, not just as learners and I think that this will create great success for not only the teacher but for our students as well.
    • nthurm
      nthurm on 20 Jun 17
       
      While I agree, it takes MORE than caring! If caring is all it took, I'd be golden, but figuring out how to implement it for 50-100 kids is where I struggle. I hope to learn this by the end of the course.
  • not created by them
  • construction of meaning
  • learning with and from one another.
  • collaboration and takes place in a community.
    • julie_carroll
      julie_carroll on 13 Jun 17
       
      I am grateful to read this...my students report each year that some of their biggest "ah-ha" moments come from their peers. I know I learn so much each year from my students; there's no way I can be the "sage on the stage" when we're all in this learning thing together!
  • a textbook is still a textbook. You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
  • moving ownership of learning away from the teacher and more toward the student.
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it,
  • we cherish our commitment to individualism yet experience a “relentless pressure to conform.” Each of us can do what he likes as long as he ends up fundamentally similar to everyone else:
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests.
    • nthurm
      nthurm on 20 Jun 17
       
      I'm sure this is an aim for most teachers. How to do it for EVERY student is what I hope to learn!
  • preoccupation with data data data data data.   Elsewhere, I’ve written about the folly of believing that everything can and should be reduced to numbers.[
  • For many educators that’s not the true meaning of “personalized learning.”
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      While I agree it isn't the true meaning, nor the widely accepted meeting, however I think it is the reality for what teachers can do in the current structure. When transcripts, grade scales, grade books and class sizes are currently where they are, this is the compromise or baby step towards the largest goal.
  • “personalized learning”
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think there is a difference between the technical definition and the operational definition. When you read about innovative schools who do all kinds of things, the easy criticism is that they can do what we can't. There is truth there, but the reality is that we need to try to do what is best for all of our students regardless of the status quo, especially when the status quo isn't working at the highest level.
  • It’s had an enormous effect on media, business, politics and journalism, and its effect on education
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      To his point, I think this statement is taken out of context to conflate tech and learning. Districts spend a lot of money on tech but not enough is done to change how teaching happens or tech pedagogy.
  • new dispositions to take advantage of it for learning.
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I believe this is the major gap. Many taking this course are already jumping in (or did a while ago) but I think we too often ignore where others are in relation to that change. There are still teachers who refuse to integrate anything but a few substitutions for what they have always done, instead of real change.
    • eswartzendruber
      eswartzendruber on 14 Jun 17
       
      That's when teachers who believe in this change of learning need to use student work and proof of student motivation in order to get other teachers on board!
    • nthurm
      nthurm on 20 Jun 17
       
      I would say, as educators, we fall into this trap when using technology. We need to look at what purpose the technology we are using is providing. Would it be more effective or simpler to understand without the newest technology? I'm not against technology, but sometimes we get so excited about what we found out on the internet that we don't keep an objective eye when choosing to implement it into our classrooms.
  • not be trained to wait for opportunities that someone else has selected for delivery
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think this connects well with the notion of dispositions - we need to create a system that supports learners who know how to learn - the whole candles to light instead of buckets to fill - but schools typically operate as bucket filling stations. A lot of students, families, and teachers need to support for this transition.
  • surely lost our way
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I completely agree - I HATE hearing the word 'cool' when a learning about a new resource or tool. Things being cool doesn't lead to learning or engagement.
  • By assigning the lecture at home, we’re still in charge of delivering the curriculum, just at a different time
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I think this is the current status of innovative teaching and learning for a lot of teachers. Flipped = Engagement = Innovative = Personalized etc. Really though, I think the good intentions are there, but the time, energy and resources aren't to move beyond intentions for a critical mass.
  • goals and practices
  • resemble standardized tests. When we hear a phrase such as “
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      This makes PL a tough sell - it isn't worth the time if it doesn't help the existing goals, but it isn't really PL if the goals are already defined.
  • reductive rubrics
    • trgriffin1
      trgriffin1 on 14 Jun 17
       
      I see a lot of SBG and SRG teachers explain how they can measure every discrete skill in an ELA standard with the right rubric, I feel that fits the cliche - seeing the forest through the trees. Every aspect of school can't be all or nothing - it is like the polar opposite of high stakes testing; a similar but different problem.
  • Personal learning tends to nourish kids’ curiosity and deepen their enthusiasm
    • heidimeyer
      heidimeyer on 14 Jun 17
       
      That's what I strive to do but the linear curriculum can really hold the teacher and student back.
  • t is clear that all children don’t learn the same way
    • katieconnolly20
      katieconnolly20 on 15 Jun 17
       
      How do we as teachers make sure that all students needs are met and that they are all able to gain the same amount of knowledge? I feel that there are so many different types of learners and sometimes as a teacher am overwhelmed by the different kinds of learns in my classroom. I struggle with how to meet each students needs to make sure I am doing my best as an educator.
    • jhenning40
      jhenning40 on 15 Jun 17
       
      I think an important piece is to help students (and parents) understand the type of learner they are. Students who know what works best for them (auditory, visual, reading silently and hearing it read out loud, etc.) can begin to take steps towards helping their learning and success.
    • annabrousard
      annabrousard on 19 Jun 17
       
      I wonder if schools will ever start grouping students by learning type. For example, if there are 3 sections of second grade, one teacher might teach to the auditory learners, one the visual learners, and one the hands-on type.
    • LaRae Arment
      LaRae Arment on 28 Jun 17
       
      I like the idea of grouping students by their learning styles. It would really hit that personalized learning. However, what would happen if there was an unbalanced separation in learning styles. Do you think that schools would accommodate or would it be too expensive? I see this working really well in both special educ classrooms and regular educ rooms.
  • a textbook is still a textbook. You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • katieconnolly20
      katieconnolly20 on 15 Jun 17
       
      I love this part of this text. As a kindergarten teacher, I believe it is important for students to have that exploration and discovery time in the classroom. They need to learn at a young age to be their own teachers. It has amazed me during our center time this past year what five and six year olds are able to discover and share with me!
    • LaRae Arment
      LaRae Arment on 28 Jun 17
       
      Yes! I think this can work at any level for learners. Why would we want to limit a learner to stop at a certain point and not stretch themselves in a direction that will better them as a students. I believe this is where students discover their interests and strong points with a little bit of freedom.
  • engagement”
  • industrialized form of education that pumps out cookie-cutter students
    • nthurm
      nthurm on 20 Jun 17
       
      These words used here could easily offend someone who has been in education, those who have created good lessons with ways to reach various children: "industrialized," "pumps out," and "cookie-cutter students." Not a great idea at the beginning of an article if you wish for veteran teachers to read and learn from ideas presented about personalized learning - might seem like another buzz term because there have been a lot of them throughout the years!
  • tware
    • nthurm
      nthurm on 20 Jun 17
       
      This is a problem in itself when there is no funding to do this!
  • “’Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.”[4]
  • “It’s so much cheaper to buy a new computer than to pay a teacher’s salary year after year.”[11]
    • nthurm
      nthurm on 20 Jun 17
       
      This is what I fear for the future of education! Going one-to-one and seeing the push for technology in lesson planning worries me that education is not going to need the person in the future!
anonymous

ol101-2020: Iowa Online Teaching Standards - 9 views

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

shared by anonymous on 09 Jun 20 - No Cached
    • kshadlow
      kshadlow on 09 Jun 20
       
      I chose this criteria because having your course evaluated gives you valuable information to guide your next attempt. Reading through the student feedback of the course helps to know what you are doing right and what needs to be changed or tweaked to help students be successful.
    • tracyweber34
      tracyweber34 on 09 Jun 20
       
      Student feedback is essential. What do you use to get their feedback? I use either Google Forms or SurveyMonkey.
  • 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
    • kshadlow
      kshadlow on 09 Jun 20
       
      I chose this criteria because it encompasses the purpose for facilitating student learning, the goal. I like how it reminds me of all the components needed to ensure student success.
  • ...61 more annotations...
  • Understands the differences between teaching online and teaching face-to-face
    • mgadient
      mgadient on 15 Jun 20
       
      moodle_iowa After being thrust into online learning in the spring, I learned this is vitally important. I am still learning how to be an online teacher, the preparation it takes, and how essential communication is with the student and his or her family.
    • ravelinga
      ravelinga on 17 Jun 20
       
      I agree, this summer has really opened my eyes to how important it is for a teacher to learn how to teach online. One of the most important parts is having consistent structure and clear expectations at the start.
    • lfinn16
      lfinn16 on 21 Jun 20
       
      This is something that I am learning more about and believe is extremely important. What might work well in the classroom may not work as well online. Finding the best practices for the environment is essential to making sure the students are successful.
    • kshadlow
      kshadlow on 09 Jun 20
       
      I chose this criteria because it seems like a no brainer, but I realized after I started teaching a blended class how many little things are actually big differences between online and F2F courses.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • tracyweber34
      tracyweber34 on 09 Jun 20
       
      This is important. I can see myself creating a screencastomatic video as an intro to each of my classes in order to meet this criteria.
    • jgeissler
      jgeissler on 12 Jun 20
       
      Moodle_iowa This is a good one. I have always known the "course syllabus" in my head, but especially next year, it would be super helpful to give a course syllabus to families. In the case that we do have to move online for a period of time, families could see where we are going like a roadmap to help their children achieve success.
    • mgadient
      mgadient on 15 Jun 20
       
      moodle_iowa I agree, Jill! It gives families a roadmap, and if we have to suddenly switch modes, it is already in place. It will take some time, but the preloading should help in the long run.
    • ravelinga
      ravelinga on 17 Jun 20
       
      This is something that I need to do a better job with in all my classes. This summer I have been working on updating and improving my class syllabus to be a much better overview of the class and showing what is expected of them throughout the course.
    • conradam4
      conradam4 on 22 Jun 20
       
      I need to be better about posting and discussing learning outcomes before every lesson I teach.
    • Val Rosenthal
      Val Rosenthal on 23 Jun 20
       
      Identifying the objectives can be easy for a teacher to do but the communication piece is more difficult. Students need to see what does that objective mean and what should it look like.
  • 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
    • tracyweber34
      tracyweber34 on 09 Jun 20
       
      This is where teaching online can sometimes be beneficial as long as you provide various ways to learn--videos, text, using text speak, etc.
    • spaulsonsjcs
      spaulsonsjcs on 11 Jun 20
       
      Agreed! This is super important to meet the needs of all of our students!
    • mgadient
      mgadient on 15 Jun 20
       
      moodle_iowa Yes! I think it calls for collaboration with specialist teachers to be sure we are providing the accommodations needed.
    • pbenezra
      pbenezra on 21 Jun 20
       
      Visual graphics and videos for visual and auditory learners. Checking in with and offering office hours and extra support for students who may need this. Accommodations for students with disabilities or other needs.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • lfinn16
      lfinn16 on 21 Jun 20
       
      I think this is very important in the classroom and online. When students collaborate they can share knowledge and learn from one another.
    • pbenezra
      pbenezra on 21 Jun 20
       
      Allowing students to do their own PowerPoint presentations of lesson material. Always letting students ask questions which are answered during Zoom meetings.
    • anonymous
      anonymous on 25 Jun 20
       
      I feel this is the part that can be missing in online learning. How do you get collaboration and provide a safe environment. As the instructor, do you need to be involved in every interaction between students? Yes when you are dealing with younger students. I am still looking for tools that allow collaboration with adult supervision.
  • 5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
    • tracyweber34
      tracyweber34 on 09 Jun 20
       
      In order to make an attempt to combat "cheating" in an online course, developing authentic assessments is crucial.
    • olga1203
      olga1203 on 15 Jun 20
       
      Just as in a F2F classroom, a variety of assessments should drive instruction. Assessment is important for both teacher and students.
  • 7. Engages in professional growth (ITS 7)
    • tracyweber34
      tracyweber34 on 09 Jun 20
       
      The OLLIE courses are perfect for this!!!
    • spaulsonsjcs
      spaulsonsjcs on 11 Jun 20
       
      Exactly what I was thinking!
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      I feel that all four of these sub-standards are critical to the professional growth of any teacher who is teaching an online course. Teachers need to stay current with technology, network with peers, and apply learned knowledge and skills to improve best practices.
  • Has experienced online learning from the perspective of a student
    • spaulsonsjcs
      spaulsonsjcs on 11 Jun 20
       
      This is a big one because then you can relate to how the students are feeling. Learning a new LMS can be frustrating and take time, so being able to experience that yourself and then apply that to what the students are feeling can help. I also think taking online courses helps you face many struggles students might have (such as being afraid to ask questions or participate). Again, you are experiencing the struggles students might have, which I feel back benefit the teacher by knowing what these struggles might be beforehand,.
  • Assists students with technology used in the course
    • spaulsonsjcs
      spaulsonsjcs on 11 Jun 20
       
      If we expect our students to use the technology, we need to be able to help them use it! I had one student this past spring who was confused on what I was trying to explain on our LMS. I ended up video taping myself and showing him what to do, and he LOVED it. It was good that I was familiar with the LMS and could then show him myself what to do. If a teacher can't assist the students with the technology they expect them to use, then they shouldn't be using it.
    • ljjohnson
      ljjohnson on 22 Jun 20
       
      During the first week of online learning, I had an instructional Zoom meeting with my students and walked them through the "Instruction to Seesaw Tools" Activity that was going to be assigned. I "shared" my computer screen so that they could see me pointing out, describing, and using each feature on my "Sample Student" account. This was well worth my time because it explained to them how to use the tools and turn in their work on SeeSaw. I also told my students that they could ask me questions in the comments space for each assignment .When they had any questions, I would reply back to them that way and then they could finish up their work.
    • Val Rosenthal
      Val Rosenthal on 23 Jun 20
       
      Many times we assume that students know how to use a computer lesson and how to read the expectations. Helping them to be able to use the programs will increase their success.
  • Understands student motivation and uses techniques to engage students
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • spaulsonsjcs
      spaulsonsjcs on 11 Jun 20
       
      This is essential!!!! I wanted my students to still know and feel like I was their teacher and I think it is important for any teacher to do this. Students still need to know we care and want to help them become better learners. I believe keeping in touch with my students daily/weekly was vital in their success this spring.
    • pbenezra
      pbenezra on 21 Jun 20
       
      In our Zoom classrooms I always try to greet each student as they enter, to check in how they are doing and whether or not I can hear them and they can hear me.
    • mstoner31
      mstoner31 on 22 Jun 20
       
      Students need interact with their peers as well as their teachers. Teachers should provide opportunities for students to interact, as is appropriate. Weekly class meetings give the students a chance to see each other and to catch up.. This was very important--especially to our littlest learners during the spring 2020 shut down.
  • Understands student motivation and uses techniques to engage students
    • spaulsonsjcs
      spaulsonsjcs on 11 Jun 20
       
      This stuck out to me because this is something I tried hard to do with my students this spring. I knew that I had to find ways to motivate my students to do the work, and I would reach out to them individually to keep them motivated. I want to make sure I am keeping my students engaged when learning online and I am hoping I will be able to find more ways to do this if we have to continue to teach online this next school year. I think it is essential for motivation and engagement so our students still want to learn.
    • jgeissler
      jgeissler on 11 Jun 20
       
      You are SO RIGHT! In the classroom I can come up with incentives and I have a full toolkit for that....but last spring, I was struggling with online. Looking at the Maslov pyramid maybe the kiddos were stalled at the second step 'safety needs-security'. There was a lot of scary stuff on the news and through some reflections the kids that I didn't think would be bothered were really worried about the world. :( (Also, I can imagine being a middle schooler and being separated from my friends---ewwwwww!!!)
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      I agree Sam. Keeping students motivated and engaged online may be hard. I don't think the being on technology will be hard for us to do, as they love to game and talk to their friends. However, keeping their attention and focus on educational curricular might be a whole other ballgame.
    • vonderhaar
      vonderhaar on 22 Jun 20
       
      I think it also helps to motivate students when they know the "why" in learning. Why is it important for us to know and why are we doing it. I think this is a little harder to get across in online learning. I know I did not do that as we were running a little blind this spring with the Covid situation. I need to improve in my directions to help students be more motivated about the work.
  • • Knows the content of the subject to be taught and understands how to teach the content to students
    • jbuerman
      jbuerman on 12 Jun 20
       
      It is essential that a teacher understands the content and is confident in their ability to teach it. If a teacher is not competent in the subject and hasn't taught it before, it would be difficult to teach an online course. I think one of the best ways to learn as a teacher is to see student's reactions face to face & learn along with them. This would be harder to do in an online setting.
    • dostera5
      dostera5 on 22 Jun 20
       
      It is extremely important for the teacher to understand the content, so they can teach it effectively to their students.
  • Utilizes a course evaluation and student feedback data to improve the course
    • jbuerman
      jbuerman on 12 Jun 20
       
      Teachers should always be willing to improve on their craft. Reflection should be from all stake holder's - parents, students and the teacher themselves. Especially as we do this for the first time - feedback can only make things better.
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      Gathering data and feedback from students and others to improve your course and teaching skills I feel is best practice. Teachers should always want to improve their teaching and want to make their course better. Not every student learns the same way, so what worked the first year may not work the next.
    • lfinn16
      lfinn16 on 21 Jun 20
       
      If teachers don't use a course evaluation or ask for student feedback how do they know what went well or needs improving in the course. All teachers should want every student to succeed. It is important to welcome feedback and be willing to make changes that will improve a course.
    • conradam4
      conradam4 on 22 Jun 20
       
      I need to make it a priority to collect feedback from my students.
  • Selects and uses technologies appropriate to the content that enhance learning
    • jbuerman
      jbuerman on 12 Jun 20
       
      Content can sometimes look fun, but might be challenging for students to do. Their internet might be slow or their computer is not working right or it requires a program that they don't have loaded. These issues make the student focus more on the computer than on the learning at hand.
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      I agree with this standard. I love how it says appropriate to the content to ENHANCE LEARNING. Many times I observe technology use from other teachers as fluff and used just to be used. There is not a purpose or application to the students' learning. It is just in there to pass the time. Technology is a tool, and this tool should engage, foster learning, and encourage application of skills. Not to play a game, watch a video or movie, or just fill time.
    • bhauswirth
      bhauswirth on 16 Jun 20
       
      I think this is a huge standard. I find myself sometimes using technology just to use it. It needs to enhance the learning instead of just there.
    • dostera5
      dostera5 on 22 Jun 20
       
      This standard stick out to me because the technology I choose for my students should be appropriate for their age and the skills/strategies they are learning. I want the technology to be effective and not just being used to use it.
  • Incorporates social aspects into the teaching and learning process, creating a community of learners
    • jbuerman
      jbuerman on 12 Jun 20
       
      Students are very social learners. Many of us have collaborative activities that they do in a face to face setting. It is important that we keep these social activities in an online course as well. Learning is definitely more fun with others!
    • Val Rosenthal
      Val Rosenthal on 23 Jun 20
       
      I have never really thought about this as being a standard in an online class. After taking a couple of classes myself, I can see the benefits of creating a community of learners and bringing in the social aspects for my online learners.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • teacherin12
      teacherin12 on 14 Jun 20
       
      "moodle_iowa" Learning to evaluate material is important because the internet has multiple sites with different information. My class researches saints every year and I have specific websites I ask them to research with because not all the sites are accurate. I have had to complete my own research in order to lead them to more accurate sites.
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
    • teacherin12
      teacherin12 on 14 Jun 20
       
      "moodle_iowa" Teaching students about being safe online and making certain they understand their own rights as well as the rights of others is extremely necessary. In our society, we have the rules of the road to follow and explicit classes for students learning how to drive. This standard jumped out to me because I feel there are not a lot of parents ensuring their child is safe online.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • teacherin12
      teacherin12 on 14 Jun 20
       
      "moodle_iowa" At our school we are teaching the students about Growth Mindset and using self-assessment is key. Students understanding what they are failing at and learning how to fix it is a part of moving forward in their education. Using pre-assessments allows students to move above and beyond their strengths and to work on their not as strong areas with more practice.
    • conradam4
      conradam4 on 22 Jun 20
       
      I like the idea of allowing students to self-assess as well. This gives them to really reflect and be more active in their learning.
  • Sets and models clear expectations for appropriate behavior and proper interaction (
    • teacherin12
      teacherin12 on 14 Jun 20
       
      "moodle_iowa" Being able to explain your expectations is important because it sets the tone for the entire class to be more successful. Whenever we were talking online I reviewed expectations to have better conversations that were helpful and inspired others.
  • 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)
    • nkrager
      nkrager on 15 Jun 20
       
      Teachers must be able to set up a course online successfully using the necessary tools. It seems that some think you can just a F2F class and put it online. There is a lot of prep work that goes into doing this successfully and knowing what resources/tools are out there is vital for success.
    • bonnieingersoll
      bonnieingersoll on 17 Jun 20
       
