Skip to main content

Home/ OLLIE Iowa/ Group items tagged tutorial

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
r kleinow

online1: Iowa Online Teaching Standards - 43 views

205.221.40.124/...view.php

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?
Cassie Gruman

Self-Guided Video Tutorials - 0 views

www.mimio.dymo.com/...lf-Guided-Video-Tutorials.aspx

moodle_iowa

shared by Cassie Gruman on 05 Jun 11 - No Cached
  • Cassie Gruman on 05 Jun 11
     
    Good tutorials for using a Mimio effectively in the classroom, along with other Mimio tools that can be purchased. There are also additional links to websites that contain lessons using Mimio.
Deanna Etherington

Jing Learning Center - 0 views

www.techsmith.com/jing

moodle_iowa ollie online screencast tutorial jing web2.0 screencasting screencapture

shared by Deanna Etherington on 03 Oct 11 - Cached
  • Deanna Etherington on 03 Oct 11
     
    This site has several Jing tutorials. In addition to handouts, there's also video tutorials and "hands-on" walkthroughs.
  • Deanna Etherington on 03 Oct 11
     
    Looks like a helpful site if you wish to learn how to use Jing.
Gina Rogers

E-Learning Tutorials - SoftChalk - 3 views

softchalk.com/...video-tutorials

moodle_iowa

shared by Gina Rogers on 16 Feb 14 - No Cached
  • Gina Rogers on 16 Feb 14
     
    Tutorials for learning how to use SoftChalk
  • Gina Rogers on 16 Feb 14
     
    This is a collection of tutorials for using SoftChalk. Submitted by Gina Rogers.
jlchrstn

eLearning Tutorials - SoftChalk - 1 views

softchalk.com/...video-tutorials

moodle_iowa

shared by jlchrstn on 16 Jul 15 - No Cached
  • Amy Harger on 16 Jul 15
     
    Within Minutes You Can Master SoftChalk By Viewing Our Step-By-Step QuickTour Video Tutorials: eLearning Tutorials
  • tnederhiser on 20 Jul 15
     
    Tons of videos for "how to" for Soft Chalk!
renaudr

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

www.bakeru.edu/...Faculty_Moodle_Tutorial.pdf

Moodle tutorials moodle_iowa

shared by renaudr on 11 Feb 13 - Cached
  • renaudr on 11 Feb 13
     
    This website has been SOOOO helpful!  It is a very detailed tutorial for Moodle users.  It has everything from the most basic Moodle tips to setting up the most complex and intimidating features Moodle has to offer. This will be really nice once the class is over and I still have questions!
jwalt15

Help Tutorials - 0 views

help.screencast-o-matic.com

moodle_iowa

shared by jwalt15 on 08 Feb 17 - No Cached
  • jwalt15 on 08 Feb 17
     
    Tutorials for using Screencast-o-matic.
Keith Bonnstetter

ollie1reppert: Iowa Online Course Standards - 0 views

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

moodle_iowa

shared by Keith Bonnstetter on 15 Nov 11 - No Cached
  • Sufficient learning resources and materials to increase student success are available to students
    • Michelle Murray
      Michelle Murray on 15 Nov 11
       
      Having an online presence really makes this possible because you can easily increase the resources and materials available to students. For instance, on my Google site, I have links to other resources where students can go for help if they do not understand a concept, such as the textbook site, writing skills sites, and study skills sites.
  • Academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism are clearly stated • Privacy policies are clearly stated. • The self-introduction by the instructor is appropriate and available online, and students are likewise asked to introduce themselves to the class. (CP) • The course provider offers orientation training.
    • Michelle Murray
      Michelle Murray on 15 Nov 11
       
      All four of these are very important, but I have to say that my course currently lacks each of these. I'm wondering if since my course is partially online and partially in person if all of these are necessary to have in the online component, or if it counts as long as it is covered at one point, whether it be online or in person.
    • LeAnne Wagner
      LeAnne Wagner on 15 Nov 11
       
      This is an area that often gets overlooked.  It is a skill just like any of the technical skills--knowing the online etiquette, etc.  
  • The course makes maximum appropriate use of online tools outside of the CMS (including email, web 2.0, chat, videoconferencing, and whiteboard) to enhance learning
    • LeAnne Wagner
      LeAnne Wagner on 15 Nov 11
       
      So many times, you see schools that have their teachers use a CMS like Moodle and that is the extent of their technology use--it is only one way to utilize.  There are many ways to deeply integrate these types of tools in the classroom.
    • Josh Hetrick
      Josh Hetrick on 17 Nov 11
       
      I have really started to think this year how to connect with students using my Promethean board at school.
  • ...17 more annotations...
  • The course instructions articulate or link to a clear description of the technical support offered.
    • Steve Butler
      Steve Butler on 16 Nov 11
       
      got to have the technical support... learners will get discouraged or quit w/o it!
    • Robin Olberding
      Robin Olberding on 17 Nov 11
       
      I highly agree.
  • The course is easy and logical to navigate, including self-describing links
    • Steve Butler
      Steve Butler on 16 Nov 11
       
      I think it is very important to remove potential barriers to learning. Confusion leads to shutdown.
  • Technologies are chosen that are accessible to students
    • Josh Hetrick
      Josh Hetrick on 17 Nov 11
       
      It's important to remember when placing items on a website that are downloadable to choose programs that most students have. What I am thinking is when using the latest version of microsoft that some students don't have to convert to a pdf file.
  • Specific and descriptive criteria, including rubrics, are provided for the evaluation of students’ work and participation
    • Josh Hetrick
      Josh Hetrick on 17 Nov 11
       
      I have really started to use more rubrics in my teaching and students find it useful. I really think when students are allowed to help create the rubric it makes their learning more powerful and gives them a sense of ownership.
  • A clear, complete course overview and syllabus are included in the course
    • Andy Denton
      Andy Denton on 17 Nov 11
       
      This is the best way to start all classes. everyone knows what is expected and there ar eno questions as to what is going to be done in the class.
  • Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson.
    • Andy Denton
      Andy Denton on 17 Nov 11
       
      The question then becomes what to do when some are ready to move on abd the others are not quite there yet. Stay with the topic and bore some, or go on and lose others.
  • The course content and assignments are of sufficient rigor, depth, and breadth to teach the standards being addressed
    • Andy Denton
      Andy Denton on 17 Nov 11
       
      They have to be challenged to the point just before frustration.
  • clearly state what the participants will know or be able to do at the end of the course
    • anonymous
      anonymous on 18 Nov 11
       
      I appreciate knowing upfront what I am expected to do and what I will learn in a course! Clarity is great!
  • Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information.
    • anonymous
      anonymous on 18 Nov 11
       
      The issue that I see as a concern is that tutorials become outdated as soon as a tool updates and the interface/operations change. Keeping the tutorials current is another job for the instructor.
  • The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material.
  • The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction.
    • anonymous
      anonymous on 18 Nov 11
       
      Student interaction can be so powerful! One of the best ways to learn!
  • The course instruction includes activities that engage students in active learning.
    • Kristy Cleppe
      Kristy Cleppe on 21 Nov 11
       
      The ability to utilize online resources and course work provides many opportunities for students to actively engage themselves and what they learn with in a course. Some hands on activities can be utilized within a moodle
  • Instructions make clear how to get started and where to find various course components.
    • Kristy Cleppe
      Kristy Cleppe on 21 Nov 11
       
      This is one reason I truly enjoy utilizing a moodle with in my classroom. It limits handouts and creates a great opportunity for me to provide very detailed instructions about assigments, activities or projects. When students are absent they can access this information in order to be prepared for the next class.
  • The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
    • Keith Bonnstetter
      Keith Bonnstetter on 23 Nov 11
       
      This is extremely important for AP classes. The students need to reach this level of thinking skills in order to perform well on the AP exam.
    • Keith Bonnstetter
      Keith Bonnstetter on 23 Nov 11
       
      This is extremely important so that the students know exactly what they must do. It is hard to get to the final destination if the map is unclear.
  • The requirements for student work, including student interaction, are clearly articulated.
Peggy Christensen

Moodle Tutorials ::: Educating Educators - 3 views

www.moodletutorials.org/video.php

Moodletutorials Moodle moodle_iowa

shared by Peggy Christensen on 06 Feb 11 - Cached
  • Peggy Christensen on 06 Feb 11
     
    This page contains a variety of Moodle tutorials that you can visit for assistance with Moodle.
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
Amy Burns

The Complete List of iPad Tips, Tricks, and Tutorials - How-To Geek - 0 views

www.howtogeek.com/...ipad-tips-tricks-and-tutorials

iPad tutorials tricks howto tools

shared by Amy Burns on 08 Jun 11 - Cached
  • Amy Burns on 08 Jun 11
     
    Basic IPad tips and tricks. Easy to understand explanations and lots of links.
  • Amy Burns on 08 Jun 11
     
    moodle Iowa
aricriede

softchalk - YouTube - 0 views

www.youtube.com/SoftChalk

moodle_iowa resources technology online tools softchalk

shared by aricriede on 20 Jan 13 - No Cached
    • ronda fey
      ronda fey on 26 Jan 13
       