      Definitely. I am feeling more and more unprepared as I learn what is needed to make online course work and all the resources available.
    • anonymous
      anonymous on 19 Jun 20
       
      If you have ever had a face-to-face course or online course that the instructor was struggling to show, share or run something you know that impacts the effectiveness of the learning. I have had that experience and tend to focus on the problems instead of the content. I understand that technology doesn't always work but not knowing how to use it can be very distracting.
    • pumphreyk
      pumphreyk on 19 Jun 20
       
      It is so important to be knowledgeable and have the ability to use computer programs required in online learning! This is exactly why I am taking this course! I need to be more knowledgeable.
    • anonymous
      anonymous on 25 Jun 20
       
      If you have ever had a face-to-face course or online course that the instructor was struggling to show, share or run something you know that impacts the effectiveness of the learning. I have had that experience and tend to focus on the problems instead of the content. I understand that technology doesn't always work but not knowing how to use it can be very distracting. on 2020-06-19
  • Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a
    • nkrager
      nkrager on 15 Jun 20
       
      Hopefully this takes on the same importance as it does in a F2F classroom. Our assessments should align with the content we are teaching and finding ways to best assess this is critical.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • nkrager
      nkrager on 15 Jun 20
       
      This is so important in the online world. We want our students to know that we are "with them" and paying attention to them, just as we would be in a F2F class. This can actually be more time consuming as we may need to address each student individually to motivate, prompt, encourage, guide, etc and it will take longer than it would in a F2F setting. Feedback is so important in all settings!
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • dsunderman
      dsunderman on 15 Jun 20
       
      It is very important for students to see evidence of learning. This evidence of learning can be a real motivator for some students.
  • 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)
    • dsunderman
      dsunderman on 15 Jun 20
       
      Learning happens when effective instructional strategies and techniques are used. Effective instructional strategies and techniques for online learning are a whole new skill set for most of us.
    • conradam4
      conradam4 on 22 Jun 20
       
      I need to be better about posting and discussing learning outcomes for every lesson I teach.
  • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • dsunderman
      dsunderman on 15 Jun 20
       
      Providing timely and constructive feedback can help student become stronger learners.
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      Timely feedback is very important. I remember as a child I would ask when the test was being passed back, just so I know how I did on the test. I still have students asking me when I will grade something or have a comment back to them by. I always tell my students I am available 24/7 via email for their programming needs, but sometimes they just want a quick check on their work. It is that constructive feedback that I feel needs to be precise and to the point, so they understand what you are asking of them and what they need to do to get the grade they are searching for.
    • dostera5
      dostera5 on 22 Jun 20
       
      Providing feedback is so important for the student. It is even more important that the feedback is given in a timely manner. This is one way to build a rapport with the student, and make sure they are understanding the content being taught.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • dsunderman
      dsunderman on 15 Jun 20
       
      This is very important and could be very difficult when learning is strictly online. I know filters can be put on devices but am not sure how that works.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • mdaniels44
      mdaniels44 on 15 Jun 20
       
      This is something I need to improve on
    • bhauswirth
      bhauswirth on 16 Jun 20
       
      This is something that assessments, quick checks and tickets out the door will allow us to check what the students know and what I need to do to make sure they will understand later.
    • ravelinga
      ravelinga on 17 Jun 20
       
      This is an effective strategy for any teaching style. Sometimes when students are not understanding the content, the teacher needs to look back at how the content was taught and make a change. Also, if an instructional strategy is not effective there should be reteaching as well.
    • lfinn16
      lfinn16 on 21 Jun 20
       
      This is essential to online and classroom instruction. It is always important to use data to drive instruction. By looking at data one can see if the students are understanding what is being taught.
  • Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction
    • mdaniels44
      mdaniels44 on 15 Jun 20
       
      I think this is important and something I do
  • Engages in professional growth
    • mdaniels44
      mdaniels44 on 15 Jun 20
       
      I think a teacher should always want to learn and become better.
    • bhauswirth
      bhauswirth on 24 Jun 20
       
      This is what I've been saying all along. Teachers need to continue to learn in order to continue to provide the best practices for students
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • olga1203
      olga1203 on 15 Jun 20
       
      This is important because without the alignment we will end up with arrows pointing in random directions instead of one common goal.
    • bonnieingersoll
      bonnieingersoll on 17 Jun 20
       
      It will be even more important this year to consider the district's standards. Our time will be very valuable since we have gaps to fill in from last year.
    • pumphreyk
      pumphreyk on 19 Jun 20
       
      This is very true. We will probably need to look at previous grade's standards as well as our own since our students missed a third of the academic school year.
    • ljjohnson
      ljjohnson on 21 Jun 20
       
      This is especially relevant due to the online learning that needed to be done this past spring. The teachers at our school will need to meet and discuss what standards were not met for each of our classes and make adjustments.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • olga1203
      olga1203 on 15 Jun 20
       
      Learning is social. Collaboration and interaction help examine own understanding including misconceptions and deepen the knowledge and skill.
  • Has knowledge of learning theory
    • olga1203
      olga1203 on 15 Jun 20
       
      Theory is the basis of all the practical decisions that we make. Without a thorough understanding of the theory behind online learning, it would be easy to go astray. (True for everything else!)
  • safe environment
    • olga1203
      olga1203 on 15 Jun 20
       
      Maslow's hierarchy!
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      As a computer science teacher and technology coordinator, I feel that it is important to know the content that you are teaching before you try to teach it to the students. Which also may mean you need to be certified to teach that content area, or have some background with the curriculum (as in Iowa you do not have to have a Computer Science degree to teach computer science, yet) However the most important asset of this standard is the assistance we should provide to students.
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      As a computer science teacher and technology coordinator, I feel that it is important to know the content that you are teaching before you try to teach it to the students. Which also may mean you need to be certified to teach that content area, or have some background with the curriculum (as in Iowa you do not have to have a Computer Science degree to teach computer science, yet) However the most important asset of this standard is the assistance we should provide to students.
  • Has experienced online learning from the perspective of a student
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      I feel that all four of these sub-standards are critical to the professional growth of any teacher who is teaching an online course. Teachers need to stay current with technology, network with peers, and apply learned knowledge and skills to improve best practices.
    • ravelinga
      ravelinga on 17 Jun 20
       
      I agree, one the best learning experiences for me was taking these classes and being a student again and seeing instructional strategies for a student's perspective. Going into next year, I have already implemented changes to my classes because of my experience as a learner and a student.
    • pbenezra
      pbenezra on 21 Jun 20
       
      This is what we are doing on this course. I also get this experience somewhat when I am in an online Professional development meeting at my school.
    • joanmusich
      joanmusich on 24 Jun 20
       
      It is very important the a teacher has went through an online class (or 4) so they have a good idea of how it works, what a student goes through, where hang-ups occur, and just to know, it is easy to get stuck.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • mgadient
      mgadient on 15 Jun 20
       
      moodle_iowa This is definitely an area that we use in face-to-face teaching, so I would expect that it would be included and important to online teaching. It is good for students, and teachers, to know the expectations that are needed for an assignment, assessment or project. It is a guideline to follow until you reach the desired product or learning objective.
    • anonymous
      anonymous on 19 Jun 20
       
      Communication within online courses is more difficult. It can be difficult to share in detail the expectations and answer many questions as you can in a face-to-face classroom. Clearly stating assessment criteria and providing some kind of framework. like a rubric, is important to a successful learning experience.
  • Applies research, knowledge, and skills from professional growth to improve practice
    • olga1203
      olga1203 on 15 Jun 20
       
      It is equally important whether we are teaching F2F or online. A teacher is a lead learner. We set the example, we learn, we reflect, we improve our practice. The key here is to incorporate the new learning. We simply cannot afford to attend PD sessions and never put new learning into practice. That would be malpractice!
  • Demonstrates competence in planning, designing, and incorporating instructional strategies
    • bhauswirth
      bhauswirth on 16 Jun 20
       
      I believe teachers are lifelong learners. This standard is something that teachers will continue to do when their online/blended courses develop.
  • Understands and uses data from assessments to guide instruction
    • bhauswirth
      bhauswirth on 16 Jun 20
       
      I stated this above that data from formative assessments need to drive instruction. Then you adjust to enhance student learning.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • pammason
      pammason on 19 Jun 20
       
      This should be a given with online teaching and is exactly why I am taking this class, to grow my tech skills and knowledge. This field changes so quickly , one must always be growing and adding skills to stay effective.
  • Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students
    • pammason
      pammason on 19 Jun 20
       
      This is interesting because in our brick and mortar classrooms we can often have other teachers that work with some of our students due to special education needs, physical needs, or language needs, but in an online classroom you are the only teacher. Makes me wonder if online teachers ever have these types of people as resources.
  • Networks with others involved in online education for the purpose of professional growth
    • pumphreyk
      pumphreyk on 19 Jun 20
       
      I know that networking with others involved in online education is vital for me because I am so new to online learning.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
  • Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
    • ljjohnson
      ljjohnson on 22 Jun 20
       
      This is important because some students perform better through different ways. For example, I would have some assignments that required oral or typed answers, some required drawings, and some required the students to take a picture of an item that represented the lesson we were learning. Depending on the assignment, the students could pick the way they wanted to use for their answers.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • dostera5
      dostera5 on 22 Jun 20
       
      It is important for a teacher to use data to drive their instruction. This way the teacher can pin point where the student needs help.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • mstoner31
      mstoner31 on 22 Jun 20
       
      This hits me where I live. It is so important to not just "talk the talk" about photocopying music but to actually share with the students my understanding of copyright laws concerning music photocopying. Thankfully I have purchased a program that I can use in the classroom and can copy as needed.
  • 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
    • mstoner31
      mstoner31 on 22 Jun 20
       
      It is important for educators to meet the standards set forth by the state to protect the students, ensure their education and prepare the students for their future. As education and society evolve, educators will be required to demonstrate their mastery of technology as well as their specific field of study.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • conradam4
      conradam4 on 22 Jun 20
       
      I'm a data girl. Love seeing the data on new instructional practices and love using data to inform future instruction.
  • • Knows the content of the subject to be taught and understands how to teach the content to students
    • mstoner31
      mstoner31 on 22 Jun 20
       
      The state has adopted requirements for teachers to protect our students, to provide the best trained professionals for our schools and to insure appropriately licensed teachers are leading classrooms. When I was first in Iowa, it was quite a battle to obtain my endorsements. Reciprocity between Illinois, Iowa and Nebraska didn't exist and my administrator went to the wall for my licensure.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Val Rosenthal
      Val Rosenthal on 23 Jun 20
       
      This has been a challenge for me. I feel like I'm always looking for the best technologies to enhance my content but they change so fast that it is difficult to be committed to one. I continue to read blogs and other math posts to learn more about math technologies.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • sara_hazel
      sara_hazel on 23 Jun 20
       
      We have had to address students that have been using technology inappropriately and each case is dealt with on an individual basis. It is very important to have policies and procedures in place to ensure students learn from their misuse and don't do it again.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • sara_hazel
      sara_hazel on 23 Jun 20
       
      When I read this one it make me think of the online learning this spring and the video conferencing that was taking place. We were reminded to dress appropriately, not to conduct conference in private rooms in our house, and not to have a one on one video conferences with a student. It was important to demonstrate ethical conduct.
  • , managing conflict (Varvel VII.D, ITS 6.e)
    • bhauswirth
      bhauswirth on 24 Jun 20
       
      Throughout the courses I thought this was something that only face to face courses need to provide, but that is not true. It's crazy how much being personable and providing that safe environment on and offline.
  • Selects and uses technologies appropriate to the content that enhance learning
    • bushb13
      bushb13 on 24 Jun 20
       
      This is a concern because it takes quite a bit of time to research and implement different types of technology. Is this just an expectation? Should school districts provide more training/instruction on the various types of technologies?
    • bushb13
      bushb13 on 24 Jun 20
       
      This is a concern because it takes quite a bit of time to research and implement different types of technology. Is this just an expectation? Should school districts provide more training/instruction on the various types of technologies?
  • Networks with others involved in online education for the purpose of professional growth (
    • bushb13
      bushb13 on 24 Jun 20
       
      This is an interesting standard...when should this occur? Who organizes this type of networking for professional growth?
    • bushb13
      bushb13 on 24 Jun 20
       
      This is an interesting standard...when should this occur? Who organizes this type of networking for professional growth?
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • bushb13
      bushb13 on 24 Jun 20
       
      Is there a list of resources/instruments for formative and summative assessments available? How many types should be used in a class? Are there some assessments that are better suited for high school students in the online environment?
    • bushb13
      bushb13 on 24 Jun 20
       
      Is there a list of resources/instruments for formative and summative assessments available? How many types should be used in a class? Are there some assessments that are better suited for high school students in the online environment?
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (
    • bushb13
      bushb13 on 24 Jun 20
       
      The online instructor is expected to demonstrate techniques to deal with inappropriate use of technology by students. Is it the teacher's responsibility to find the techniques or software and discourage inappropriate use? Or, does the technology department in a school district find the techniques and the teachers use them?
    • bushb13
      bushb13 on 24 Jun 20
       
      The online instructor is expected to demonstrate techniques to deal with inappropriate use of technology by students. Is it the teacher's responsibility to find the techniques or software and discourage inappropriate use? Or, does the technology department in a school district find the techniques and the teachers use them?
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • joanmusich
      joanmusich on 24 Jun 20
       
      Standards set up ahead of time are very important. This gives students upfront knowledge of what is expected.
  • knowledgeable and has the ability to use computer programs
  • to use computer programs required in online education
edgerlyj1

"Personalized" vs. "Personal" Learning - 1 views

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

shared by edgerlyj1 on 11 Feb 18 - No Cached
  • but every mechanism we use to measure it is through control and compliance
    • edgerlyj1
      edgerlyj1 on 11 Feb 18
       
      This is such a true point. We emphasize wanting to produce independent critical thinkers, but most of our whole educational system is aimed at producing compliant students who have all mastered the same things.
    • agoeser
      agoeser on 12 Feb 18
       
      Do we have a need for students in society that haven't mastered the basics? I just feel we need both worlds. We need a traditional classroom with traditional standards and we need personal learning aspects to benefit the individual.
    • crystalseier
      crystalseier on 17 Feb 18
       
      As teachers, we think of adding choice or creativity is a simple way to differentiate and personalize learning for students. Yet, we are still in the mindset of assigning grades. How do you grade someone on creativity and innovation?
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      I think it is difficult for teachers to offer a more personalized approach to learning when the state demands rigorous and frequent assessments on our students.
    • edgerlyj1
      edgerlyj1 on 03 Mar 18
       
      crystalseier: "Yet, we are still in the mindset of assigning grades." I agree 100%. The realm of personalized learning is hindered by the current reality that we have to grade students. I see progress in this area because some schools are going away from class rank and some are even getting rid of GPAs. I think standards-based grading is progress towards being able to have more flexibility in the classroom and not being restricted by grades, both as a teacher and also in the minds of students (and parents!)
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.”
    • edgerlyj1
      edgerlyj1 on 11 Feb 18
       
      This may not be "personalized learning" based on the definition, but I feel this is a common stepping stone for most teachers to move in that direction. I feel it would be very hard to move from traditional teaching to completely PL based on how it is defined.
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      I think there can be a place for these tools in a classroom. However, they are definitely not personalized. My first graders use a math program like this. It adjusts instruction based on students' answers. I use it as part of my math stations, but I do not see it as the entire instruction by any means. I also do not see it as personalized learning. Students do not get to choose interest areas. It does not even really allow for solving math problems in unconventional ways. However, I do find it to be a useful resource for a small part of the school day.
  • personalization only comes when students have authentic choice over how to tackle a problem. A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.
    • aaronpals
      aaronpals on 11 Feb 18
       
      This particular section revealed some real fears I thought I didn't have about relinquishing control.
    • agoeser
      agoeser on 12 Feb 18
       
      It seems like technology will be controlling the classroom instead of the teacher.
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      When teaching very young students, how can the make an authentic choice to tackle a problem?
    • crystalseier
      crystalseier on 17 Feb 18
       
      Facilitating opportunities for 'authentic choice' for each student for every concept is an overwhelming thought. Students need to have the skill of being self-motivated.
    • mriniker
      mriniker on 19 Feb 18
       
      I love the idea of personal learning and kids would be more engaged in authentic work. But how do we give them the skills we are still required to teach while allowing this type of environment.
  • ...30 more annotations...
  • However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms.
    • agoeser
      agoeser on 12 Feb 18
       
      It seems that the older generation is more reluctant to change the way students learn. I feel that a large percentage of people that have been in education for quite awhile want standardized tests, data, etc. That is what they know. Changing to a personal way of learning is going to take many years for everyone to buy into that concept...in my opinion.
    • aaronpals
      aaronpals on 15 Feb 18
       
      Agreed. I think even the new generation of teachers out there are behind the pace of what students need nowadays because the conventional ways of education have been so slow to change.
    • edgerlyj1
      edgerlyj1 on 03 Mar 18
       
      Yes, it's going to be slow change.... I think what complicates this is the rate at which technology changes things. We just can't keep up!
  • From what I’ve seen, flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own education.
    • agoeser
      agoeser on 12 Feb 18
       
      I had a friend that taught HS English/French for over 30 years. She retired last year because she said her school was using more and more technology. Her exact words were "I have no desire to learn all that new technology." My first thought was "that's too bad. Maybe she would have really enjoyed the new changes."
    • agoeser
      agoeser on 12 Feb 18
       
      Her style of learning was having the students read the material at night and discuss the material during class.
    • anonymous
      anonymous on 13 Feb 18
       
      It really is a shame at what some of these teachers that are near retirement age are missing out on. I understand that change is not always fun at first. However, when we see the engagement and joy in the students' eyes with these new and exciting resources we have to offer them, that's when our jobs are most rewarding!
    • christopherrush
      christopherrush on 14 Feb 18
       
      That can be true, but I know students who feel the opposite. In some foreign language classes, they are being inundated with technology (videos, interactive sites, music), but they hate the courses because they aren't learning anything! No grammar, no sentence structure, no parsing, just parroting sounds pretending technology is giving them an education. Sometimes too many resources can be detrimental.
  • Certain forms of technology can be used to support progressive education, but meaningful (and truly personal) learning never requires technology.
  • Therefore, if an idea like personalization is presented from the start as entailing software or a screen, we ought to be extremely skeptical about who really benefits.
    • agoeser
      agoeser on 12 Feb 18
       
      It seems we can't do anything without technology. Does anyone think technology has went too far? I struggle with that question.
    • anonymous
      anonymous on 13 Feb 18
       
      I also struggle with that question. Is technology great? Yes. Is technology changing the way we think and teach at times? Yes. Should technology always be the main focus of our teaching/learning. I don't necessarily think so. I feel students need foundation skills (reading from print books, basic mathematics understandings, etc.) before they have the potential to be distracted by technology. Can a child learn to read on an iPad-of course! Can a child learn their numbers on an iPad-of course! But there is something about a child holding a book in their hand and flipping the pages as they are learning to read. There is also something about a child using counters and manipulating them to help them get a better sense of numbers.
    • bennettfr
      bennettfr on 14 Feb 18
       
      I think we need to think in terms of what works best for the student. I have students that hate getting on computers to do their work and would prefer just to work out of a workbook or have a worksheet with manipulatives. Part of personal learning is letting the students choose how to do the work, at a minimum.
    • jessicamotto
      jessicamotto on 15 Feb 18
       
      I agree that we need to think about what works best for each student. Even in preschool we have technology requirements and I have students that could care less if they ever had tablet time. I feel bad trying to force technology on them when the information could be learned a different way.
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      I agree with you mogrena. Looking at education through a developmental lens, I do not feel that allowing young children large amounts of technology use is appropriate. Young students need to manipulate objects. It can't be done exclusively with a software program.
  • I’m not sure we as a community are spending enough time digging to parse what those words really mean, especially in the context of what deep learning now requires in a connected world.
    • agoeser
      agoeser on 12 Feb 18
       
      Put 20 people into a room and you'll have 20 different answers for those words.
    • aaronpals
      aaronpals on 15 Feb 18
       
      Agreed, "deep learning" can mean varying degrees of effort, time, and rigor depending on who is talking.
  • In a world where we can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • agoeser
      agoeser on 12 Feb 18
       
      We talk about personal learning for our children. What about the learning for our educators? Should we incorporate this in the college setting?
  • pumps out cookie-cutter students with the same knowledge and skills.
    • anonymous
      anonymous on 13 Feb 18
       
      I found this analogy very intriguing and have never thought of education in this way. However, now that I read this, it totally makes sense to me.
    • christopherrush
      christopherrush on 14 Feb 18
       