      I found these to be helpful in using the softchalk cloud. I am still not sure I actually joined the cloud correctly since I am using the AEA account.
  • Gary Garles on 20 Jan 13
     
    Videos
  • aricriede on 05 Feb 17
     
    Tons of tutorial videos on Softchalk all in one place.
blockerl

Free Technology for Teachers: Google Tutorials - 0 views

www.freetech4teachers.com/...google-tools-tutorials.html

moodle_iowa

shared by blockerl on 09 Feb 17 - Cached
  • blockerl on 09 Feb 17
     
    I like using Richard Byrne as a resource.
jwalt15

Shake Up Learning Website and Blog - 0 views

www.shakeuplearning.com

moodle_iowa

shared by jwalt15 on 08 Feb 17 - No Cached
  • jwalt15 on 08 Feb 17
     
    Tutorials and tips for many applications, but it mainly focuses on Google products.
evanabbey

ollie1-cohort8: Iowa Online Teaching Standards - 11 views

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

shared by evanabbey on 16 Sep 14 - No Cached
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • jbowar
      jbowar on 17 Sep 14
       
      It seems that this has become very important in today's educational world:  using data to make decisions.  We do that in face-to-face courses, so it would make sense that it would be important in online coursework as well.
  • Assists students with technology used in the course
    • jbowar
      jbowar on 17 Sep 14
       
      With so many tools available, this one could be tricky.  The instructor has to have content and pedagogical knowledge, while also being savvy with technology.  That can be a tough mix for some.
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Videos are one way to walk participants through some of the technology tool issues. One trick I've learned is to try to be generic in my videos. This way I can reuse them in different courses. I've even shared some with other instructors to use in their courses. I wonder if it would be worthwhile to create some general criteria that technology tutorials need to include and then post them in a community space (Agora?) so that we could swap video tutorials. Hmmm...
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      Technology is so important in our classrooms today.  I believe that teachers need the TPACK knowledge in order to teach content and technological knowledge.  
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      It can be difficult to address the myriad of technology issues for a course, but having a working knowledge of the technology used and knowing where to find the answer is key. Also, it is important to stay updated on new technologies so you can be flexible with the changes.
  • ...49 more annotations...
    • jbowar
      jbowar on 17 Sep 14
       
      This is a really basic standard, but so important to remember in an online course.  The instructor has to be savvy with educational strategies and content but also with technological skill.
  • Selects and understands how to evaluate learning materials
    • jbowar
      jbowar on 17 Sep 14
       
      With so many tools to use available, this is one of the hardest things for me.  It's important to remember that the tool just has to "get the job done" sometimes, not necessarily be the flashiest or most current.  If it works, use it, right?
    • bgigar
      bgigar on 02 Oct 14
       
      Agreed - I am doing this on a personal computer because I cannot load software to my work laptop that is connected to the state network.
    • bgigar
      bgigar on 02 Oct 14
       
      previous comment by B Gigar
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      The criteria seems to be addressing specifically materials (such as online lessons or resources) that you might use in the classroom. Just because a resource is labeled "coolestthingever" doesn't mean it fits within your class. Though it might not be addressing technology, per se, we have to align our tech use with our objectives as well. In this case, not only do we want the tool to get the job done, but also do it in a way that is simple for students (as Barb mentioned... can't be having too fancy tools when you can't install them)
  • Has experienced online learning from the perspective of a student
    • jbowar
      jbowar on 17 Sep 14
       
      So important!  This is one of the benefits of taking the OLLIE courses.  I have already been able to realize some things that I should change, just based on being an online student now instead of the instructor.  Great standard.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      I'm going to admit I had a similar experience. I actually interviewed for my job at Heartland thinking it was for technology integration (the positions that Tyler, Marisa, Erica, and Alex have). Then they mentioned it was for online learning. Small problem... I had never taken an online course before. So now, I was "helping lead" agency policy on online learning with no experience whatsoever. I took an online class... an awful one, and learned a few things of what not to do. But taking other online courses has helped me tremendously in being better versed for what makes good online teaching.
  • Understands student motivation and uses techniques to engage students
    • jbowar
      jbowar on 17 Sep 14
       