      It's a good thing to keep in mind as teachers, definitely. I have a senior doing her senior thesis on the failings of the Industrialized Education System, and it's hard to argue against her.
  • It’s as if engaging them in learning without technology has become this impossible task.
    • anonymous
      anonymous on 13 Feb 18
       
      As educators and the rise of technology, I feel this is typically listed as one of the top 5 ways to engage students today. They are used to technology. However, it is our job to make the content engaging without ALWAYS having technology at our finger tips.
    • christopherrush
      christopherrush on 14 Feb 18
       
      We will never be able to keep up with the kids' access to latest technologies, so we just embarrass ourselves when we try to impress them with technology. We should focus on teaching them how to use it - kids don't know how to indent papers or format block quotations anymore!
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
    • christopherrush
      christopherrush on 14 Feb 18
       
      That strikes me as a crucial point. Why are we embarrassed to say "take your library card to the library and personalize your learning in there for a few hours a day"? Is reading books old fashioned and not "real learning" anymore? Surely with all the brain research coming in about the deleterious effects of starting at screens all day, we can't continue to advocate technology as the only solution for "real" education.
  • Finally, it seems like everything is being “flipped” these days
    • christopherrush
      christopherrush on 14 Feb 18
       
      Not every subject lends itself well to "flipping" - mathematics springs quickly to mind. Often when students are told to teach themselves the lesson at home without initial direct instruction and guided practice by the teacher, the result seems to be frustration and tears not learning and mastery.
  • f the point is to dump a load of facts into children, then it may be necessary to adjust the style and rate of dumping – and to help teachers become more efficient at it.
    • christopherrush
      christopherrush on 14 Feb 18
       
      But is this not, at least in part, what is actually meant by "education"? Are we saying a third grader does not need to learn multiplication skills or division skills if he'd prefer a personal learning path of video games and potato chips all day? I'm bemused by the embarrassment over the history of human learning as if someone it is wrong for us to pass it on to the next generation. (Would we allow our children to create their own personal eating plan simply because their hearts tell them to seek out ice cream and tootsie rolls instead of vegetables and fruit?) Someone help me understand this, please.
  • kids spend much of their time learning with and from one another.
    • christopherrush
      christopherrush on 14 Feb 18
       
      Some of the best "test answers" I've gotten over the years are from group tests, in which students are wresting collaborative ideas and interactions with the material out of each other in a much more engaged way than they would individually. And surely quality interaction with ideas is the goal? at least one of them?
    • bennettfr
      bennettfr on 14 Feb 18
       
      Some of my best days in my career have been days when my students are working with partners on a topic and I get to see them helping/teaching each other and fixing each others misconceptions!
  • The main objective is just to raise test scores
    • christopherrush
      christopherrush on 14 Feb 18
       
      But when the Administration and the Board declare this is the only objective (to use the adjective) way we have to measure classroom "success" ... how do teachers counter that? Especially when SAT averages and college acceptance lists are the main selling points on the promotional material?
    • aaronpals
      aaronpals on 15 Feb 18
       
      Agreed with the premise that there are some serious issues in what counts as "success" in our school systems. Risk taking is fine, encouraged even, as long as the research behind it says it will help scores go up.
    • mriniker
      mriniker on 19 Feb 18
       
      This is a sad truth in teaching today. As a reading interventionist Fast score have a large influence in what I am to be working towards and what is considered success. However, my success is when students are becoming better readers. Good readers is a much larger picture than how fast they read. Are they monitoring their reading, do they understand it? These are skills that matter greatly as well.
  • You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • bennettfr
      bennettfr on 14 Feb 18
       
      I truly do want to engage my students, but am fearful of giving up control and putting the responsibility in their hands. Especially with all the buzz about teacher accountability for student growth.
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it
    • bennettfr
      bennettfr on 14 Feb 18
       
      I would agree that the best thing we can do for students is empower kids to realize that education isn't a spectator sport, they have to participate and take responsibility for their own learning, but so many kids have learned helplessness and are fearful of failure.
  • new dispositions to take advantage of it for learning.
    • aaronpals
      aaronpals on 15 Feb 18
       
      How do we teach these new dispositions. Now that it's easy to find "facts" about stuff and just pull up a video of someone else explaining..how do we help students understand that learning encompasses more than just the ability to find out stuff?
  • The idea of personalized learning is seductive
    • aaronpals
      aaronpals on 15 Feb 18
       
      #1 Are my classmates seeing this? #2 Given that it is Valentine's Day and I'm bust annotating, I'm going to press pretty hard against the idea that PL is seductive. Curiosity building, full of potential, even rabbit hole-like, but definitely not seductive.
  • Follow the money” is apt advice in many sectors of education
    • aaronpals
      aaronpals on 15 Feb 18
       
      and to some degree, all sectors of education.
  • Personalized learning entails adjusting the difficulty level of prefabricated skills-based exercises based on students’ test scores.   It requires the purchase of software from one of those companies that can afford full-page ads in Education Week.
    • aaronpals
      aaronpals on 15 Feb 18
       
      But these tools the companies sell can be used as measuring stick to ensure some levels of competency are reached, right?
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      That is a challenge of personalized learning. There needs to be some accountability that students are meeting standards.
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves.
    • jessicamotto
      jessicamotto on 15 Feb 18
       
      As a former special education teacher, I am very familiar with personalized learning. I'm just beginning to learn how personal learning is different.
    • ashleyteunissen
      ashleyteunissen on 15 Feb 18
       
      I agree, I too have been a special education teacher and feel that all I have done is personalized learning, but am on board with you that I am just learning about personal learning, about how it really includes the student, where my IEP's, although tailored to the student, didn't involve the student in decisions.
    • mriniker
      mriniker on 19 Feb 18
       
      As a reading interventionist I feel we are always giving personalized goals for our students and working towards them. Personal learning sounds exciting but will take a great shift in mindset. How do we allow for personal learning while still meeting kids goals in areas they need support in?
  • Big questions, passion, personal interest are what should drive our use of technology, not the other way around.
    • jessicamotto
      jessicamotto on 15 Feb 18
       
      I think this is true- so many times it feels like we are using technology just to use technology. We should start with what we want to learn and then decide what technology will work best.
    • ashleyteunissen
      ashleyteunissen on 15 Feb 18
       
      I think teachers who aren't comfortable or well versed in all the latest technology feel incompetent, which is sad, because we can engage students without technology, but the current drive is to use technology all the time! If you're not using it, you're an old dog that can't learn new tricks.
  • Education is about the transmission of bits of information, not the construction of meaning.
    • jessicamotto
      jessicamotto on 15 Feb 18
       
      "Learning" through rote memory is not learning. Students must understand the principles behind what they are learning to actually learn.
    • ashleyteunissen
      ashleyteunissen on 15 Feb 18
       
      A professor of mine in college called this "binge and purge" teaching, where the students "binge" on the content the night before a test, then "purge" it back out for the test, and then it's gone, not thought of again! 
  • most of the content knowledge that, as we know from experience, never gets applied in real life.
    • ashleyteunissen
      ashleyteunissen on 15 Feb 18
       
      Yes!  I have thought so many times that all this content knowledge is just purged out for testing purposes, then forgotten!  I've never known a content area well enough to teach it without the aid of teacher's guides and other resources.  
  • that all children don’t learn the same way and personalization seems to honor those differences.
    • anonymous
      anonymous on 16 Feb 18
       
      The traditional education system is seen in a very negative light. While personalization helps build students interest in their learning and make their learning efficient, I would argue there is some value in learning to conform or be held to the same standards as peers. This is what they will face in the workplace and throughout life.
  • Instead, the common view of personalization focused on giving agency for learning to the student and valuing each individual in a classroom.
    • anonymous
      anonymous on 16 Feb 18
       
      I think it is great that teachers at this conference prioritized the value of students' understanding real purpose in their learning.
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers.
    • anonymous
      anonymous on 16 Feb 18
       
      This is very true. Educators in today's world need to teach how to think and process information and skills to create and be critical thinkers instead of rote memorization. This is so much more complex for students and nearly impossible for teachers to teach in the traditional model. Personalization is needed for all students to be successful in the new world environment.
    • crystalseier
      crystalseier on 17 Feb 18
       
      I agree. We also need to teach students how to best make use of those little computers in their pockets. It's not realistic for them to tune out from their phones during learning. Students need the tools to use that technology to their advantage in order to be successful in the future.
    • cgerbracht
      cgerbracht on 23 Feb 18
       
      Digital literacy is a huge component missing from today's education. It is such a vital component to daily life, it needs to be addressed. The amount of time spent on rote memorization of facts that students will not necessarily need to have memorized, could be devoted to teaching evaluating internet resources.
  • [10] Personalization is an even more disturbing example of this phenomenon because the word has come to be equated with technology
    • anonymous
      anonymous on 16 Feb 18
       
      This is very interesting. I do think of personalized learning as requiring some form of technological component because of the world we live in. However, I didn't really realize that this assumption comes from a drive of these educational tech companies to make money.
  • When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering.
    • crystalseier
      crystalseier on 17 Feb 18
       
      Certain elements of my school allow for such wishful thinking (shorter Flex classes that aren't necessarily tied to a standard) but it is difficult to think about designing a course based on standards/school expectations this way.
  • free up time for in-class problem-solving and discussion
    • mriniker
      mriniker on 19 Feb 18
       
      The idea of flipping can be a great concept, however, if you are truly giving the student the opportunities they need each student would be in different places in their learning. It seems to be impossible to teach all the different learning possibilities in a flipped classroom if you are going to allow students to learn at their pace or interest.
  • computerized, modular and often very standardized system of “personalization”
Dean Whaley

ollie1sweetman: Iowa Online Teaching Standards - 0 views

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

shared by Dean Whaley on 22 Jun 11 - No Cached
  • • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • Deb Henkes
      Deb Henkes on 22 Jun 11
       
      I think it is really important to have a variety of experiences with various online courses as a student before becoming an online teacher. That way you get a chance to see what works and also what doesn't. (I've taken some online courses that I've learned what NOT to do!) That way as online teachers we can really make the course an efficient learning experience for the student.
    • Denise Krefting
      Denise Krefting on 23 Jun 11
       
      In all of the teachers who I have worked with becoming online teachers- this is on that I absolutely require! I still take classes from a variety of teachers to see what works and glean other ideas as Deb mentioned.
    • Kelly Josephson
      Kelly Josephson on 23 Jun 11
       
      Don't you think that gains such experiences will also allow online teachers to offer their students a variety of options and incorporate differentiation?
    • Andrea Accola-Sabin
      Andrea Accola-Sabin on 23 Jun 11
       
      I have learned so much so far in this online class, that I will have a feeling of what my students are going through. With this being my first online class, I can experience the stress that students will experience with more schools going 1:1
    • Joe Doerges
      Joe Doerges on 25 Jun 11
       
      I have made it a requirement that a staff member needs to take a course like this before I will set them up as teacher on our Moodle server. That has not been well received, but I'm sticking to it! BTW, that is why I'm taking this class.
    • Rebecca Clausen
      Rebecca Clausen on 26 Jun 11
       
      This is only my second online class and it is very different from one I just finished. I am just now appreciating all the work and technologies that went into that class. We used the Angel system, Camtasia Studio, tests, reading assignments to download, and a live video meeting each week. However, there were no real community building forums or ways to contact other students. I am really appreciating the help I am getting through the Moodle forums as well has reading about how Moodle technology is already being used in school classrooms.
  • • Communicates with students effectively and consistently
    • Deb Henkes
      Deb Henkes on 22 Jun 11
       
      Communication with the students on a consistent basis is critical in an online course. It allows the class momentum to flow smoothly and often keeps problems or issues to a minimum by addressing them quickly before students become too frustrated.
    • gfrolekclark
      gfrolekclark on 26 Jun 11
       
      Agreed! If students become frustrated or can't have questions answered, you can lose them pretty quickly.
    • Andrea Accola-Sabin
      Andrea Accola-Sabin on 27 Jun 11
       
      With the blended class that I had last year, I learned that most students did not get on to the computer to do homework until 10 pm or later. Being that I have a 45 minute drive in the morning to get to school I wanted to be in bed by 11 pm. Knowing that my students might need my assistance was troublesome to me, since most did not login until midnight. I told my students that I would probably not respond to work that was completed after 10:30 pm until the next day. Once the students knew this, the class ran smooth. We need to let the students know what are times are going to be to respond to questions!
    • Linda Root
      Linda Root on 29 Jun 11
       
      Communication between teacher and student is absolutely necessary for success in any classroom whether it be traditional classroom or an online course. But because feedback is not instantaneous in an online course, communication is even more crucial for longevity and success. The online instructor needs to be very specific about communication times, when they will be dealing with daily student questions, feedback and grading. As a new student to online learning, the one issue I struggle with is my preference to verbal dialogue rather than written communication. I need the immediate feedback that face to face or Skype provides.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Denise Krefting
      Denise Krefting on 23 Jun 11
       
      This is something that we do not model enough with our adult learners and students
    • Erin Siefken
      Erin Siefken on 29 Jun 11
       
      This has always been an area of concern for me, it goes back to when I worked in university extension education. I am often concerned about copyrights and how much of someone else's work we can legally use.
  • ...28 more annotations...
  • Understands and uses data from assessments to guide instruction
    • Denise Krefting
      Denise Krefting on 23 Jun 11
       
      It is important that we use data to make decisions, but because of time, I find that we do not do this as much as we should. How can we make this easier?
    • Melinda Connon
      Melinda Connon on 23 Jun 11
       
      This is a very big challenge. Starting with lack of time, but also lack of statistical skills...starting with NCLB and the impossibility that we can have 100% of our students above the 40%-tile rank. There are requirements for using & interpreting statistics, like simple random sampling and comparing similar populations. In a small school, each grade is not the same population -- and I even saw that when I subbed in larger district as a new teacher.
  • • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • Melinda Connon
      Melinda Connon on 23 Jun 11
       
      I was helping a colleague with an online statistics course this semester. The instructor did not know how to explain or help students other than telling them to reread the text or what she had already written. I did not see if they were using moodle or blackboard,
    • Ginny Kraus
      Ginny Kraus on 24 Jun 11
       
      I agree that both (content and technology) knowledges need to be pretty sharp. Students are at all different parts of the spectrum on their own knowledge of the subject and need to have the resources from the instructor to help them succeed.
    • Jenny Rohrbeck
      Jenny Rohrbeck on 25 Jun 11
       
      I strongly agree that the instructor needs to know the content of the subject and also needs to know how to teach it as well as have adequate resources to do so. I believe the success of the students depends on the confidence and knowledge of the instructor. I took several online courses in college and without the resources from the instructor or without the instructor knowing how to navigate through the course I would have felt lost! I know several other students in the class that struggled but with a knowledgable instructor they were able to get back on track. I think this is something that can be hard even in face-to-face instruction!...I've had several teachers that weren't sure HOW to teach, while I've had others that were creative and found many ways! This is a vital part of the standards!
    • Andrea Accola-Sabin
      Andrea Accola-Sabin on 27 Jun 11
       
      With students in our school going 1:1 next fall will help some of them. They will have more access to resources from the internet and the ability to access those resources. I also feel that the teacher needs to be available for the students to ask questions, when they still do not understand for the internet resources.
    • Aryn Kruse
      Aryn Kruse on 29 Jun 11
       
      I taught a course using ISU's WebCT system and found that I was so busy troubleshooting the program with learners some days that the content was lost---I think this standard re-emphasizes that the point of using technology is to enhance content learning...so it's important to not let the technology usability get in the way of the content....
  • using appropriate visual web design techniques
    • Melinda Connon
      Melinda Connon on 23 Jun 11
       
      I noticed in Moodle yesterday that it does not lock proportions when you insert pictures. Coming from a family printing business and math teaching career, it's something I notice in amateur publications - people get skinnier without dieting or shorter without osteoporosis. It's a 21st century application of proportions -- cross curricular with graphics/math -- I had to apply it with my Earlham cardinal head.
    • Deb Henkes
      Deb Henkes on 23 Jun 11
       
      I hear you Melinda! Just because you can create a publication doesn't mean you 'should' create a publication!
    • Jenny Rohrbeck
      Jenny Rohrbeck on 25 Jun 11
       
      Melinda - I noticed this as well! I was quite surprised that it didn't lock the proportions! I am not great with technology, but this is something that I did notice!
  • Utilizes a course evaluation and student feedback data to improve the course
  • knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard
    • Kelly Josephson
      Kelly Josephson on 23 Jun 11
       
      This is a big concern to me. I feel that I am somewhat competent where technology is concerned, but I still have a lot to learn. If an online course flops, will it be because of a lack of technology skill/knowledge? Almost every teacher feels confident in the content they teach face to face, but they don't always have the confidence in the technological aspect. This is what makes them resistant to change. I think we have to be comfortable with the technological features of management software and explore the endless options that technology has to offer. This give new meaning to life-long learning!
    • Andrea Accola-Sabin
      Andrea Accola-Sabin on 23 Jun 11
       
      I hope that this moodle course will help me imporve on this standard and benchmark
    • Deb Henkes
      Deb Henkes on 23 Jun 11
       
      Really good comment Kellie about a course flopping due to tech skills or knowledge. I really like the convience that online courses provide but as an online teacher if a runs into a road block you can see their faces to know that they need problems. Continual communication is the key to overcoming some of the those issues. I think that being an online teacher is more demanding than a face-to-face class!
    • gfrolekclark
      gfrolekclark on 26 Jun 11
       
      I think it is important to learn new tools--but experiencing them as a "student" in a course such as this, adds a different experience that I think is important to teachers. Since I am NOT experienced in many of these areas--I am finding myself not only trying to manage content, but also the technology. For some students that won't be a problem--for others, it could be an issue.
    • Kim Cline
      Kim Cline on 27 Jun 11
       
      I think it is so important that teachers know HOW to use the sites effectively, and which ones are appropriate to use for the correct assignments. Too many times I think online activities are used to simply fill time, and not to get the students thinking critically. Therefore, I completely agree with the statement that says "to improve learning and teaching".
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Kelly Josephson
      Kelly Josephson on 23 Jun 11
       
      To me this means using appropriate technology for the content standards and not just using technology for the sake of using technology in a classroom setting.
    • Ginny Kraus
      Ginny Kraus on 24 Jun 11
       
      That is my delema with being a support teacher without a whole "classroom". While students are using technology for their projects (science or social studies, etc.) I don't use it with my students because my curriculum is direct instruction so I won't use it just to meet a "use of technology standard".
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • Andrea Accola-Sabin
      Andrea Accola-Sabin on 23 Jun 11
       
      Moodle should make this easier to use different learning styles
    • Deb Henkes
      Deb Henkes on 23 Jun 11
       
      Absolutely! What are tech strategies to maximize differentation to make learning more engaging for the student?
    • Jenny Rohrbeck
      Jenny Rohrbeck on 25 Jun 11
       
      I think this area could be boosted a bit. From a special education teaching perspective there need to be a few changes before students with special needs are able to navigate the system easier. I have taught students with visual and hearing impairments, therefore, I am thinking of the print needing to be larger, possible sign language interpretation video links, etc. I hope these are things that are being worked on or that are already in the works that I haven't seen.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Joe Doerges
      Joe Doerges on 25 Jun 11
       
      It is important that teachers be exposed to different technologies so they cannot only find ones that will or will not work for them, but also know what is available. The problem is finding time to investigate/explore and then implementing them into the classroom.
    • Rebecca Clausen
      Rebecca Clausen on 26 Jun 11
       
      Before starting this class, I had no idea of the tools that are available. It seems that when I go to investigate one, it leads to looking at another and another. This is a time intensive search process. I would love to see videos of how many of our classmates are already using these technologies.
    • gfrolekclark
      gfrolekclark on 26 Jun 11
       
      Agreed. Finding time to keep up on what is out there is important--that's what I like about communities of learning where people can share what works/doesn't work, etc. It helps when people share what they use/like.
  • Provides substantive, timely, and constructive feedback to students
    • Joe Doerges
      Joe Doerges on 25 Jun 11
       
      This might be something that teachers might find overwhelming. You have 4 section of American History. Each with 30 students and now they are all sending you questions, posting to forums and other activities that you need to check. How much time is this going to take? When will your teaching day end? When you post to a forum, it does not post until after 30 minutes.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Jenny Rohrbeck
      Jenny Rohrbeck on 25 Jun 11
       
      This stuck out to me because again it is something that is important in both face-to-face and virutal classrooms! If any of these are missing students will feel disconnected to the course and probably will not do as well. If you are positive, interactive, etc your students will also take action to do these things!
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Jenny Rohrbeck
      Jenny Rohrbeck on 25 Jun 11
       