      It seems that choice has a big part to play in this standard.  Having lots of tools available with technology helps the instructor to provide this choice.
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      I agree having choice increases engagement, however, as this is stated, I would rather have technology increase authentic engagement not compliance.  
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      Choice does increase engagement and students online need to know that they have choice about how they are learning and what ways they can show what they have learned from the content.  Writing may not be everyone's strong suit and videos may fit best for others.
  • Continuously uses data to evaluate the accuracy
    • jbowar
      jbowar on 17 Sep 14
       
      We focus strongly on data in face-to-face learning, so it would make sense that data should be used just as much in online coursework.  It might even be easier to get data in online coursework as a result of the tools available.  
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      I think of this as formative assessment. This seems to be one of the most effective tools we have for student learning.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      In essence, it is. Some people define formative assessment to be all about helping assess the student. This is about self-assessing your work as a teacher (and the teaching that you are doing). The tough part here is gathering data that allows you to evaluate effectively.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      The core of good teaching is WHAT we teach and how we teach it. Making sure we align with the Iowa Core solidifies WHAT we teach.
    • evanabbey
      evanabbey on 14 May 15
       
      Good point!
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      It is very important that students share what they are learning with both the instructor and each other.
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      Yes! building the social interactions (so very important for adult learners) can easily be done in an online format, but must be done with intention!
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      I have received several comments from course evaluations that the best part of the course was assignments that allowed them to share their experience with other participants and learn from each other.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous comment from Shannon Hafner
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      I think students in online classes really like the opportunity to share, but it isn't a given that sharing = meaningful experience. Sometimes, sharing is just posting and others are ignoring it (or replying "I agree!"). Creating activities that elicit good collaborative feedback are challenging to do, but the payoff is that the course is highly meaningful.
    • meliathompson
      meliathompson on 07 Oct 14
       
      This is one of my favorite aspects about teaching online. I love the team collaboration. As teachers and professionals, we need to learn from each other. No one knows all the answers and what might work for one person might work for others. I am always willing to share new ideas and would hope to instill that on my students that would be taking my class.
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      I think this is especially important in online courses. Teachers need to consciously incorporate opportunities for collaboration into any course (online or face-to-face), however it is even more important in online courses. A certain amount of collaboration will always occur in a face-to-face course, even if it is not facilitated by the instructor. However, an online environment places a few more limits on the opportunities for collaboration unless they are incorporated in the course.
  • Understands the differences between teaching online and teaching face-to-face
    • Sam Oppel
      Sam Oppel on 30 Sep 14
       
      We want to give students an experience that is even better than face-to-face. In other words, we don't want to given them less or be missing anything they would be getting from face-to-face instruction.
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      This is so important!! I get so frustrated with people who say "I teach this face-to-face so I can just put it online" Not everything is appropriate in every venue!
    • meliathompson
      meliathompson on 07 Oct 14
       
      I agree that not everything can be taught in an online fashion. There are just some areas that need to be face-to-face but yet there are others that can easily be adapted to online teaching. I think about a lot of science courses that would require lab work so that would require some face-to-face time. I took this into consideration when thinking about what course I was going to put together. I really wanted to do something with Team Teaching but I don't think it is really appropriate for an online course but it could be done if thought about for awhile.
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      I believe online learning has a lot of potential for effective differentiation. The teacher doesn't have to be the one to deliver all of the instruction. Students can have access to different tasks and resources depending on ability, interests, and work habits.
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      Online learning can be leveraged in ways that allow students to access their own resources and their own learning opportunities. However, there is a law of diminishing returns here. If there are too many opportunities or too little guidance and delivery from the instructor, it can become the wild west. Every time we offer this course, many participants comment that the Cool Tools site is so overwhelming. That is in the context of a guided lesson and a guided activity by the teacher, for adults. I can see how K-12 students can easily be wandering without quite a bit of guidance.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      Moodle offers a safe controlled evironment that fosters collaboration with other students. Even when students are working outside the walls of a school they are still can be learning along side others. It is important to embrace that feature. 
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      This is a good point. It is the "walled garden" approach, allowing you a lot of freedom to learn/explore/collaborate within, but keping you safe from things outside. There are places where you want students to interact with things "outside", but those have to be well thought out.
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      For some reason my highlighting and comment isn't work so I will put a sticky note here instead.  - Understanding and using data is important in all learning environments. 
  • Understands and uses data from assessments to guide instruction
  • • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • Marisa Dahl
      Marisa Dahl on 30 Sep 14
       
      This is important both both face to face and in an online learning environment. I believe it is easier to provide it online because they can provide so many more resources guided towards their needs and interests. 
    • bgigar
      bgigar on 02 Oct 14
       