      I would like to see more professional development in these areas. In our school we were offered the chance to take this class by an email being sent out by our superintendent, which was great, but unfortunately not many of our staff members took this opportunity. I believe if there were more of a "push" to take these courses or to enhance our learning in technology there would be more advancement in this. I am not much of a "techy" (if that's the way it's spelled) and I've found myself fretting over how to complete many of the activities or if it's done right. If I were expected to teach a course online my lack of confidence would lead to my students lacking confidence as well.
    • gfrolekclark
      gfrolekclark on 26 Jun 11
       
      You are so right! What do you think would have motivated your colleagues to take an course?
    • Kim Cline
      Kim Cline on 27 Jun 11
       
      This is so important, since we all know how quickly technology changes! Staying current is a must!
  • Assists students with technology used in the course (Varvel III.C)
    • Rebecca Clausen
      Rebecca Clausen on 26 Jun 11
       
      I have really been struggling with the technology of this Moodle class. Our instructor has been very prompt with her helps and that has kept me going. I am concerned that many of our adult learners (teachers) may be intimidated like me by the technology of this type of learning and therefore not use it. It will be very important to have adequate staff development available in order to make all of the wonderful class content that will soon be available accessible to everyone.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • gfrolekclark
      gfrolekclark on 26 Jun 11
       
      Teaching student's about appropriate/acceptable behavior is important. For those of you whose schools are 1:1 schools, how often have you needed to do this? Any problems that came up?
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Karen Thilges
      Karen Thilges on 27 Jun 11
       
      Every class must have collaboration and interaction among all people involved teachers and students. Some students are going have no problems communication via a computer class. Other students not going to be as comfortable communicating via a computer class. Some students will not follow proper etiquette communicating. This concerns me.
    • Kim Cline
      Kim Cline on 27 Jun 11
       
      My students really enjoy learning when they are doing it collaboratively! All students are putting forth effort because they all want to be using the computers to learn. I need to work more on the student-content part of this standard.
  • Understands the differences between teaching online and teaching face-to-face
    • Karen Thilges
      Karen Thilges on 27 Jun 11
       
      Right now as I am creating my own moodle course I am having a difficult time deciding what materials would be best used online and which would be better used in a face-to-face class. Knowing which materials to use and how to present those materials is very important. On-going professional training in this area would be great. We need to remember that learning online is not going to best for all students.
    • Aryn Kruse
      Aryn Kruse on 29 Jun 11
       
      I wonder how this is operationalized? What do you all think is "evidence" of this standard?
  • • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • Kim Cline
      Kim Cline on 27 Jun 11
       
      Keeping the integrity in the assignment is always important and respectful to the students. Keeping students' integrity and respect intact is also part of the teacher's responsibility.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Rebecca Clausen
      Rebecca Clausen on 28 Jun 11
       
      I have always been a heavy reader to keep up with research and knowledge in my professional growth but I have just learned through this course of resources like Diigo that will be such a help in connecting with other professionals and what they are also learning.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Rebecca Clausen
      Rebecca Clausen on 28 Jun 11
       
      I think getting to understand individual student motivation through online classes will be difficult unless time is given to getting to know your students. Motivation can be such an individual thing.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • Linda Root
      Linda Root on 29 Jun 11
       
      This is very important in both a traditional and online class. The instructor needs to be specific on the course outcomes and expectations. Students need to know what the course will cover and how the student will be asked to show learning.
  • • Creates a safe environment, managing conflict
    • Linda Root
      Linda Root on 29 Jun 11
       
      I find this very interesting. I realize not all web based technology provides a safe learning environment for my students buy of all the discussions I have had over the past year about students and technology, not once did I think I might need to deal with any type of behavior problems or managing conflict in my online course.
  • ability level, multiple intelligences
    • Erin Siefken
      Erin Siefken on 07 Jul 11
       
      I think online learning lends itself nicely to differentiation. We cab easily work to the different levels and learning styles without creating much extra work for ourselves.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
    • Ann Longfellow
      Ann Longfellow on 03 Jul 11
       
      It's difficult to appropriately use on-line learning since there is such a wide range of learning abilities and levels of computer knowledge in a classroom. For a student who doesn't know English, for example, this can be even more challenging than a "regular" classroom experience.
    • Dean Whaley
      Dean Whaley on 21 Jul 11
       
      The ability of being able to acomplish this is difficult in this area due to the wide-range if the abilities of students just in computer knowledge. In one project I assigned last year that took additional two days because I had to teach the students how to make a power point presentation. Something they should of already known how to do. Those student that still don't have internent at home were at a disadvantage.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Ann Longfellow
      Ann Longfellow on 03 Jul 11
       
      I think technology allows students to really effectively interact with each other to create a project. I have my students make and edit videos in iMovie. I have never had such a collaborative and high quality product that we can view and evaluate as a class.
    • Dean Whaley
      Dean Whaley on 21 Jul 11
       
      The ability to create and edit a project on-line gives the students a chance to work togeather without having to be in the same room.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • Kim Cline
      Kim Cline on 08 Jul 11
       
      Knowing how to evaluate materials and make sure that they are enhancing learning and not just providing "busy work" makes the lesson respectable and meaningful to our students.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
  • gfrolekclark on 26 Jun 11
     
    I think student feedback data is essential to any course. In college, a stat course had been revised due to student feedback (frustration with the complexity of the stat tools). The new tool was much easier to learn and students could learn the material.
Chad Jilek

online1: Iowa Online Teaching Standards - 10 views

205.221.40.124/...view.php

shared by Chad Jilek on 21 Jan 11 - No Cached
  • Proposed Online Teaching Standards
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      Many of these standards would be good for teachers who are not teaching "online" but using technology in their classrooms. I wonder if there will be a push for all teachers in 1:1 schools to know these and have some skill with them.
    • David Happe
      David Happe on 23 Jan 11
       
      Good point, Valerie. It seems that online instructional approaches are a subset of practices in which students operate sometimes independently and sometimes with feedback from and interaction with peers and teacher interaction and feedback that is not necessarily immediate.
    • Alan Junck
      Alan Junck on 24 Jan 11
       
      How long will it take for administrators/principals to be trained on these?  While these should apply to any course (online or classroom) I would assume very few teachers have seen something like this before.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • r kleinow
      r kleinow on 21 Jan 11
       
      I would agree that knowing and aligning the instruction with the learning goal is a key piece. I have seen numerous occasions where things are done because 1. That is what has always been done. 2. Someone found a neat toy to use. or 3. There is a new catch phrase going around. With little or no thought given to what the intended goal of the instruction is and what we would like the learner to know and be able to do. I think it is always important to revisit the question of what is the goal and what is the best way to help the learn get to that goal. The design of the learning expereience on-line or not should address this consideration. So, intended or not, I am glad to see this here and at the top of the list.
    • Joe Brekke
      Joe Brekke on 07 Feb 11
       
      Agreed, r kleinow. Well said. I've heard that our new Governor has decided to abandon the Iowa Core all together. Any thoughts?
  • Understands and uses data from assessments to guide instruction
    • r kleinow
      r kleinow on 21 Jan 11
       
      I am a believer that the single most improtant thing a teacher needs to know is what the learner already knows. I beleive the saying goes "find that out then instruct accordingly". I have always been challenged to find effieceint methods of doing this, but I think there are number of technology tools that can help to facilitate this process.
    • Steve Bartlett
      Steve Bartlett on 21 Jan 11
       
      This is a big part of the course we are developiing using CTS. Using the Keeley probes helps with finding out about what a learner understands. The challenge is to use or create the right probe that can give the teacher the feedback they need to differentiate the instruction
    • linda vann
      linda vann on 22 Jan 11
       
      Without understanding the learner's starting point or needs, instruction is just a "dump and pray they understand it" proposition. If instruction builds on the learner's prior knowledge, then the new information has something to attach to and has more of a chance of being understood and retained.
  • ...28 more annotations...
  • • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • Greg Sleep
      Greg Sleep on 21 Jan 11
       
      We are on our second year of one-one laptops in our school. We had a intense training for dealing with appropriate use of technology. That training dealt with plagerism, social networking and consequences. We as staff were also trained in this area. It is a part of our student handbook as well.
    • linda vann
      linda vann on 22 Jan 11
       
      Demonstrating responsible use of technology is equivalent to learning manners while eating, listening while someone else is speaking, and other etiquette skills we are all taught at appropriate ages. Dealing with inappropriate use of technology is absolutely necessary to ensure its continued safe use for all learners.
    • Alan Junck
      Alan Junck on 24 Jan 11
       
      Is there a "standard" acceptable use policy across the state or does it vary from school to school?  
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • Steve Bartlett
      Steve Bartlett on 21 Jan 11
       
      Who decides if the content is appropriate for the online environment?
    • Steve Van Gundy
      Steve Van Gundy on 22 Jan 11
       
      That's a good question. And I'm guessing it would vary depending on the subject?
  • 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)
    • Steve Bartlett
      Steve Bartlett on 21 Jan 11
       
      Who would be responsible for deciding if a teacher has the content knowledge and best practice skills to teach that content?
    • David Happe
      David Happe on 23 Jan 11
       
      A structural limitation of many systems is that when leaders (expert consultants, administrators) are chosen, they immediately stop practicing what they were good at and what made them good choices to be leaders. Wise use of online communities may help provide support to teachers in content and best practice as both change rapidly. Deciding if a teacher has skills - well, that's another matter.
    • Rick Vettraino
      Rick Vettraino on 31 Jan 11
       
      This is very important to both classroom and online learning. The more we become experts in our subject it becomes easier to lead student learning.
  • 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)
    • Steve Bartlett
      Steve Bartlett on 21 Jan 11
       
      I am curious how an instructor can ascertain learning styles of students. There are some tools that I have used with students in the classroom to uncover this. I suppose using those tools online wouldn't be that hard
    • Lynda Wilson
      Lynda Wilson on 23 Jan 11
       
      I too,am curious about this in an on-line environment. Just as all teachers have different strength and teaching styles, students do too. I am not quite sure how you would figure that out in an on-line environment or how youw ould tailor instruction to meet those differnt learnign styles.
    • David Happe
      David Happe on 23 Jan 11
       
      UDL (universal design for learning) promotes providing all students with multiple means of learning, multiple means of demonstrating learning and multiple means of engagement. A pretty good trick face-to-face and a greater challenge online: http://www.cast.org/udl/index.html
    • Rick Vettraino
      Rick Vettraino on 31 Jan 11
       
      Sometime this can be as easy as embedding a video of the teacher explaining a lesson. Just the student being able to stop and review it as many times as they need will help. As long as I have been in instructional technology it is always easier for me to be able to stop and go over a section of a tutorial as I am trying to create with that technology.
  • • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Greg Sleep
      Greg Sleep on 21 Jan 11
       
      I feel that if a person was going from face-to-face instruction to partial or totally online instruction there would be a total change of how you motivate learners. Maybe I'm wrong on that or I'm still thinking of the way I was taught and how I learn. I know that today's students are electronically gift no matter what their test taking abilities are.
    • Jeremy Nally
      Jeremy Nally on 21 Jan 11
       
      I think one of the ways that can motivate them is by giving immediate feedback. Students like to see how they do on things and if they take a quiz, assignment or test online they can see right away how they did instead of having to wait on the teacher to grade them. Now this would motivate all of them and it wouldn't work on all tests, quizzes or assignments, but it may be one way to motivate the students.
    • Kelsey Bova
      Kelsey Bova on 22 Jan 11
       
      For our reading curriculum, we have our students take the tests online and they have immediate feedback and are able to see their average score from taking all of the tests. I agree that the immediate feedback is what students want. It's easier for students to create goals based on their achievement on these tests. They are also able to go back to see what questions they got wrong right away and are able to look and make sense of what the correct answer is, etc.
    • linda vann
      linda vann on 22 Jan 11
       
      Motivation comes from internal needs. It does not need to be (and if fact is better) if it is intrinsic, not extrinsic. Learners are motivated by correct learning and understanding. The more immediate the feedback on that, the more the motivation. I have a quote in my office that says, "Motivation is not enough. If you motivate an idiot, all you have is a motivated idiot." Knowledge is power and knowledge is motivating.
    • Lynda Wilson
      Lynda Wilson on 23 Jan 11
       
      Kelsey, I would be intersted in how you do your reading tests on-line. If I remember correctly, you are an elementary teacher. This is something I would definitely like to explore.......because like you say immediate feedback is so important.
  • Assists students with technology used in the course
    • Jeremy Nally
      Jeremy Nally on 21 Jan 11
       
      I think it is important to make sure the material is whats important and not overwelm the students with technology. I really like when technology tutorials are added with the assignment or lesson. This helps me focus more on the material and worry less about if I can figure out the technology.
    • Steve Van Gundy
      Steve Van Gundy on 22 Jan 11
       
      And I think a lot of the students these days could probably figure out the technology quicker than a lot of us teachers, but mastering the content is what we are all after.
    • Rick Vettraino
      Rick Vettraino on 31 Jan 11
       
      Like this course it is good to have tutorials or lessons on the technology we have the students use. That way it is available to the student if they need it. This would be a great advantage in online learning because the student would be embarrassed if they did not know how to use the technology.
    • Kelsey Bova
      Kelsey Bova on 22 Jan 11
       
      I really like this bullet in the standard because it is so important that a teacher continuously evaluates the data in order to determine whether or not their strategies are effective to their students. I know that us teachers at Norwalk are always having to evaluate our data and determining what is working and what we need to change in order to target those students that our instructional strategies are not hitting. This is key to becoming and staying an effective teacher and keeping up with our student body as they are changing yearly with different materials and strategies coming out to enhance learning.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Kelsey Bova
      Kelsey Bova on 22 Jan 11
       
      If they're talking about the 21st century skills that these students need to know and what not in order to become a successful worker in today's world, then I strongly feel that interaction and collaboration is a huge key component of our students' success. It's vital that others understand the thought process of other individuals; yet, still explaining their thoughts and working together with their peers/teachers/content on a project at hand. It teaches kids social skills that they need to become successful in the outside world. It's always nice to learn from one another and to teach someone something new :)
    • Christopher Soldat
      Christopher Soldat on 03 Feb 11
       
      I think this is the powerful part of an online community; that is the sense that they are a learning community.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Kelsey Bova
      Kelsey Bova on 22 Jan 11
       
      I really like this bullet in the standard because it is so important that a teacher continuously evaluates the data in order to determine whether or not their strategies are effective to their students. I know that us teachers at Norwalk are always having to evaluate our data and determining what is working and what we need to change in order to target those students that our instructional strategies are not hitting. This is key to becoming and staying an effective teacher and keeping up with our student body as they are changing yearly with different materials and strategies coming out to enhance learning.
    • Lynda Wilson
      Lynda Wilson on 23 Jan 11
       
      I totally agree with using data to evaluate our teaching practices and students learning. If my first graders are not doing well in something I have taught, the first thing I look at is what could I do different to make them more successful. This would be true wheter it is on-line instruction or face-to-face instruction.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Tera Schechinger
      Tera Schechinger on 22 Jan 11
       
      Growth will be so much easier to assess in a digital world. Our digitial thumb print can easily be accessed adn evaluated over time. Paper and ver bal instruction is so very hard to document growth.
    • Steve Van Gundy
      Steve Van Gundy on 23 Jan 11
       
      To be honest, I think I'm scared by "emerging technologies". In terms of what is already out there, and trying to think about what is yet to be invented, I'm worried that I will just start to "master" something when the replacement technology will take over. Though I have to believe that adequate training will be offered to us teachers who are apprehensive.
  • learning theory appropriate to online learning,
    • linda vann
      linda vann on 23 Jan 11
       
      I tagged a website which provides a brief definition of constructivism, behaviorism, and cognitivism. They are very brief definitions, but allow for a gateway of further research by identifying authors of the theories. I would be interested in learning if anyone has other resources for online learning theories.
  • 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)
  • Provides substantive, timely, and constructive feedback to students
  • • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • Kenny Weed
      Kenny Weed on 24 Jan 11
       
      I believe students learn better through the use of technology. Using technology to the content will help students stay involved with learning the content being taught.
    • Corrine Breitsprecker
      Corrine Breitsprecker on 24 Jan 11
       
      Although I agree, Kenny, I also believe that it is important that the technology does not overtake the content that is to be explored and learned. Sometimes it seems that the technology ends up being the focus and the content gets lost. To me, the words "enhance learning" are very important in this bullet statement.
    • Joe Brekke
      Joe Brekke on 07 Feb 11
       
      I agree with both of you. I've been reluctant to use technology because I haven't felt confident that I would be enhancing or extending the learning. Classes such as this are building my confience though, enabling me to see how much more I could be doing... I just need the time to explore and design. Isn't that always the case with this teaching gig?
  • Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
    • Kenny Weed
      Kenny Weed on 24 Jan 11
       
      Using multiple assessment instruments will give the teacher a better understanding for assessing each student. One assessment may be better for one student and not for another.
  • Demonstrates ability to enhance academic performance and support for the agency's student achievement goals
    • Corrine Breitsprecker
      Corrine Breitsprecker on 24 Jan 11
       
      The items listed here should not be limited to online teaching.
    • Corrine Breitsprecker
      Corrine Breitsprecker on 24 Jan 11
       
      Now that I have read the entire document, I believe my statement above could be repeated many times!
  • Aligns assessment with course objectives
    • Jeny Schoenhard
      Jeny Schoenhard on 24 Jan 11
       
      I am wondering if the assessments in these areas are also going to be online, or if it is okay to use these online tools to teach a topic and then use the assessments required within previously set curriculum, even if the assessment is not online.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Jeny Schoenhard
      Jeny Schoenhard on 24 Jan 11
       
      I feel that this is important because with our continuously chaning style and strageties for teaching it is very important to listen to the learners in order to develop best practices for teaching and learning.
  • Has experienced online learning from the perspective of a student
    • Corrine Breitsprecker
      Corrine Breitsprecker on 24 Jan 11
       
      I think it would be very challenging to teach an online class without ever being a student in one. In fact, I think teaching online presents challenges even after being a student in multiple online courses! :)
    • Christopher Soldat
      Christopher Soldat on 03 Feb 11
       
      I remember the difference of looking at a online course first as a learner and then facilitating the course. I realized how much content there was to digest and how quickly the course was moving.
  • Communicates with students effectively and consistently
    • Alan Junck
      Alan Junck on 24 Jan 11
       
      Online office hours?  I suppose it just becomes a built in part of your schedule.
    • Christopher Soldat
      Christopher Soldat on 03 Feb 11
       
      That is the heart of the work for a facilitator of an online course. The student needs the sense first that there is an instructor presence somewhere in the background. As the group begins to respond to each others' thoughts then the facilitator can move from the foreground to more of the background.
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with other
    • Alan Junck
      Alan Junck on 24 Jan 11
       
      This is one of many standards that many teachers will need considerable in-service to become familiar with.  I can see many teachers being unsure of this topic.
  • Provides and communicates evidence of learning and course data to students and colleagues
    • Gary Petersen
      Gary Petersen on 01 Feb 11
       
      In providing professional development to AEA staff on special education issues, I have often relied on "compliance to mandates" as a means to judge the success of the training. Of late, I have become much more interested in measuring staff's "learning" to a standard as one key measure of the effectiveness of training (i.e., teaching).
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Gary Petersen
      Gary Petersen on 01 Feb 11
       
      Providing appropriate strategies to enhance the learning experience online that align with the objectives and assessments within the context of professional development is a big challenge. I realize it is the same challenge that the Iowa Core and CEI puts forward for every teacher. I have been the recipient of many professional development opportunities over the last 30 years and many of them have not come close to meeting this standard. I think things are changing for the better lately and I really believe courses like this have helped.
  • Designs the structure of the course and the presentation of the content to best enhance student learning,
  • fair use
    • Chad Jilek
      Chad Jilek on 16 Jan 12
       
      Fair Use is a term that needs to be used more with students. They need to hear multiple times what they can and can't use on technology projects and how to cite them if they do. Not enough awareness of this.
  • Promotes learning through online collaboration
    • Chad Jilek
      Chad Jilek on 16 Jan 12
       
      Students need a new way to work within groups or pairs in todays age without being face to face. This is an important part of students technological advancement.
  • differences between teaching online and teaching face-to-face
  • between teaching online and teaching face-to-face
evanabbey

ollie1-cohort8: Iowa Online Teaching Standards - 11 views

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

shared by evanabbey on 16 Sep 14 - No Cached
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • jbowar
      jbowar on 17 Sep 14
       
      It seems that this has become very important in today's educational world:  using data to make decisions.  We do that in face-to-face courses, so it would make sense that it would be important in online coursework as well.
  • Assists students with technology used in the course
    • jbowar
      jbowar on 17 Sep 14
       
      With so many tools available, this one could be tricky.  The instructor has to have content and pedagogical knowledge, while also being savvy with technology.  That can be a tough mix for some.
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Videos are one way to walk participants through some of the technology tool issues. One trick I've learned is to try to be generic in my videos. This way I can reuse them in different courses. I've even shared some with other instructors to use in their courses. I wonder if it would be worthwhile to create some general criteria that technology tutorials need to include and then post them in a community space (Agora?) so that we could swap video tutorials. Hmmm...
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      Technology is so important in our classrooms today.  I believe that teachers need the TPACK knowledge in order to teach content and technological knowledge.  
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      It can be difficult to address the myriad of technology issues for a course, but having a working knowledge of the technology used and knowing where to find the answer is key. Also, it is important to stay updated on new technologies so you can be flexible with the changes.
  • ...49 more annotations...
    • jbowar
      jbowar on 17 Sep 14
       
      This is a really basic standard, but so important to remember in an online course.  The instructor has to be savvy with educational strategies and content but also with technological skill.
  • Selects and understands how to evaluate learning materials
    • jbowar
      jbowar on 17 Sep 14
       
      With so many tools to use available, this is one of the hardest things for me.  It's important to remember that the tool just has to "get the job done" sometimes, not necessarily be the flashiest or most current.  If it works, use it, right?
    • bgigar
      bgigar on 02 Oct 14
       
      Agreed - I am doing this on a personal computer because I cannot load software to my work laptop that is connected to the state network.
    • bgigar
      bgigar on 02 Oct 14
       
      previous comment by B Gigar
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      The criteria seems to be addressing specifically materials (such as online lessons or resources) that you might use in the classroom. Just because a resource is labeled "coolestthingever" doesn't mean it fits within your class. Though it might not be addressing technology, per se, we have to align our tech use with our objectives as well. In this case, not only do we want the tool to get the job done, but also do it in a way that is simple for students (as Barb mentioned... can't be having too fancy tools when you can't install them)
  • Has experienced online learning from the perspective of a student
    • jbowar
      jbowar on 17 Sep 14
       
      So important!  This is one of the benefits of taking the OLLIE courses.  I have already been able to realize some things that I should change, just based on being an online student now instead of the instructor.  Great standard.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      I'm going to admit I had a similar experience. I actually interviewed for my job at Heartland thinking it was for technology integration (the positions that Tyler, Marisa, Erica, and Alex have). Then they mentioned it was for online learning. Small problem... I had never taken an online course before. So now, I was "helping lead" agency policy on online learning with no experience whatsoever. I took an online class... an awful one, and learned a few things of what not to do. But taking other online courses has helped me tremendously in being better versed for what makes good online teaching.
  • Understands student motivation and uses techniques to engage students
    • jbowar
      jbowar on 17 Sep 14
       
      It seems that choice has a big part to play in this standard.  Having lots of tools available with technology helps the instructor to provide this choice.
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      I agree having choice increases engagement, however, as this is stated, I would rather have technology increase authentic engagement not compliance.  
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      Choice does increase engagement and students online need to know that they have choice about how they are learning and what ways they can show what they have learned from the content.  Writing may not be everyone's strong suit and videos may fit best for others.
  • Continuously uses data to evaluate the accuracy
    • jbowar
      jbowar on 17 Sep 14
       
      We focus strongly on data in face-to-face learning, so it would make sense that data should be used just as much in online coursework.  It might even be easier to get data in online coursework as a result of the tools available.  
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      I think of this as formative assessment. This seems to be one of the most effective tools we have for student learning.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      In essence, it is. Some people define formative assessment to be all about helping assess the student. This is about self-assessing your work as a teacher (and the teaching that you are doing). The tough part here is gathering data that allows you to evaluate effectively.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      The core of good teaching is WHAT we teach and how we teach it. Making sure we align with the Iowa Core solidifies WHAT we teach.
    • evanabbey
      evanabbey on 14 May 15
       
      Good point!
  • Understands the differences between teaching online and teaching face-to-face
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      We want to give students an experience that is even better than face-to-face. In other words, we don't want to given them less or be missing anything they would be getting from face-to-face instruction.
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      This is so important!! I get so frustrated with people who say "I teach this face-to-face so I can just put it online" Not everything is appropriate in every venue!
    • meliathompson
      meliathompson on 07 Oct 14
       
      I agree that not everything can be taught in an online fashion. There are just some areas that need to be face-to-face but yet there are others that can easily be adapted to online teaching. I think about a lot of science courses that would require lab work so that would require some face-to-face time. I took this into consideration when thinking about what course I was going to put together. I really wanted to do something with Team Teaching but I don't think it is really appropriate for an online course but it could be done if thought about for awhile.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      It is very important that students share what they are learning with both the instructor and each other.
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      Yes! building the social interactions (so very important for adult learners) can easily be done in an online format, but must be done with intention!
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      I have received several comments from course evaluations that the best part of the course was assignments that allowed them to share their experience with other participants and learn from each other.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous comment from Shannon Hafner
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      I think students in online classes really like the opportunity to share, but it isn't a given that sharing = meaningful experience. Sometimes, sharing is just posting and others are ignoring it (or replying "I agree!"). Creating activities that elicit good collaborative feedback are challenging to do, but the payoff is that the course is highly meaningful.
    • meliathompson
      meliathompson on 07 Oct 14
       
      This is one of my favorite aspects about teaching online. I love the team collaboration. As teachers and professionals, we need to learn from each other. No one knows all the answers and what might work for one person might work for others. I am always willing to share new ideas and would hope to instill that on my students that would be taking my class.
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      I think this is especially important in online courses. Teachers need to consciously incorporate opportunities for collaboration into any course (online or face-to-face), however it is even more important in online courses. A certain amount of collaboration will always occur in a face-to-face course, even if it is not facilitated by the instructor. However, an online environment places a few more limits on the opportunities for collaboration unless they are incorporated in the course.
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      I believe online learning has a lot of potential for effective differentiation. The teacher doesn't have to be the one to deliver all of the instruction. Students can have access to different tasks and resources depending on ability, interests, and work habits.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      Online learning can be leveraged in ways that allow students to access their own resources and their own learning opportunities. However, there is a law of diminishing returns here. If there are too many opportunities or too little guidance and delivery from the instructor, it can become the wild west. Every time we offer this course, many participants comment that the Cool Tools site is so overwhelming. That is in the context of a guided lesson and a guided activity by the teacher, for adults. I can see how K-12 students can easily be wandering without quite a bit of guidance.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      Moodle offers a safe controlled evironment that fosters collaboration with other students. Even when students are working outside the walls of a school they are still can be learning along side others. It is important to embrace that feature. 
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      This is a good point. It is the "walled garden" approach, allowing you a lot of freedom to learn/explore/collaborate within, but keping you safe from things outside. There are places where you want students to interact with things "outside", but those have to be well thought out.
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      For some reason my highlighting and comment isn't work so I will put a sticky note here instead.  - Understanding and using data is important in all learning environments. 
  • Understands and uses data from assessments to guide instruction
  • • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      This is important both both face to face and in an online learning environment. I believe it is easier to provide it online because they can provide so many more resources guided towards their needs and interests. 
    • bgigar
      bgigar on 02 Oct 14
       
      It does require the instructor to pay attention to posts and requests, and to do some specific questioning of participants to provide the appropriate resources.
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      A well crafted online course can absolutely meet the different needs of students, learning styles, interests, and students with special needs, but it is a lot of front-end work. What's great about the online classroom is that you are aware that your students are connected and being in the connected environment allows for greater flexibility on the fly.
  • course evaluation and student feedback data
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      As Evan had mentioned before, especially with changing technologies, it is more important than ever to evaluate and continually improve our courses
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      We'll look at improving our courses through revision more in Instructional Design (and a bit in Assessment, Feedback, and Evaluation for those who take it as well). This course will help reinforce for us the need to continuously evaluate our use of technology, including the new updates within the tools themselves.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      I've not been in an online environment where I was the sole instructor and desired evaluations and student feedback, but I have sought this information in my face-to-face classes and found it to be extremely valuable.
  • Selects and uses technologies appropriate to the content that enhance learning
  • Selects and uses technologies appropriate to the content that enhance learning
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      The lesson "Introduction to Online Tools" has helped me sift through some of the most popular tools and their primary functions/purposes. For example, one time I was using a wiki in a course...when a discussion forum would have been much more effective. When i go back and review the purpose of a wiki it became a lot easier to see that I had chosen the wrong tool.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Building rapport with participants is so important. It will prevent participants from falling through the cracks.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      If a participant feels comfortable contacting the instructor for guidance at the beginning of the course, the supportive attitude will continue throughout the course.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous post by Shannon Hafner
    • kathyperret
      kathyperret on 05 Oct 14
       
      Agree. Online rapport is essential. (Kathy Perret) 
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      The instructor does need to be available to answer questions and allow flexibility (depending upon the learning group).  The instructor should take into consideration the students, their environment, and motivation to learn the new material.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      Another crucial aspect to being an online instructor. You must have an online presence that establishes the rapport that you would typically do in the face-to-face classroom. However, I think norms must be established because being online 24/7 is not a reasonable expectation for the instructor. A set of online office hours might be important or a dedicated time to communicate via a #edchat or something might be a good way to connect with your students.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Setting clear expecations on assignments and assessments will help you get the evidence of learning that you need and also help ensure student success.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      I agree that having clear expectations is key to student success. We have always posted a detailed syllabus but found students still had a lot of questions - so, we added a webinar in the first week of the course that explains the course policies and requirements and always time for questions and concerns. This webinar has been very well accepted and has reduced the value of individual questions.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous post by Shannon Hafner
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      Shannon, I like your example here. This is a good illustration of how it takes multiple approaches and some customizing by the teacher to make things most effective.
  • Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Including course policies is a good idea. Hopefully, they aren't needed, but in the event that an issue pops up it is good to have course policies to fall back on.
    • carolynasmith
      carolynasmith on 03 Oct 14
       
      Agreed, it's better to have developed policies in advance rather than not have a plan to deal with problems if they arise.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      AUP are important for online courses. I think they should be short and sweet and should be easily accessible in case of an issue that needs to be resolved.
  • align with course objectives and assessment
    • bgigar
      bgigar on 02 Oct 14
       
      We need to remember this one - adding tools that do not really add to the learning is not productive
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      I agree the tools  must enhance the learning not distract from it.
  • Is knowledgeable and has the ability to use computer programs
    • bgigar
      bgigar on 02 Oct 14
       
      Online instruction requires some tech savvy :)
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • kathyperret
      kathyperret on 05 Oct 14
       
      Online instruction requires a growth mindset and the willingness to improve through the use of a variety of online tools. (Kathy Perret) 
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
    • bgigar
      bgigar on 02 Oct 14
       
      I think it is a good idea for instructors to share information about their background/expertise with students to establish credibility.
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      This is very important early on in the course to assure student success throughout the course. Often the student is so afraid of not meeting course requirement, they just need a little boost of confidence. Once they settle into the routine of the course they gain confidence and can focus on digesting the content and collaborating with others.
    • bgigar
      bgigar on 02 Oct 14
       
      Can't get my name to show up if I share to OLLIE Iowa - B Gigar
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Creates a safe environment, managing conflict - Participants need to feel comfortable competing assignments and commenting back to each other. I have received comments on course evaluations from participants who stress about assignments that ask them to provide suggestions to other students. Shannon Hafner
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • carolynasmith
      carolynasmith on 03 Oct 14
       
      This is exciting and frightening since new technologies are developed so frequently it's difficult to stay current.
    • kathyperret
      kathyperret on 05 Oct 14
       
      Agree. Technology is changing everyday! One thing I have found helpful is to develop a network of a variety of educators with different areas of expertise. We formed a Voxer group. They are my "go-to group" when I have questions about tools, their use, new advancements, etc... Twitter is also a good source to stay current. (Kathy Perret)
  • Iowa Teaching Standards
    • kathyperret
      kathyperret on 05 Oct 14
       
      I like that the Proposed Online Teaching Standards align to the Iowa Teaching Standards. This is helpful so that teachers don't feel they are being asked to do something different. 
  • Provides and communicates evidence of learning
    • kathyperret
      kathyperret on 05 Oct 14
       
      Online learning must include ways to communicate and learn with and from others (just as this DIIGO assignment is asking us to do!) 
    • ericalea
      ericalea on 08 Oct 14
       
      Yes, great point! 
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      This is an important point. As the points above mention the importance of data in evaluating courses and instructional strategies, this provides evidence (data) of student learning. This data demonstrates the level of learning, which is important for students and can also contribute to the evaluation of instructional strategies implemented within the course.
  • Designs the structure of the course and the presentation of the content to best enhance student learning
    • kathyperret
      kathyperret on 05 Oct 14
       
      The design elements in online learning are essential. I'm looking forward to learning more about this and designing my course to reflect STUDENT LEARNING rather than dispersing my knowledge on a subject. (Kathy Perret) 
  • Networks with others involved in online education for the purpose of professional growth
  • with o
  • Networks with others involved in online education for the purpose of professional growth
  • Networks with others involved in online education for the purpose of professional growth
    • kathyperret
      kathyperret on 05 Oct 14
       
      Networking is a critical component of any online learning - whether it be a formal course or being a connected educator through tools like Twitter, Blogs, Voxer, etc... Learning needs to be dimensional and collaborative! (Kathy Perret) 
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      My ISU cohort has been an essential part of my learning during my Master's program.  I believe that a cohort has been the best way for me to go through my master's program because I developed relationships with individuals from across the state and nation.  These individuals have supported and challenged my thinking.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • kathyperret
      kathyperret on 05 Oct 14
       
      It is important to build skill not only to work with willing learners, but learners who push the limits. Effective online learning utilizes effective classroom management practices. (Kathy Perret)
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      This is something I had not really thought about. How to deal with inappropriate technology use.  I look forward to learning how to deal with these situations.
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      These situations are a part of my everyday job.  We have an AUP but making sure students, teachers, and staff are following through with these expectations is difficult at times.  Appropriate consequences for the behavior are also important.
  • Provides substantive, timely, and constructive feedback to students
    • kathyperret
      kathyperret on 05 Oct 14
       
      Timely feedback is an essential part of online (and face-to-face) learning. (Kathy Perret) 
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      Providing descriptive, timely feedback is a necessity in any course. Learning is limited without feedback. Relevant feedback promotes more learning from a task and helps to limit misunderstanding of content and/or the expectations of the teacher.
  • and understands how to teach the content to students
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      The "and" is extremely important here. Both understanding the content and being able to deliver it in a way that is understandable to student is essential for any course.
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      I believe that this has the biggest impact on student learning. Instructors (whether online, face-to-face, or some other hybrid) must understand effective instructional practices or students will not learn the material. Content knowledge is obviously important, but it does not result in student learning without a solid understanding of best practices in instruction.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      So important for students to know what the expectations are for a course.
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
    • ericalea
      ericalea on 08 Oct 14
       
      This is important in any field, and online teaching and learning is no different. Teachers must be competent in the content they're teaching in order to best serve their students.
  • multiple learning needs
    • ericalea
      ericalea on 08 Oct 14
       
      Teaching online gives us a great opportunity to meet learning needs of many students. 
  • Applies research, knowledge, and skills
    • ericalea
      ericalea on 08 Oct 14
       
      Diigo is a great resource to show students who are working on research as well! 
  • privacy
    • ericalea
      ericalea on 08 Oct 14
       
      Using Diigo as we are now, in a group, is a great time to talk about privacy and positive online interactions with students. 
  • assessment
    • ericalea
      ericalea on 08 Oct 14
       
      Again, online learning in many cases mirrors learning in a classroom; multiple and varied assessments are and have always been best practice.
  • multiple assessment instruments
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      It is important to include a variety of assessments. I can see how it would be easy to fall into the habit of using a couple of forms of assessments within an online course, but a variety of tools provides a better measure of student learning.
  • s ability to enhanc
    • evanabbey
      evanabbey on 14 May 15
       
      Sharing the annotation here
  • Tyler Youngers on 16 Sep 14
     
    I shared this annotation because having been a student in online courses since high school, I've found this learning standard is often overlooked. The community aspect is crucial to making everyone feel a part of the learning environment and for keeping students engaged in the learning process. I've had professors/instructors who maintained little online social presence and consequently, I felt disengaged and disjointed from the course. On the other hand, I've had professors/instructors who were deliberate in attaining this learning standard and the end result was much more positive.
juliefulton

Adaptive Learning System Articles - 2 views

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

shared by juliefulton on 17 Jul 15 - No Cached
  • Don’t be content to merely argue that you can’t be replaced by a machine. That’s a losing strategy. The winning strategy is to prove it.
    • lisa noe
      lisa noe on 17 Jul 15
       
      I don't believe that a machine will every take the place of a teacher.  Building relationships with students is crucial to their success.  No significant amount of learning occurs, when a student's needs are not met.  Student-teacher relationships are fundamental to a student's academic success.
    • kburrington
      kburrington on 17 Jul 15
       
      I don't mean to disagree with you Lisa but I think good programs can replace poor teachers. I agree the programs can't replace a good teacher. A good teacher will learn how to use it as a supplement and teaching tool.
    • ahawthorne
      ahawthorne on 19 Jul 15
       
      Good programs are very valuable but I don't think teachers need to worry about being replaced. Students can get instruction but still need the interaction with others.
    • juliefulton
      juliefulton on 22 Jul 15
       
      Students that struggle academically will not be motivated to learn with out without adaptive technologies. A great relationship with a teacher can engage the student to learn and adaptive technologies are a great resource to aid that teacher!
  • Many students in the United States fail to complete school. 7% of high school students drop out before graduation and nearly half of the students who start college don’t finish within six years. Many of those students who don’t make it to graduation day are the kind of non-traditional students attracted to online learning.
    • lisa noe
      lisa noe on 17 Jul 15
       
      Many of my students have indicated that they prefer online learning over the traditional classroom.  Sometimes I worry they aren't getting the same education but at the same time I am thankful they have the opportunity to learn.  I imagine that many of them would have dropped out, if this option was not available.
    • bakersusan
      bakersusan on 18 Jul 15
       
      I agree with you Lisa that for some students, online learning is an option that has helped keep them in high school. I think it is important to talk to students who are thinking of dropping out to find out why. The issue may not be school but life. Though having an online program is often a way to help them return if they have left school.
    • kaberding
      kaberding on 19 Jul 15
       
      From my experience working with at risk students at the high school level, along with the intermediate level, most all of them prefer some online learning.  They thrive at the opportunity to use technology.  The only thing I hope we don't do is deface the value of making a connection with the at risk student.  These students not only like non-traditional, they also thrive with making a connection with teachers/adults who show interest in their well-being.  I love the technology, but also love the interaction and connections I make with students.  
    • ahawthorne
      ahawthorne on 19 Jul 15
       
      I agree, online learning has definitely kept some of my students in school. 
    • sheilig
      sheilig on 19 Jul 15
       
      I agree that the kids need to have a connection with a teacher, too. Our online credit recovery students are encouraged to work in the library on their classes. They know that the library staff will help them. They also have gone to the content teachers for help if they don't understand the explanation online. In addition to the facilitator of our credit recovery program, they have other staff members who are looking out for them and helping them succeed.
  • Adaptive learning tech will let them know when they need to slow down a bit and pay closer attention to the material.
    • madonna63
      madonna63 on 17 Jul 15
       
      When we work on our own, we're able to rush thru, maybe not doing the best work we can. AL won't let the student go too fast without letting them be aware of it. It's great that it calls attention to this. This way, the student can either slow down, or decide to do it later, when he/she is able to pay more attention.
  • ...23 more annotations...
  • Teachers don’t want to waste time on the stuff students already know, when what they need is specific help with this one thing that they just can’t figure out.  The data produced by adaptive learning tech allows faculty to steer those conversations in the directions most important to helping the student succeed.
    • madonna63
      madonna63 on 17 Jul 15
       
      Typically teachers cover all areas in lessons that they think students might need to know, which takes up a good chunk of classes. With AL, teachers can help students only if the student can't figure something out, thereby eliminating reteaching something they already know. A huge timesaver, plus it gets right to the problem, leaving no time for boredom.
    • kburrington
      kburrington on 17 Jul 15
       
      I really enjoy it in my U.S. History class because it gives me the time to expand on what they already know. Normally they would only get the basic information, now I have the time to ask why or what are going to be the consequence's? (Ken)
    • bakersusan
      bakersusan on 18 Jul 15
       
      What a wonderful way to personalize learning for each student.
  • A student using a physics program answers quiz questions about angular momentum incorrectly, so the program offers supplemental materials and more practice problems on that topic. A history student answers questions about the War of the Roses correctly the first time, so the program waits an interval of time and then requizzes the student to make sure that she is able to remember the information. A math student makes a mistake with the specific step of factoring polynomials while attempting to solve a polynomial equation, so the program provides the student with extra hints and supplemental practice problems on that step. An ESL writing student provides incorrect subject/verb agreement in several places within her essay, so the program provides a lesson on that topic and asks the student to find and correct her mistakes.
    • madonna63
      madonna63 on 17 Jul 15
       