      It does require the instructor to pay attention to posts and requests, and to do some specific questioning of participants to provide the appropriate resources.
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      A well crafted online course can absolutely meet the different needs of students, learning styles, interests, and students with special needs, but it is a lot of front-end work. What's great about the online classroom is that you are aware that your students are connected and being in the connected environment allows for greater flexibility on the fly.
  • course evaluation and student feedback data
    • Sue Schirmer
      Sue Schirmer on 30 Sep 14
       
      As Evan had mentioned before, especially with changing technologies, it is more important than ever to evaluate and continually improve our courses
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      We'll look at improving our courses through revision more in Instructional Design (and a bit in Assessment, Feedback, and Evaluation for those who take it as well). This course will help reinforce for us the need to continuously evaluate our use of technology, including the new updates within the tools themselves.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      I've not been in an online environment where I was the sole instructor and desired evaluations and student feedback, but I have sought this information in my face-to-face classes and found it to be extremely valuable.
  • Selects and uses technologies appropriate to the content that enhance learning
  • Selects and uses technologies appropriate to the content that enhance learning
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      The lesson "Introduction to Online Tools" has helped me sift through some of the most popular tools and their primary functions/purposes. For example, one time I was using a wiki in a course...when a discussion forum would have been much more effective. When i go back and review the purpose of a wiki it became a lot easier to see that I had chosen the wrong tool.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Building rapport with participants is so important. It will prevent participants from falling through the cracks.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      If a participant feels comfortable contacting the instructor for guidance at the beginning of the course, the supportive attitude will continue throughout the course.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous post by Shannon Hafner
    • kathyperret
      kathyperret on 05 Oct 14
       
      Agree. Online rapport is essential. (Kathy Perret) 
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      The instructor does need to be available to answer questions and allow flexibility (depending upon the learning group).  The instructor should take into consideration the students, their environment, and motivation to learn the new material.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      Another crucial aspect to being an online instructor. You must have an online presence that establishes the rapport that you would typically do in the face-to-face classroom. However, I think norms must be established because being online 24/7 is not a reasonable expectation for the instructor. A set of online office hours might be important or a dedicated time to communicate via a #edchat or something might be a good way to connect with your students.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Setting clear expecations on assignments and assessments will help you get the evidence of learning that you need and also help ensure student success.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      I agree that having clear expectations is key to student success. We have always posted a detailed syllabus but found students still had a lot of questions - so, we added a webinar in the first week of the course that explains the course policies and requirements and always time for questions and concerns. This webinar has been very well accepted and has reduced the value of individual questions.
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Previous post by Shannon Hafner
    • Evan Abbey
      Evan Abbey on 04 Oct 14
       
      Shannon, I like your example here. This is a good illustration of how it takes multiple approaches and some customizing by the teacher to make things most effective.
  • Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
    • Deborah Cleveland
      Deborah Cleveland on 30 Sep 14
       
      Including course policies is a good idea. Hopefully, they aren't needed, but in the event that an issue pops up it is good to have course policies to fall back on.
    • carolynasmith
      carolynasmith on 03 Oct 14
       
      Agreed, it's better to have developed policies in advance rather than not have a plan to deal with problems if they arise.
    • Tyler Youngers
      Tyler Youngers on 09 Oct 14
       
      AUP are important for online courses. I think they should be short and sweet and should be easily accessible in case of an issue that needs to be resolved.
  • align with course objectives and assessment
    • bgigar
      bgigar on 02 Oct 14
       
      We need to remember this one - adding tools that do not really add to the learning is not productive
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      I agree the tools  must enhance the learning not distract from it.
  • Is knowledgeable and has the ability to use computer programs
    • bgigar
      bgigar on 02 Oct 14
       
      Online instruction requires some tech savvy :)
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
    • kathyperret
      kathyperret on 05 Oct 14
       
      Online instruction requires a growth mindset and the willingness to improve through the use of a variety of online tools. (Kathy Perret) 
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
    • bgigar
      bgigar on 02 Oct 14
       
      I think it is a good idea for instructors to share information about their background/expertise with students to establish credibility.
    • bgigar
      bgigar on 02 Oct 14
       
      previous post by B Gigar
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      This is very important early on in the course to assure student success throughout the course. Often the student is so afraid of not meeting course requirement, they just need a little boost of confidence. Once they settle into the routine of the course they gain confidence and can focus on digesting the content and collaborating with others.
    • bgigar
      bgigar on 02 Oct 14
       