      These are lessons that are particularly tailored to each student. Most teachers aren't able to do this for each student. These are done instantly, also, which a classroom teacher is also not able to do. Or, maybe the teacher is busy with other students the whole class time and isn't able to get to the student that day. He/she would have to wait or try to figure it out on their own.
    • kburrington
      kburrington on 17 Jul 15
       
      I agree with you. This can especially be helpful when you are working with larger size classes. Sometimes it's just impossible to get around and help everybody. You also have those who won't ask for help. The program is going to help them whether they want it or not. (Ken)
    • bakersusan
      bakersusan on 18 Jul 15
       
      If these programs truly do what is listed here, that is great. I know that when I was in the classroom, there were days I wasn't able to get around to all of my students and there were only 30 at most. In most districts that is climbing. I am concerned that the software in these programs doesn't really do what it says it can and therefore, students are the ones left out.
    • ahawthorne
      ahawthorne on 19 Jul 15
       
      I agree if these programs can really do what this says that would be wonderful. Always in need of additional resources to help students learn different concepts.
  • Adaptive technology can follow a student’s progress as they work and recognize which concepts they’ve mastered and in which areas they need further instruction.
    • kburrington
      kburrington on 17 Jul 15
       
      At the end of a chapter we sit with the student in what we call teaching moments. During these teaching moments we cover material that they did poorly on. It's nice that the program identifies these because time is not wasted on what they already have mastery of. (Ken)
  • If one student’s acing everything they do, the teacher know don’t need any intervention.
    • kburrington
      kburrington on 17 Jul 15
       
      This addresses I situation I often run into. That stigma that Alternative Ed. students aren't as smart. Several of my students are highly intelligent and are extremely bored in traditional classrooms. The adaptive learning programs allow them to move at their own pace and not waste time on stuff they already know or wait while the teacher helps those students who struggle. (Ken)
  • how much you trust the software to do what it claims it can do. These are your students, and you are turning them over to the care of a tutor. Do you trust the tutor to teach the right concepts and, perhaps more importantly, not to give false or misleading guidance?
  • it is critical to develop a clear and well-articulated position on which teaching functions the software can fulfill and which it can’t in order to defend the value of a real college education and the faculty who deliver it.
    • madonna63
      madonna63 on 17 Jul 15
       
      All of these positions need to be considered when deciding on what software to purchase. It would, also, be helpful to communicate with another school which uses it. They could tell you where there are strengths and weaknesses. You would need to know as much as you can about what you are specifically wanting from the program. It would be nice to have a trial period to see if it works with what you're needing before you have to purchase it.
  • Furthermore, the study also found that the OLI students took 50% less time to learn all of the content and perform the same or better relative to the traditional students
  • "Let's say you want to teach engineers how to build a bridge," he said. "Do you want them to read something, watch something and then answer a multiple choice quiz, or do you want them to build a bridge with a simulator that gives them specific feedback and specific activity based on that?"
    • kburrington
      kburrington on 17 Jul 15
       
      When looking at different programs this was one of the main things I looked for. One of the main reasons we decided to go with the program we went with was because it contained several interactive experiments in it's science programs. We acknowledged that the students were missing out not being in a traditional classroom doing the hands-on work.
    • juliefulton
      juliefulton on 22 Jul 15
       
      Students deperately want to be challenged to their individual level and technology has their attention. Utilizing technology with innovative opportunities to learn are win-win for students and teachers.
  • A big part of what appeals to students about the possibility of online learning is being able to approach the material on their own time, at their own pace.
    • lisa noe
      lisa noe on 17 Jul 15
       
      As much as this sounds good, students must have the self-discipline to do their work in a timely manner.  Unfortunately, many do not.  
    • sheilig
      sheilig on 19 Jul 15
       
      I have seen this, too. Most of our credit recovery students need someone to make sure their "own pace" doesn't drag out too long - or wait until the week before school is out. 
  • Important to note, of course, is that in-person instruction does not fall out of the picture in most cases; in fact, it many strengthen instruction as faculty take on a more supporting, coaching role, with less time devoted to delivery of content, which students may or may not already have mastered, and more time focused on one-to-one student engagement and self-paced guidance through a curriculum.
    • lisa noe
      lisa noe on 17 Jul 15
       
      I like the idea of being more of a guide on the side than a sage on the stage.  That is the role I prefer to have with my students.  I think it is definitely an important component in a PLE. 
    • sheilig
      sheilig on 19 Jul 15
       
      The students really need that guide still. In addition to learning the content, they are learning how to manage their time and meet deadlines independently. A lot of the students need help with this.
    • ahawthorne
      ahawthorne on 19 Jul 15
       
      If we want students to become lifelong learners we need them to be able to access information and use that knowledge. As teachers the guide on the side should always be our role, in my opinion. 
  • adaptive learning models as one approach along a spectrum that enables personalization."
  • The CogBooks platform also supports an adaptive approach that takes the student on a pre-programmed path in response to his or her input or pre-test results. The system also incorporates consideration of the best learning sequences, based on a student's responses, knowledge profile, learning-style preferences and even context
  • The root of the problem is not the adaptive technology itself so much as the belief that a “good” education is entirely quantifiable and therefore manageable by computer.
  • You should assess the number of remedial students served yearly, the successes of existing initiatives, the unique challenges faced by the many types of students that can fall within this population, and how successful your institutions is on the whole in serving these students
    • kainley
      kainley on 19 Jul 15
       
      I think it is important to look at your data. Tier 2 students may need something in addition to their Tier 1 instruction. Maybe the Tier 1 instruction can benefit from using the technology, but it will all be based on the data. This will determine what kind of technology the school will need to provide.
  • we wonder whether some confusion persists about the role of this technology and how drastically it may impact traditional instruction
    • kainley
      kainley on 19 Jul 15
       
      I wonder this as well as I take the course. If what we are currently doing is showing progress, I would want the technology to show me ways to improve the progress, not just do what we are already doing.
  • offer additional lessons on a subject until the student gains mastery
    • kainley
      kainley on 19 Jul 15
       
      I love this idea. The idea that a student will be able to come back to it time and time again and gain mastery of a standard is wonderful. When teaching a large group of 20-30 students, we move on when 80% have mastered the standard. I created small group time in my classroom to reach the students who have not mastered it. Using adaptive technology would be a great alternative to that.
  • Adaptive learning technology can help recognize the challenge they’re having and provide additional resources to help them work through it on their own, especially at times when a professor isn’t available to give help.
    • kainley
      kainley on 19 Jul 15
       
      Having addition resources is key to success. If a student is experiencing a challenging subject for them, it is nice to teach it to them in a different way.
  • Students can also get a clearer idea of when they’re ready to move on. If they’re rushing to complete their work, it can be easy for students to assume they’ve understood what’s in a chapter and jump ahead ­– unless they have to take a quick quiz that shows what information they’ve retained
    • kaberding
      kaberding on 19 Jul 15
       
      I really like the tracking.  I can see who might be having trouble where and I especially like to use it to see if I have a group of students that are not understanding a particular concept.  I can pull not only individuals, but also pull a small group of students to reteach the concept.  
    • juliefulton
      juliefulton on 22 Jul 15
       
      Students tend to work on their academics very late in the evening - whether it is due to extra-curricular activities, a job, or procrastination! With this technology, students can get assistance regardless of the time of day/night, when they are in the mood to learn.
  • "I'm a big believer that we should not take the teacher away from the teaching process," he says. "We should build the technology around the teachers to empower them and put them at the center of the story. We want them to be able to leverage the technology, rather than being replaced by it."
    • kaberding
      kaberding on 19 Jul 15
       
      I love this!  The teacher needs to be the center of the learning with many tools and resources available to help students learn in their particular way.  We need access to as many tools and resources we can get, however these programs are costly.  Also, once a teacher gains familiarity with a program, there is risk that it will not be endorsed by the school the following year.  We are experiencing this for the upcoming school year; a program we have used and are very familiar with was just cancelled with no replacement.  That's upsetting.  
  • Adaptive learning technology tracks what and how each student is doing so that teachers can keep up with each student’s progress.
  • There is a cultural temptation, fed somewhat by eager vendors and a press that tends toward an excess of techno-optimism, to believe that adaptive learning platforms are the future of education and can be full replacements for teacher-facilitated classes.
    • sheilig
      sheilig on 19 Jul 15
       
      So true. The students need teachers who care how they do and hold them accountable.
  • "The technology is now cheap enough and powerful enough for this kind of approach to be applied effectively and widely," Martin said.
    • sheilig
      sheilig on 19 Jul 15
       
      Our students have become frustrated with some of the adaptive systems we have tried because there was a lot of down time with the systems. Hopefully as it's use increases the bugs will be fixed. After losing class time to technology issues, I had students tell me to "just give me a worksheet!" 
  • "One of the benefits of adaptive learning is that it frees up faculty members to spend more time with students, to work with them in small groups and individually, essentially flipping the classroom," Johnson said. "We see this [approach] as part of a much bigger pedagogical picture. The technology is a tool that gets us to our goal of rehumanizing our large classes."
    • juliefulton
      juliefulton on 22 Jul 15
       
      If Adaptive Technologies can free up a teacher to work in small groups and individually, allowing for personalized learning, then I believe that it benefits the entire educational system. This statement gives me hope that PL is possible given our climate on educational funding.
kathleenweyers

Adaptive Learning System Articles - 0 views

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

shared by kathleenweyers on 13 Jun 17 - No Cached
  • How much you trust your adaptive technology depends a lot on what it is supposed to do.
    • rmeyer1130
      rmeyer1130 on 13 Jun 17
       
      Yes! I am trying to keep in mind that none of these technologies are really meant to replace a person, but if they aid in a student's learning of some areas or learning targets, the technology is a good thing.
    • kellijhall
      kellijhall on 19 Jun 17
       
      I feel like I have this discussion with parents a lot. At my school, we (unfortunately) have a lot of parents who give their students technology whenever they want. Some of these parents then try to get me to use their programs in class because they believe it is better for their student. It can be a tricky conversation to navigate..
  • Adaptive technologies can have real value and are not going away. They can free up faculty to spend more time doing what they do best in the classroom—work that is not replicable by a machine.
    • rmeyer1130
      rmeyer1130 on 13 Jun 17
       
      When I am skeptical, I need to remember this. Teachers can still be active in a child's learning, but utilizing technologies when appropriate can be a good thing.
    • kellijhall
      kellijhall on 19 Jun 17
       
      I like to utilize technology when the students aren't with me because I am working with their peers. Math stations or Literacy menu choices can be a great time for students to explore some of these resources. As a teacher, I can't meet with every student during every minute of the day so I agree that these technologies can sometimes be an alternative, but not a replacement, for the teacher at appropriate times of the day.
    • kspedersen
      kspedersen on 21 Jun 17
       
      This statement really struck me. Often times I don't utilize technology because I don't believe that it is as meaningful as it can be; but, it is better than nothing. I cannot meet with every student every single minute of the day and often times technology can be a good stand-in. However, I do find it difficult to find meaningful applications, but perhaps I need to have a more open-mind and not be so critical.
  • mportant to note, of course, is that in-person instruction does not fall out of the picture in most cases; in fact, it many strengthen instruction as faculty take on a more supporting, coaching role, with less time devoted to delivery of content, which students may or may not already have mastered, and more time focused on one-to-one student engagement and self-paced guidance through a curriculum.
    • rmeyer1130
      rmeyer1130 on 13 Jun 17
       
      I like this point. Adaptive technology is not taking the place of teachers. It is finding smart ways to organize time.
    • kspedersen
      kspedersen on 21 Jun 17
       
      I agree. Adaptive technology is not in place of the instructor, rather it is an added layer of instruction. I believe that adaptive technology is a great tool and can make instruction even more meaningful by allowing students to be fully engaged more throughout the day.
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  • some confusion persists about the role of this technology and how drastically it may impact traditional instruction
    • rmeyer1130
      rmeyer1130 on 13 Jun 17
       
      I think we're all mindful of job security! At what point will technologies be perceived as the better alternative to real teachers in traditional teaching roles?
    • kellijhall
      kellijhall on 19 Jun 17
       
      Agreed! However, are we also setting up our students for future success of using technology to learn something new as adults? (Other than using YouTube videos!)
  • Adaptive technology can follow a student’s progress as they work and recognize which concepts they’ve mastered and in which areas they need further instruction.
  • That umbrella term covers a range of approaches and models, Newman said, including competency-based learning, differentiated instruction and tutorial models, as well as adaptive learning.
  • all adaptive software tries to mimic some aspect of what a good teacher does, given that every student has individual needs.
    • arieux1
      arieux1 on 25 Jun 17
       
      Important for me to remember as I start working on the lab. Hopefully, computers will never replace teachers... but I've seen too many movies.
  • They are not expected to know everything that the instructor knows, but they are good at helping to ensure that the students get the basics right
    • arieux1
      arieux1 on 25 Jun 17
       
      In my mind, this is what I'd use OLPs for. I've studied them as part of my blended learning training. To me, they are a way to augment what is being done in the classroom in a personalized way. This statement is pretty much how I'd put it.
  • Students get real-time response to their work
    • arieux1
      arieux1 on 25 Jun 17
       
      What I like about the idea of adaptive learning tech is this. Students can work on the low level, building block skills when and where they want, as quickly as is needed for them. The tech does this automatically, taking it off the teacher's plate. Knowing this kind of stuff will help the teacher drill down to what is needed.
  • Adaptive tech can help them get past those hurdles with a little extra help
    • arieux1
      arieux1 on 25 Jun 17
       
      In Iowa, we probably don't see as much dropout as other parts of the world. But students do fall behind and don't achieve to the level they should - not just for them, but for the future they will encounter. Providing them with tools to overcome the gaps is something we should aspire to as teachers.
  • Educators, of course, have been doing this for centuries. What is new about this practice today, however, is simply the use of technology
    • arieux1
      arieux1 on 25 Jun 17
       
      So this is the thing. Teachers need to move students into the higher levels of thinking and learning to meet the needs of the future. Letting a program ensure students learn these building blocks makes it easier for the teachers to scaffold them to the higher realms of thinking.
  • Adding the tech makes it possible to personalize at scale
    • arieux1
      arieux1 on 25 Jun 17
       
      Ah, now that's cool! I like that sentence because it encourages people to use the tech to personalize more easily and practically for all students.
  • "Do you want them to read something, watch something and then answer a multiple choice quiz, or do you want them to build a bridge with a simulator that gives them specific feedback and specific activity based on that?"
    • arieux1
      arieux1 on 25 Jun 17
       
      This is a good question regardless of what you teach, the level you teach at, and the approach you take. I just wanted to point that out.
  • good” education is entirely quantifiable and therefore manageable by computer.
    • kathleenweyers
      kathleenweyers on 07 Jul 17
       
      I think this is a valid point, that adaptive tech should not be a student's entire educational experience.  Much of learning cannot be measured by a computer program!  A combination of both is best!
  • technology can help make the adaptations easier and more streamlined.
    • kathleenweyers
      kathleenweyers on 07 Jul 17
       
      Technology can be far more efficient in teaching kids things that are measurable, like math facts of sight words.  Other things, like analyzing the tone of a poem may be less measurable using technology.
  • incorporating the right mix of online and face-to-face instruction where suitable.
    • kathleenweyers
      kathleenweyers on 07 Jul 17
       
      Adaptive technology does not mean the teacher is no longer needed.  It can help students be more successful and motivated because they are learning at their own pace at their own level, but teacher intervention can and should still occur.
  • this data to evaluate student proficiencies and generates "insights" and predictions that lead to recommendations and, ultimately, an individual learning path.
    • kathleenweyers
      kathleenweyers on 07 Jul 17
       
      In the data driven world we live in, there are so many benefits to having immediate date.  Teachers do not have to grade a bunch of work to figure out where kids are in their learning path.  Teachers can easily see where kids struggle and step in to provide remediation much more quickly than not using the tech.
linda welander

ollie1roberts: Iowa Online Teaching Standards - 1 views

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

shared by linda welander on 20 Jun 11 - No Cached
  • Communicates with students effectively and consistently
    • Brad Kurtz
      Brad Kurtz on 20 Jun 11
       
      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
    • Brad Kurtz
      Brad Kurtz on 20 Jun 11
       
      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.
    • Tracey Matt
      Tracey Matt on 28 Jun 11
       
      I totally agree. Understanding both sides is important and makes you a better teacher.
    • Cindy Crall
      Cindy Crall on 28 Jun 11
       
      The experience of being the student is priceless in stepping into the role of the teacher.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Julie Tague
      Julie Tague on 21 Jun 11
       
      There is a difference in having students just "use" technology or having them use it to enhance learning.
    • linda welander
      linda welander on 28 Jun 11
       
      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.
    • Tricia Reichert
      Tricia Reichert on 01 Jul 11
       
      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.
  • ...22 more annotations...
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Julie Tague
      Julie Tague on 21 Jun 11
       
      This is always a challenge due to the lack of time and rapid changes and advancements in technology.
    • Cindy Crall
      Cindy Crall on 28 Jun 11
       
      This could be handled through professional development
  • Utilizes a course evaluation and student feedback data to improve the course
    • Nancy Healy
      Nancy Healy on 27 Jun 11
       
      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.
    • Tracey Matt
      Tracey Matt on 28 Jun 11
       
      I believe evaluation and feedback is imperative!
    • Mary Allen
      Mary Allen on 28 Jun 11
       
      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
    • Nancy Healy
      Nancy Healy on 27 Jun 11
       
      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.
    • Cindy Crall
      Cindy Crall on 28 Jun 11
       
      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
    • Tracey Matt
      Tracey Matt on 28 Jun 11
       
      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.
    • Kristin Jeschke
      Kristin Jeschke on 10 Jul 11
       
      I really like the idea of using Moodle or other resources to facilitate data collection for more effective differentiation!
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Tracey Matt
      Tracey Matt on 28 Jun 11
       
      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)
    • Tracey Matt
      Tracey Matt on 28 Jun 11
       
      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.
    • Colleen Comer
      Colleen Comer on 10 Jul 11
       
      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)
    • Charmaine Power
      Charmaine Power on 28 Jun 11
       
      Important not to use online education just to use the technology.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
    • Charmaine Power
      Charmaine Power on 28 Jun 11
       
      If we what a good product from our students they need to what is expected ahead of time.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • Salli Pence
      Salli Pence on 28 Jun 11
       
      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.
    • Colleen Comer
      Colleen Comer on 10 Jul 11
       
      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)
    • Salli Pence
      Salli Pence on 28 Jun 11
       
      In my opinion, this benchmark is critical whether you are teaching an online course or face-to-face.
    • Nikki Gerling
      Nikki Gerling on 07 Jul 11
       
      I agree Salli. This is really the one that caught my eye the first time reading through these.
  • Understands the differences between teaching online and teaching face-to-face
    • Cindy Crall
      Cindy Crall on 28 Jun 11
       
      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)
    • Mary Allen
      Mary Allen on 28 Jun 11
       
      Moodle aligns with student achievement goals.
  • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • linda welander
      linda welander on 12 Jul 11
       
      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
    • Tricia Reichert
      Tricia Reichert on 01 Jul 11
       
      A good collaborative tool might be a "wiki" that we learned about last week!
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • Tricia Reichert
      Tricia Reichert on 01 Jul 11
       
      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)
    • Nikki Gerling
      Nikki Gerling on 07 Jul 11
       
      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)
    • Nikki Gerling
      Nikki Gerling on 07 Jul 11
       
      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.
    • Kristin Jeschke
      Kristin Jeschke on 10 Jul 11
       
      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
    • Colleen Comer
      Colleen Comer on 10 Jul 11
       
      This would be essential, or anybody could do it. It could ruin the quality of online teachers if they were not held accountable by a higher authority
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Colleen Comer
      Colleen Comer on 10 Jul 11
       
      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)
    • Kristin Jeschke
      Kristin Jeschke on 10 Jul 11
       
      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)
    • Kristin Jeschke
      Kristin Jeschke on 10 Jul 11
       
      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.
  • Brad Kurtz on 20 Jun 11
     
    " Assists students with technology used in the course"
  • Tracey Matt on 28 Jun 11
     
    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.
anonymous

ollie1reppert: Iowa Online Teaching Standards - 0 views

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

shared by anonymous on 18 Jul 11 - No Cached
  • 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
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      Wow, this is certainly a sentence loaded with many educational concepts. It would take me a week just define those concepts!
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      I need to add a few more words to explain my interest in this passage. This passage indicates why teaching and learning aren't only important, but they can be difficult, too.
    • jorge malagon
      jorge malagon on 21 Jul 11
       
      Online instruction is growing across the nation, the main reason in the lower cost, compared with the traditional classroom; experts indicate there is not enough evidence online instruction is indicated to all teenage students. I have seen many of them dropping online classes in Plato; kids need to socialize.
  • Provides substantive, timely, and constructive feedback to students
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      Hopefully, that is a aspect that can be achieved through online quizzes and tests. I wonder how else it coud get done?
    • Doug Gaul
      Doug Gaul on 18 Jul 11
       
      Can also get consturctive feedback through google docs where you could make comments right on the document the student is working on.
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      I'm hoping to see the benefits of Google docs as my district pushes their use this school year. I the idea of a comment area.
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      I am looking forward to providing immediate feedback to students using some of the assessment programs.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      There is a service called crocodoc.com that allows you to mark student work, written work I should say. This will be another alternative to marking. Glogster & kidblog allow you to make comments for the students.
    • Brian Sauerbrei
      Brian Sauerbrei on 22 Jul 11
       
      Last year my son had an English class that made use of googledocs and online comments. The teacher didn't always get back to him in a timely manner. Plus, even though they saw each other everyday in class, they didn't talk about the issues on writing the essay on googledocs.
  • Communicates with students effectively and consistently
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      This concept could be much more difficult than what it appears, especially when it comes to typing conversation back and forth between people.
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      I find it interesting that this concept is somewhat buried in the list of items. To me, it is the most important one.
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      Your first point is well-taken, Brian. Add to that the difficult task of a teacher trying to communicate with their elementary-aged students in person and now attempting to do the same thing online. Not for the faint of heart!
  • ...32 more annotations...
  • Assists students with technology
    • Doug Gaul
      Doug Gaul on 18 Jul 11
       
      Teach students where to find help rather then spending all of your time showing them exactly what to do. This is where the real learning from technology comes from
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      If I might add to your astute thought, Doug, to also guide the students in determining how the information they found will be used to assist in their learning. More times than not, kids seem to grab information for the sake of possessing it without taking into consideration their intentions on how to utilize it.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      I agree with you, they really lack that thinking skill. They are very accustomed to the grab & go answer and find it hard to take risks in delving deeper into a topic.
    • susan strube
      susan strube on 20 Jul 11
       
      I find that some of my students end up teaching/showing me! They are all so good natured about helping me when they know something I don't! My favorite part of teaching however, is collaborating WITH my students on research projects and sharing in theri excitement when they discover great resources in unfamiliar places.
  • different needs of students, including different learning styles
    • Doug Gaul
      Doug Gaul on 18 Jul 11
       
      A different set of challanges in an online course. Harder to find out different student needs.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      Yes, but I think this will open up more alternatives for students to learn & get more involved in the learning process which should help eliminate behavioral issues.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      This is a great opportunity to incorporate youtube videos for visual learners, "guest lecturers" available through podcasts for audio learners and various "hands on activities" for the tactile learner. Having instant access to such a wealth of multimedia information/activities should make it easier to accomodate multiple learning styles. However, this will require additional research and time on the part of the teacher to find appropriate resources to include.
  • student feedback data to improve the course
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      This is an area I wish to improve this school year. Instead of a basic exit survey that doesn't tell me much, I'd like to either find or create something in the way of feedback that I could actually use to improve my lesson or unit in the future.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      I could improve in this area as well Mike. I don't like using tests because they are a quick view of what they know. Much of what my students do is very open ended projects and it's hard to grade these until you figure what a student is capable of.
    • susan strube
      susan strube on 20 Jul 11
       
      I have created a course evaluation that I use for students at the end of the year and I find it to be valuable. I'm sure there are better ones, but I would be happy to email/share a form I have created for students. Obviously it could be edited and should be to fit the changes I make each year to my class.
    • Deena Fries
      Deena Fries on 23 Jul 11
       
      Sue it would be great to get a copy of that evaluation. It could be put into your moodle class as a survey through survey monkey.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      Our principal has begun to create a student exit survey that could be used school or department wide. This was created using survey monkey. The science department "field tested" it in the spring. The way that the questions were worded and the feed back provided was able to give us great insight into what was working and not working as well as what the students appreciated in terms of learning activities and levels of rigor.
  • standards for student behavior
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      Our district unveiling a new district-wide student-use policy this August. Though I know they're needed, the problem I see with these policies is that after you've spent the time agreeing on and writing up the rules it can already be considered outdated due to the rapid expance of technology.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      We also have a newly written AUP and it is hard to keep them updated so if well written it should be able to adjust for the times. Many districts don't revise these very often. I think they should be revisited a minimum of every 2-3 years to allow for changes.
    • Brian Sauerbrei
      Brian Sauerbrei on 22 Jul 11
       
      I might be wrong, but the policies probably need to be updated every six months to sort of keep up with new technology. That or the policies will have to be very broad, which has positives and negatives, too.
  • Understands the differences between teaching online and teaching face-to-face
    • Kristina Greenfield
      Kristina Greenfield on 19 Jul 11
       
      This is interesting. There is definately things to consider in an online classroom that you don't in a face-to-face classroom. However, as a classroom teacher, adding an online compenent to my course has required me to be more thoughtful, organized, explicit, and available. All of which have helped me meet more of my students' needs.
    • susan strube
      susan strube on 20 Jul 11
       
      I don't know how to be an online teacher yet....I love what I do in my classroom and I think I'm a really effective teacher, but I'm always eager to improve. I think I have more to learn about the difference between the two. This is the first on line class I have taken and though it is frustrating when I don't understand, it is forcing me to stick with something longer/ problem solve more on my own!
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      The more that I discuss online learning, the more I think about the face-to-face teaching. I feel that this tows a fine line as we all have a variety of learners in our classroom. Balancing the face-to-face and online instruction is an element of teaching that also depends on the age level you are teaching. I think that the older the learners are, the more content they be exposed to online.
  • 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
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      This is why I am taking this course. I want to enhance my students learning and I feel that greater incorporation of meaningful/appropriate technology use will allow me to do that.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      This is one of the items that I am most excited about using with Moodle. I want to have a way other than my classroom observations to see how students are working through problems and learning from each other. Wiki's, Google docs and forums will allow me to see who is sharing their ideas and how other students respond to them.
  • Creates a safe environment, managing conflict
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      This is one of my concerns about online learning. I have found that students often are willing to say things in print that they would not have the nerve to say to someone face to face. I feel that I will have to devote some time in training the students on what appropriate feedback would include and not include.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      Are some school districts going to have to open up the restrictions on chat and remove some of their filtering to allow teachers access to some of these capabilities.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      Deb, I think that you are correct, school districts will have to "loosen up" a bit. The other concern is access to technology/internet for students that come from low income families or families that might be homeless and do not have regular access outside of normal school hours.
  • 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)
  • uses techniques to engage students
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      This will require many teachers to loosen the grip they feel they need to have on their students. Teachers need to learn to be more of a supportive role for students.
    • susan strube
      susan strube on 20 Jul 11
       
      I love being a facilitator, mentor and collaborator and not just a dispensor of information!
  • techniques for dealing with issues arising from inappropriate student technological use
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      Teachers need to know the AUP and what administration will do when inappropriate action is discovered. All teachers should be in agreement with the course of action.
    • susan strube
      susan strube on 20 Jul 11
       
      I think the biggest obstacle for out district is Catching the little perps in their misconduct. lol --is that appropriate in an anotation?
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • susan strube
      susan strube on 20 Jul 11
       
      I suppose this was one of the purposes of teacher portfolios, but I think evidence is growing in importance as NCLB continues to drive education and there is more pressure to prove student proficiency. This is going to require more use of technology, I suspect, to gather and maintain the data needed.
  • Selects and uses technologies appropriate to the content that enhance learning
    • susan strube
      susan strube on 20 Jul 11
       
      This is the area I am struggling with. I am not a technology native and I am not well read or experienced with technology. I get overwhelmed by so many options, I freeze up. I need to have someone help me identify one or two tools that I can understand and use effectively in my curriculum and then focus on just those 2 pieces of technology until I gain more confidence.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5
    • susan strube
      susan strube on 20 Jul 11
       
      I think that is the purpose of this class.
  • iNACOL
    • jorge malagon
      jorge malagon on 20 Jul 11
       
      Stands for International Association for K-12 Online Learning
  • Online Teaching
    • jorge malagon
      jorge malagon on 20 Jul 11
       
      There is a broad spectrum of independent studies and diverse mediums to channel them; distance learning, correspondence, hybrid classes, computers, teleconference, cell-phones, educational television, etc. I guess standards would need to be adapted to each type of class.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      Jorge, I agree with you that the phrase on-line teaching incorporates a broad spectrum of courses/means of delivery. Each type of course whether hybrid, distance learning, etc is going to have its own unique intereactions and pedagogy. As a result, it might be necessary to visit and re-evaluate these standards as times and technology change.
  • Incorporates social aspects
    • jorge malagon
      jorge malagon on 20 Jul 11
       
      I like the rewording from "classroom management" to "incorporate social aspects", mostly behavioral ones; there is a lot less need for classroom management in the online instructional process; in eithe setting, it is crucial to count with the elements of engagement and social skills in order to accompllish the academic goals.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I think this is so important. I am curious how many district require this in a syllabus or something similar at the beginning of the year?
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      That is a great point! My guess would be that there are not many requirements, yet. If there are, I am sure they are rather vague at the moment and will be getting more in depth in the upcoming years. Speaking from the standpoint of my district, I can say that most technology "extras" or resources are not required, but many are encouraged.
  • Continuously 2uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
  • Continuously 2 uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I think the key word here is the word continually. This means that we have to look at more than tests and venture further into ancedotal assessments and similar ongoing classroom checks--such as checks for understanding.
  • 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)
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I feel that this is not always done and will be essentail when technology becomes so common--such as with a 1:1 initiative. An understanding of these fair use policies is necessary for educators also.
  • Has experienced online learning from the perspective of a student
    • Marcia Jensen
      Marcia Jensen on 22 Jul 11
       
      I am finding a whole different point of view as I use Moodle as a student rather than as a teacher. I find I have more questions about where components of the assignments are, and kind of worry about keeping all the tasks straight. I really want to think about this as I design my own course.
    • Brian Sauerbrei
      Brian Sauerbrei on 22 Jul 11
       
      I'm struggling with those issues just for this one class. I couldn't imagine trying to keep more than one online class going on at a time. That may be the product of my non-digital native bias. Maybe for the present youth it will be no big deal. I struggle with the different technologies I'm expected to use as a teacher: Powerschool, gmail, igoogle, google docs, google class web site, Smartboard, etc. On the other hand, maybe having to learn and use new technology will help to prevent or slow Alzheimers. : )
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Marcia Jensen
      Marcia Jensen on 22 Jul 11
       
      This is an area of interest to me. I know how to teach face to face, but want to learn techniques that are appropriate to online learning and that actually help the students learn.
  • 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)
    • Sandra Campie
      Sandra Campie on 22 Jul 11
       
      We teachers can learn so much from each other! I believe an online course can be set up to facilitate that well.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      There are so many resources available to include to allow for the social compnent. Ideas include googledocs, wikis, chats, etc as we learned in the first unit of this course.
  • Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
    • Sandra Campie
      Sandra Campie on 22 Jul 11
       
      This is an area I would like to develop. How can we be sure our students are learning during the course so that we are able to address any misconceptions?
  • University
  • Demonstrates ability to enhance academic performance
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      A key phrase in this is "to enhance academic performance". This means that we, as teachers, need to be utilizing these online strategies to help students learn and perform better than they would without access to these resources. Many times teachers attempt to try something new simply to say that they've tried a new activity, but our goal with doing something new should be to improve student learning over where it has been previously.
  • including rubrics for student performances
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      Moodle makes it very easy to share assessment criteria, especially rubrics with students prior to an assessment so that they may know how/what they are being graded on.
annott

"Personalized" vs. "Personal" Learning - 5 views

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

shared by annott on 31 Mar 19 - No Cached
  • When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering.
    • jennham
      jennham on 31 Mar 19
       
      This is a challenge for me. How do we personalize learning while ensuring that teachers are teaching and students are learning what is expected? I do not want online learning to become just something else they do in order to check a box on Yes! I have personalized learning for my students!
    • tracyc4
      tracyc4 on 03 Apr 19
       
      Agreed. We have a lot of boxes to tick already. Where does the accountability lie when students don't achieve their goals/what is expected of them?
  • It’s as if engaging them in learning without technology has become this impossible task.
    • jennham
      jennham on 31 Mar 19
       
      Whoa! Having kids engaged in school and in their learning is something teachers have been doing long before technology became an imperative part of education. (I realize he agrees with me. That anyone could feel this statement strongly is what I reacted to.)
    • tmolitor
      tmolitor on 25 Apr 19
       
      I thought this was interesting as well. It seems like an easy out for anyone that needs an excuse. Oh it's not the content we just can't compete with their video games.
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it
    • jennham
      jennham on 31 Mar 19
       
      How do we make this happen? I do not think that one teacher in a building can pull this off. I see this as being a monumental shift in an entire district to truly make personalized learning personal to each student.
    • anonymous
      anonymous on 01 Apr 19
       
      I think this is also one of my main questions, and something I hope to explore in this course. Does personalized/personal learning work in small doses? In the confines of a single classroom or a single unit?
    • annott
      annott on 28 Apr 19
       
      That is a total shift in thought, and I agree, how do we do it? Give me the manual!
  • ...30 more annotations...
  • personalization is “not about giving students what they want, it’s about a recommended learning path just for them.”[
    • jennham
      jennham on 31 Mar 19
       
      This really sums up, for me, the difference between personalized learning and having personal learning. I think it is the learning path that educators get caught up on. The Oh! This program scales up the difficulty if the student answers the question right and scales it down if they miss it!, type of thing. That isn't personal to the student at all.
  • This kind of learning allows students to work at their own pace and level, meets the individual needs of students, and perhaps most importantly, is not a one-size fits all model.
    • mgast40diigo
      mgast40diigo on 31 Mar 19
       
      What do you do with students that work at a slow pace and can't meet deadlines? That may lead to more of a teacher directed approach to speed things up.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      I think this would be a hard sell in the high school where the smarted kids would complain about having to do more than the other students. They would say that its not fair.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I think you both bring up really good points. How can you even grade something like this when one student does twice the work of another?
  • We can truly individualize the classroom by using data-driven platforms to continually assess and track progress through any given curriculum and provide the most relevant content or resources to any given learner based on specific needs or learning styles
    • mgast40diigo
      mgast40diigo on 31 Mar 19
       
      Technology is amazing. There are so many tools out on the web that I haven't even used yet. I amazed how kahoot, quizizz, and google forms can assess and track data. It is scary to think what the next five years may look like in education and especially the tools we will have access to.
  • But I marvel how that, in many schools I work with, the prevailing narrative seems to be that we can’t engage kids without technology, without a smartphone, tablet computer or some other multimedia device or tool.
    • mgast40diigo
      mgast40diigo on 31 Mar 19
       
      There is a lot of truth to this. The problem is not only is this the truth in schools but households as well.
    • k_gibson
      k_gibson on 02 Apr 19
       
      We can't stop the technology train, nor should we. Tech, when used responsibly and effectively, is an invaluable tool in our society and schools. The key here is 'effectively.' Too many educators put kids on computers to look cool,"Hey, I'm using technology!" However, in reality, it's busy work and low-level thinking. What we ask students to do with technology is key to creating a truly PL classroom.
  • Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • mgast40diigo
      mgast40diigo on 31 Mar 19
       
      How would this work? The 3 most important things in my son's life are Fortnite, socializing with friends, and sports. Where would the balance be if they were in charge of designing their own courses?
    • anonymous
      anonymous on 01 Apr 19
       
      Depends on the topic, of course, and hard to motivate either way- but there is reading/writing/communicating in social media, Fortnite, and sports. There is history in sports. Math in sports. I'm sure your son uses our fundamental skills and builds new knowledge using the things he loves.
    • k_gibson
      k_gibson on 02 Apr 19
       
      I think to ensure that learning happens outside of the classroom, we need to shift education to a trade school model, where students are shadowing professionals, choosing apprenticeships/internships, etc. during normal school hours. These experiences would replace some of the traditional classes during the school day.
  • 2. Education is about the transmission of bits of information, not the construction of meaning.
    • k_gibson
      k_gibson on 02 Apr 19
       
      I disagree with how this statement is written. Education isn't entirely about the transmission of information, but information is still important and shouldn't be dismissed. Education can't be an 'either/or,' it must be a 'both.' Students need information in order to apply it, design, and create. Without information, there is a huge gap left in their learning called 'ignorance.'
    • anonymous
      anonymous on 07 Apr 19
       
      I agree with your statement- I had to re-read this section a few times to understand exactly what they were getting at. I think the idea here is that students should be choosing/finding their information, though, not having that information 'delivered' to them.
  • same knowledge
    • k_gibson
      k_gibson on 02 Apr 19
       
      Every person/child is unique. I agree that skills, and to a point knowledge, should vary. However, there is a certain well-rounded nature we want children to possess to be successful in society. Hence why we created a common set of standards, like Iowa Core. There should always be certain skills and information we set forth for children to learn. Then, there should be an element to learning that opens up new experiences and opportunities for exploring interests. Balance is important, I think.
    • cmanring
      cmanring on 03 Apr 19
       
      Very true. I teach History and Government. There is some information that must be had by all. The method, delivery, way can be different but none the less some items must be covered.
    • anonymous
      anonymous on 07 Apr 19
       
      I unfortunately don't remember the source, though I'm sure it's something I could look up- but I was once taught/read that a lot of the things we do is just to train our brain to do more complex tasks. We may not necessarily use all the algebra and trig we learn, for example, but it builds new connections in our brains and helps us learn and think in new ways. That's sometimes difficult to explain to students.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the
  • and skills.
  • commitment to individualism yet experience a “relentless pressure to conform
    • mrsmeganmorgan
      mrsmeganmorgan on 03 Apr 19
       
      This sounds like every teenager's experience. I wonder if there is more pressure now that we have social media.
  • learning tends to nourish kids’ curiosity and deepen their enthusiasm
    • mrsmeganmorgan
      mrsmeganmorgan on 03 Apr 19
       
      Is this the goal of education? Our at least one of our hidden goals that we do not measure. We only include it in our mission statement.
  • it involves collaboration and takes place in a communit
    • mrsmeganmorgan
      mrsmeganmorgan on 03 Apr 19
       
      I think we often forget this part of learning. We are quick to hand students a computer and system to help students learn.
  • “Follow the money” is apt advice in many sectors of education
    • mrsmeganmorgan
      mrsmeganmorgan on 03 Apr 19
       
      I think of many of the computer programs that my children use and wonder who is profiting from the subscription. It really becomes obvious when you attend ISTE and see the over the top parties that being thrown by various EdTech companies.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • cmanring
      cmanring on 03 Apr 19
       
      The longer I teach (22 years) the more I find that the continued focus on test scores hampers a lot of learning. Teaching to the test, focusing on the test, etc. , etc. are sometimes a large waste of everyone's time. In this current era do we actually need to have state testing to decide if a school is functioning? When teachers are evaluated there is not a test.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      As a teacher its hard to give up some control of the classroom and give students the freedom to learn in whatever style fits them the best.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I agree, it is hard to give up control of the classroom, sometimes it feels like giving up control the whole class will go crazy.
  • First, ask just about any vendor of personalization technology what the intended outcome is and, with a little prodding, you’ll get to this: better test scores.
    • cmanring
      cmanring on 03 Apr 19
       
      The longer I teach (22 years) the more I find that the continued focus on test scores hampers a lot of learning. Teaching to the test, focusing on the test, etc. , etc. are sometimes a large waste of everyone's time. In this current era do we actually need to have state testing to decide if a school is functioning? When teachers are evaluated there is not a test.
  • but meaningful (and truly personal) learning never requires technology.
    • cmanring
      cmanring on 03 Apr 19
       
      Very true. I have polled my students and at times they feel that there is an unnatural push towards using technology. They feel that some teachers/administrators push technology just for the sake of it. This did answer my question about In The Day Of The Life entry as my student will show the example that learning does not have to require technology.
    • tracyc4
      tracyc4 on 03 Apr 19
       
      Agreed. I teach band. I sometimes have kids write on worksheets, counting rhythms, or reflecting on something they played or heard. Their handwriting is terrible! They don't spend any time writing anymore, it is all done on computers. This, I believe is a true shame. Technology is great for a lot of things, but when we are losing skills because of its use, that is frightening.
  • authentic choice
    • mistermohr
      mistermohr on 03 Apr 19
       
      This is tough to implement. Students don't know intuitively how to do this on their own. There has to be coaching a feedback provided. I know that I have not implemented this to any degree of fidelity, but I am amazed at what students come up with on their own. They need to know they have that freedom, and that comes with the knowledge of how to use it.
    • kmolitor
      kmolitor on 03 Apr 19
       
      It is important for students to have the freedom to choose things that are meaningful to them. When that happens they buy into learning.
    • taylormunson
      taylormunson on 07 Apr 19
       
      I agree that this is tough to implement but I think it is a critical component. The freedom of students getting to play a key role in their own learning is so fun to watch. I am amazed when I see even a small taste of this, the difference in the students' attitudes and motivations.
    • tmolitor
      tmolitor on 25 Apr 19
       
      When students are given an actual choice, it does seem to make a world of difference in their efforts. It also seems like they are more excited for class, and sometimes even upset when the period ends.
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves.
    • mistermohr
      mistermohr on 03 Apr 19
       
      I love this line! We have to help students do things for themselves. I don't know about you, but implementing this for the vast majority of students takes so much time in getting them comfortable with the desire to learn. I know, I know, I'm just trying to pass the buck onto someone that "should have taught them that". How do I do it? I need to only consider reality, it doesn't matter if they don't know how. They need to learn how, and that is where I need to focus my attention.
    • tracyc4
      tracyc4 on 03 Apr 19
       
      This is a powerful distinction. Teaching kids how to do things for themselves is something that I believe is important. The kids in my school lack the intrinsic motivation to do anything, except play Minecraft. As in many initiatives in education, I think that it is not necessarily that we should make a shift from one thing to another, but how can we blend the good from all? That is, how can we blend personalization and personal learning, not just follow one or the other.
    • taylormunson
      taylormunson on 07 Apr 19
       
      Wow! This really jumped out at me. I don't think many people would acknowledge the difference between personalized and personal learning. When described like this... it really makes me think of the key distinctions that must be made. The important part is not just that we are altering our instruction to what our students like but encouraging the development of personal learning experiences and helping set our students up for successful experiences when this is done.
  • who knows each child well
    • mistermohr
      mistermohr on 03 Apr 19
       
      Who has the time for this? I say it sarcastically, but this is really a numbers game. 25 kids, 45 minutes, 90 class periods in a semester. That is 2.7 hours per student. That includes getting to know students, helping with personalization choices, decision making, monitoring learning, providing feedback, monitoring new learning, providing more feedback on dozens of standards. Our system isn't designed to foster personalized learning. We are trying to fit a square key in a round hole.
    • anonymous
      anonymous on 07 Apr 19
       
      It's true, this is definetely a system-problem. It's one of the questions I'm hoping to answer through this course. Can these concepts be used in smaller ways and have a significant impact? They do ask a lot of us as educators.
  • Certain forms of technology can be used to support progressive education
    • mistermohr
      mistermohr on 03 Apr 19
       
      I think of this as adaptive learning. it can be a valuable resource in personalization. Going back millenia, personalization began with the socratic method from Socrates himself. He was able to adapt learning through questioning, but he didn't rely on technology. He also had groups of 10 students for extended periods of time. So maybe technology allows teachers to have a larger effective reach than without it. In today's world, do you think technology aided learning is essential?
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • tracyc4
      tracyc4 on 03 Apr 19
       
      My school is always looking to be on the cutting edge, looking for the new shiny thing that will catch people's eyes. "Personalized Learning" is the flavor of the year this year. It is frustrating as an educator in this situation because we feel we are doing something new ALL THE TIME. Our administration has not been clear as to what it will look like for us and our kids yet. While, in theory, I think that personalized learning will have many benefits for kids, I worry about what else it is going to pile on to us teachers.
  • system of accountability in the U.S. educational system
    • kmolitor
      kmolitor on 03 Apr 19
       
      Standardized tests seem counterintuitive to innovative learning. How do we balance the two?
    • anonymous
      anonymous on 07 Apr 19
       
      If the standardized tests are on concepts/objectives that we think all students show know/understand as they progress through school, they should be general enough that students can approach them from different ways/their own ways and still achieve the objectives.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      Admin is always worried about test scores and rankings but if we want to give students the freedom to learn what they want the admin may be concerned about scores.
  • Big questions, passion, personal interest are what should drive our use of technology, not the other way around.
    • kmolitor
      kmolitor on 03 Apr 19
       
      We definitely need to make sure we consider what needs to be taught first and then how can technology make it better.
    • annott
      annott on 28 Apr 19
       
      Good point Kelley.
  • best student-centered, project-based education, kids spend much of their time learning with and from one another
    • kmolitor
      kmolitor on 03 Apr 19
       
      This is so true when people have the opportunity to collaborate with one another it elevates their learning and productivity. Ideas help beget other ideas and help stimulate thoughts and create questions.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the
    • taylormunson
      taylormunson on 07 Apr 19
       
      This made me think of our last forum post when we discussed the difference between "personalized and differentiation". This is what I was referring to when I said using them interchangeably doesn't necessarily work. It might... but often time personalized means student choice based and out of the ordinary.
  • For many educators that’s not the true meaning of “personalized learning.”
    • taylormunson
      taylormunson on 07 Apr 19
       
      If educators don't have the "true meaning" of personalized learning... is there a correct way of implementing into the classroom? Are implementation expectations meant to be just as flexible as the concept itself?
    • annott
      annott on 28 Apr 19
       
      Have to admit that is what I normally do? I wonder if students would be more engaged.
  • After decades of this approach, it is clear that all children don’t learn the same way and personalization seems to honor those differences
    • tommuller4
      tommuller4 on 17 Apr 19
       
      If we really want to teach our students we need to change the way we teach. We might need to have 3-4 different ways to teach the same topic.
  • “We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,”
    • annott
      annott on 28 Apr 19
       
      This is a very good point.
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers
    • annott
      annott on 28 Apr 19
       
      That is a huge change since I started teaching 26 years ago, and we still had some typewriters in the building, and maybe 3 computers.
  • content knowledge that, as we know from experience, never gets applied in real life.
    • annott
      annott on 28 Apr 19
       
      I have struggled with this many times. Will they ever use this again?
kylelehman

ol101-s2019: Iowa Online Teaching Standards - 21 views

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

shared by kylelehman on 15 Jan 19 - No Cached
  • Understands and uses data from assessments to guide instruction
    • anonymous
      anonymous on 15 Jan 19
       
      When we use this data to guide instruction, that means we should also use this data to change our coursework from section to section. It can be easy to forget to modify courses from one teaching to the next.
    • salterberg
      salterberg on 16 Jan 19
       
      I agree, Amanda. And I also wanted to test out the comment feature of Diigo. I've never used this before.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • anonymous
      anonymous on 15 Jan 19
       
      Copyright is always a tricky one - good thing it is covered well in the OLLIE series! :)
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      This is especially true in the world of social media and people not crediting others with posts/images and stealing them as their own
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • anonymous
      anonymous on 15 Jan 19
       
      Being "present" online - as an instructor post comments, provide feedback, and be engaged with the students. Weekly announcements can also help students see the "human" side of the instructor.
    • vberge
      vberge on 19 Jan 19
       
      I have learned this through simple email conversations. I often have someone read/reread emails to make sure that I am interpreting it correctly or that what I am saying will be received the way it is intended. If students, in person or online, don't feel that they can approach the teacher, they often end up feeling frustrated and overwhelmed. if feedback isn't timely, the student can give up or do things incorrectly.
  • ...59 more annotations...
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • salterberg
      salterberg on 16 Jan 19
       
      In the facilitation course, I learned that collaboration is essential to learning, so this standard is a high priority
    • vberge
      vberge on 19 Jan 19
       
      Collaborative group work is very important in online courses. I may not be one that looks for this in a course that I take (I am often an independent learner), however the value of that interaction and possibly the challenges to an individual's thinking is important (especially for adult learners) to really grow and learn.
    • runindevil
      runindevil on 22 Jan 19
       
      I believe collaborative learning should be done to a certain extent. I have had more students within the last couple of years opt for independent learning. I think they are tired of relying on others for their potential grade. So, how does this equate to online learning?
    • cararinehart
      cararinehart on 22 Jan 19
       
      Interesting statements, I teach science classes and collaboration falls easily into my curriculum; however, I feel like students either rely completely on their partner to be successful or the higher achieving partner gets tired of being the one to earn the grade too as mentioned above. I struggle with collaboration always being the answer. Competition is good too - its what got us to the moon.
    • mschutjer
      mschutjer on 24 Jan 19
       
      I like this idea and work to do this in my current classroom. I feel it may be even easier to accomplish in an online class.
  • Demonstrates competence in content knowledge (including technological knowledge)
    • salterberg
      salterberg on 16 Jan 19
       
      It's critical that we as instructors know how to use the technology and can help our students learn how to use it. That's foundational for learning content and interacting with others in the course.
    • jdowler
      jdowler on 19 Jan 19
       
      With technology changing so rapidly, we as instructors must work continuously to stay on top of all the new content that is being created.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews
    • salterberg
      salterberg on 16 Jan 19
       
      I want my courses to be vibrant vehicles for learning, and the design is integral to that.
    • kmolitor
      kmolitor on 18 Jan 19
       
      After reading the article on access and equity I think this is very important as we design our courses to make sure we keep all students in mind.
  • (SREB C.3, Varvel VII.A)
    • salterberg
      salterberg on 16 Jan 19
       
      I so agree with Amanda on this one, and I can't highlight the same one she does. (I wanted to test diigo to see if it would let me, and nope!) The teacher's commitment to the students and to creating a positive environment makes learning fun and engages students.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • jennham
      jennham on 16 Jan 19
       
      This jumped out at me immediately as this is our next step in our PLC group for any of our 'power standards'. Next year we will be focusing heavily on using a Data Wall, as well as using common assessment data to drive instruction. We have spent the last two years deciding on our Power Standards and finding common assessments to utilize.
    • kmolitor
      kmolitor on 18 Jan 19
       
      It is so important to use data to make sure we are reaching our learners. This make me think of the Iowa Professional Development Model and how we use that to see what we need to work on and find ways to improve our instruction.
    • jdowler
      jdowler on 19 Jan 19
       
      Our district also focuses heavily on common assessments among core subjects and benchmark assessments at the end of each unit.
    • tommuller4
      tommuller4 on 24 Jan 19
       
      I think it is really important for every teacher to use data to make sure we are teaching all of the things we are supposed to be teaching. We are moving towards SBG in near future and I think this will be very important as we make that transition.
  • 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
    • jennham
      jennham on 16 Jan 19
       
      I find this to be vital as not every learner is going to be successful in the same ways as other online learners. It cannot be a 'one size fits all' model.
    • vberge
      vberge on 19 Jan 19
       
      This one is obviously very important and key to teaching in any format. I am curious what this looks like though. How does the teacher meet these needs. I can see where there needs to be certain accessibility things available on the student's computer. Is it the teacher's responsibility to point these out for the student, or is there a way to imbed these things in the course?
    • runindevil
      runindevil on 22 Jan 19
       
      When the standard states: "different interests and backgrounds, and and students with special needs." Students that may be ELL or special needs, how does online learning adapt to those learners? I think if tough enough when you have them face to face in class, now that you don't see them, it sounds more complex!!
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • jennham
      jennham on 17 Jan 19
       
      I find this to be extremely important as in the past, any online assessments that I have seen have been multiple choice. It is very important to assess students using several different mediums that require higher order thinking skills along with memorization.
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      This is vital to present students multiple ways to show their learning. Can't expect all to perform in one way
    • Kendra Carlson
      Kendra Carlson on 21 Jan 19
       
      Providing multiple assessment types is imperative to meet the needs of all learners. Providing them a chance to show what they know if different ways helps us understand our students on a deeper level as well.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • jennham
      jennham on 17 Jan 19
       
      This one I find to be very important as I had this exact issue within the past week. I feel that it is important to handle these situations immediately while also allowing students to earn back privileges so that they may continue to learn and grow from their mistakes, as well as what they are meant to be learning online. Sometimes a bad choice can turn into a lasting memory for the better.
    • jdowler
      jdowler on 19 Jan 19
       
      I think this standard is so crucial at all a academic levels and thankfully there are excellent tools out there to ensure students are acting responsibly such as Go Guardian.
  • Provides substantive, timely, and constructive feedback to students
    • mgast40diigo
      mgast40diigo on 18 Jan 19
       
      Feedback is essential for students to improve. I need to do a better job of being more specific with my feedback instead of "Super Job!", or "See me!" and focus more on what specifically a student did or didn't do well on.
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      I agree on feedback. It's not easy to give specific and detailed feedback to students and still get them their work back in a timely manner.....one of my biggest struggles as a teacher
    • Kendra Carlson
      Kendra Carlson on 21 Jan 19
       
      Without feedback students will struggle to improve upon their understanding. Timely and constructive are important to the learning process so students know how to correct any misconceptions they may have, but done in a kind and effective way.
    • barbkfoster
      barbkfoster on 22 Jan 19
       
      As educators we understand the importance of feedback - and more specifically TIMELY feedback. This is a challenge, though, in a typical teacher's day. I wonder if it will be easier - or harder - with an online course??
    • runindevil
      runindevil on 22 Jan 19
       
      I agree with Barb, this could be very difficult! I deal daily with around 140 students, and to provide "timely feedback," would be most challenging
  • Has experienced online learning from the perspective of a student
    • mgast40diigo
      mgast40diigo on 18 Jan 19
       
      This reminds me of a math class I took about when writing assessments make sure to think about how your students would answer a question. This allowed me to get rid of some questions and change some as well. It made me reflect on student understanding and my teaching practices.
  • Applies research, knowledge, and skills from professional growth to improve practice
    • mgast40diigo
      mgast40diigo on 18 Jan 19
       
      It is so important for teachers to be life long learners. I enjoy researching strategies to use in the classroom and implementing them as soon as I can. Obviously some work well and some don't. The challenge of it excites me.
  • Utilizes a course evaluation and student feedback data to improve the course
    • mgast40diigo
      mgast40diigo on 18 Jan 19
       
      Feedback from students is critical for improving as a teacher. Even though it might not be what you want to hear, it will provide you with important ideas to improve for the future. I give evaluations periodically and they do help me improve my instruction.
    • jdowler
      jdowler on 19 Jan 19
       
      Student feedback is so powerful. I use google forms to get feedback from my students quarterly. Also, I created a daily check in using google forms so students can ask for help or share problems they are having privately. It's been very successful.
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      It's important to know the goal in advance!
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      It's important to know the goal in advance!
    • jdowler
      jdowler on 19 Jan 19
       
      I love using screen castify for this. Course overviews should be as visual as possible.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      This is always critical, no matter the delivery of the content.
    • mschutjer
      mschutjer on 24 Jan 19
       
      I would love to find the perfect tool for increase social interaction. I feel I have a good mix, but would like to increase my students' ability to do more literature, both reading and writing, interactions.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      This is and will always be a learning curve as new programs, platforms, apps, etc. are always being developed.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • Linda Carroll
      Linda Carroll on 18 Jan 19
       
      This should be the goal of every educator! I would argue that the issue is time....which is something that educators (probably everyone) always struggle to find and/or complain that they don't have enough of it!
  • Networks with others involved in online education for the purpose of professional growth
    • kmolitor
      kmolitor on 18 Jan 19
       
      I like the idea of networking with others in your particular area of education. Having a group of people who teach the same content can be helpful when you need help or suggestions as well as you being able to offer help or suggestions. I know I really appreciate the library network I am a part of.
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      Going from a large school with 8 teachers in my subject area to a smaller only 3 this is one of the things I miss the most is the networking. We don't take the time to do this if we don't have access to it immediately like we should
    • runindevil
      runindevil on 22 Jan 19
       
      This can "sky the limit." Students can interact with different cultures, different environments, and formulate different ideas throughtout the world.
    • meinca92
      meinca92 on 23 Jan 19
       
      Making connections with other online instructors will require conscious effort and commitment. Teachers in general can be very isolated in their own classrooms, and I imagine this is even more of an issue for online instructors, particularly those who work in isolation.
  • Aligns assessment with course objectives
    • kmolitor
      kmolitor on 18 Jan 19
       
      This seems like it should not have to be spelled out, but it is critical that our assessments align with our objectives. If there is no connection between the two the assessment is not valuable at all.
    • cararinehart
      cararinehart on 22 Jan 19
       
      Sometimes this seems easier than it is - I've taught lessons that didn't line up directly with the assessment! Then I look back and realized that I didn't explicitly explain what I was thinking that the students should know/need to know.
    • tommuller4
      tommuller4 on 24 Jan 19
       
      Its important to assess over things that are important to the class. You really shouldn't assess things that are not important to class content. If its not hitting a standard or has some direct connection to the class you shouldn't be assessing it.
  • 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)
    • nealjulie
      nealjulie on 19 Jan 19
       
      I think I need to share this with my admin to make sure we are following these guidelines! :/ This would be great for our teachers to follow and make sure we are creating an online course that meets the states expectations.
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • nealjulie
      nealjulie on 19 Jan 19
       
      This is important for all learning face to face and blended learning. I would think we would need to be very cognitive on how we set this up as teachers to make sure we are providing descriptive feedback for our students' learning.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • nealjulie
      nealjulie on 19 Jan 19
       
      This is true for any course as well. Taking this course there are so many ways to engage students with online learning that all teachers need to be aware of to create an engaging online learning atmosphere.
  • emonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • nealjulie
      nealjulie on 19 Jan 19
       
      I see the need in a continuous professional learning with creating online learning. Teachers need to be educated on the varied of technology they can implement in their online courses and also keep updated on new technology that is out there to use as well.
  • Understands the differences between teaching online and teaching face-to-face
    • vberge
      vberge on 19 Jan 19
       
      This stands out to me. If you are a good/great face to face teacher, that does not mean that you will be effective at teaching online. The content may be the same, but the delivery, expectations, interactions, etc. are different.
  • • 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
    • jdowler
      jdowler on 19 Jan 19
       
      I think that there is a perception out there that having taught in the classroom makes one automatically qualified to teach online and this is not the case. Online teaching really is different and should have it's own set of teaching standards.
  • 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)
    • jdowler
      jdowler on 19 Jan 19
       
      Just the nature of technology lends itself to multiple opportunities for collaboration such as we are engaging in right now.
    • barbkfoster
      barbkfoster on 22 Jan 19
       
      To learn students need to interact not only with the content, but with the teacher and other students. As an online teacher we need to create many opportunities for all three.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • jdowler
      jdowler on 19 Jan 19
       
      Students will have issues with this as they begin using technology more often. At the middle school we use Go Guardian to monitor and control what students are doing in school and at home.
  • Assists students with technology used in the course (Varvel III.C)
    • jdowler
      jdowler on 19 Jan 19
       
      This is so much easier now with great tools such as screen castify and Zoom.
    • cararinehart
      cararinehart on 22 Jan 19
       
      I'm taking the OLLIE course to increase my comfort level with tools such as Diigo and screen castify. Super uncomfortable, feel like I'm in Kindergarten again - haha
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
  • Selects and uses technologies appropriate to the content that enhance learning
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      Sometimes teachers get caught up in the use of technology and it turns projects/ideas into busy work and more the struggle of the technology and not supplementing the learning as intended (GUILTY OF THIS MYSELF)
    • Kendra Carlson
      Kendra Carlson on 21 Jan 19
       
      Using technology appropriately is so important. Using it just to use it does not enhance anybody's learning nor does it make for effective instruction.
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      Vitally important and sometimes overlooked in some settings. Used to work in a school where they only had one certified teacher (a special education teacher) and two other aids in charge of over 50 students in close to a 100 different courses. How can we expect a teacher to be the expert in all these areas?
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      Is what we are asking students to do vital to learning the material or just simply filler that can cause students to lose interest or ambition
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
    • annott
      annott on 21 Jan 19
       
      I need to do a better job of going over student rights to privacy, will have to make a note of this when planning online learning.
    • meinca92
      meinca92 on 23 Jan 19
       
      I think ethical use of intellectual property should be a major concern of all teachers, but in an online environment, it needs to be even more explicitly addressed.
  • 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
    • annott
      annott on 21 Jan 19
       
      This makes me wonder how we can assess this part. Knowing where each student is developmentally can be difficult without data.
  • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • cbangert
      cbangert on 21 Jan 19
       
      Just like in the classroom, it's important for online teachers to create a safe online learning environment, by getting to know students, communicating clear expectations, and addressing individual needs.
    • tommuller4
      tommuller4 on 24 Jan 19
       
      Its important for students to feel safe when working or responding to other students questions online. Also lets students know that it is ok to have different opinions from classmates and that is ok.
  • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6,
    • cbangert
      cbangert on 21 Jan 19
       
      Critical to establish this early, and set clear expectations for appropriate behavior for online discussions/interactions.