      Can't get my name to show up if I share to OLLIE Iowa - B Gigar
    • Shannon Hafner
      Shannon Hafner on 02 Oct 14
       
      Creates a safe environment, managing conflict - Participants need to feel comfortable competing assignments and commenting back to each other. I have received comments on course evaluations from participants who stress about assignments that ask them to provide suggestions to other students. Shannon Hafner
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • carolynasmith
      carolynasmith on 03 Oct 14
       
      This is exciting and frightening since new technologies are developed so frequently it's difficult to stay current.
    • kathyperret
      kathyperret on 05 Oct 14
       
      Agree. Technology is changing everyday! One thing I have found helpful is to develop a network of a variety of educators with different areas of expertise. We formed a Voxer group. They are my "go-to group" when I have questions about tools, their use, new advancements, etc... Twitter is also a good source to stay current. (Kathy Perret)
  • Iowa Teaching Standards
    • kathyperret
      kathyperret on 05 Oct 14
       
      I like that the Proposed Online Teaching Standards align to the Iowa Teaching Standards. This is helpful so that teachers don't feel they are being asked to do something different. 
  • Provides and communicates evidence of learning
    • kathyperret
      kathyperret on 05 Oct 14
       
      Online learning must include ways to communicate and learn with and from others (just as this DIIGO assignment is asking us to do!) 
    • ericalea
      ericalea on 08 Oct 14
       
      Yes, great point! 
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      This is an important point. As the points above mention the importance of data in evaluating courses and instructional strategies, this provides evidence (data) of student learning. This data demonstrates the level of learning, which is important for students and can also contribute to the evaluation of instructional strategies implemented within the course.
  • Designs the structure of the course and the presentation of the content to best enhance student learning
    • kathyperret
      kathyperret on 05 Oct 14
       
      The design elements in online learning are essential. I'm looking forward to learning more about this and designing my course to reflect STUDENT LEARNING rather than dispersing my knowledge on a subject. (Kathy Perret) 
  • Networks with others involved in online education for the purpose of professional growth
  • with o
  • Networks with others involved in online education for the purpose of professional growth
  • Networks with others involved in online education for the purpose of professional growth
    • kathyperret
      kathyperret on 05 Oct 14
       
      Networking is a critical component of any online learning - whether it be a formal course or being a connected educator through tools like Twitter, Blogs, Voxer, etc... Learning needs to be dimensional and collaborative! (Kathy Perret) 
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      My ISU cohort has been an essential part of my learning during my Master's program.  I believe that a cohort has been the best way for me to go through my master's program because I developed relationships with individuals from across the state and nation.  These individuals have supported and challenged my thinking.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • kathyperret
      kathyperret on 05 Oct 14
       
      It is important to build skill not only to work with willing learners, but learners who push the limits. Effective online learning utilizes effective classroom management practices. (Kathy Perret)
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      This is something I had not really thought about. How to deal with inappropriate technology use.  I look forward to learning how to deal with these situations.
    • Melissa Wicklund
      Melissa Wicklund on 07 Oct 14
       
      These situations are a part of my everyday job.  We have an AUP but making sure students, teachers, and staff are following through with these expectations is difficult at times.  Appropriate consequences for the behavior are also important.
  • Provides substantive, timely, and constructive feedback to students
    • kathyperret
      kathyperret on 05 Oct 14
       
      Timely feedback is an essential part of online (and face-to-face) learning. (Kathy Perret) 
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      Providing descriptive, timely feedback is a necessity in any course. Learning is limited without feedback. Relevant feedback promotes more learning from a task and helps to limit misunderstanding of content and/or the expectations of the teacher.
  • and understands how to teach the content to students
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      The "and" is extremely important here. Both understanding the content and being able to deliver it in a way that is understandable to student is essential for any course.
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      I believe that this has the biggest impact on student learning. Instructors (whether online, face-to-face, or some other hybrid) must understand effective instructional practices or students will not learn the material. Content knowledge is obviously important, but it does not result in student learning without a solid understanding of best practices in instruction.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • carolynasmith
      carolynasmith on 06 Oct 14
       
      So important for students to know what the expectations are for a course.
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
    • ericalea
      ericalea on 08 Oct 14
       
      This is important in any field, and online teaching and learning is no different. Teachers must be competent in the content they're teaching in order to best serve their students.
  • multiple learning needs
    • ericalea
      ericalea on 08 Oct 14
       
      Teaching online gives us a great opportunity to meet learning needs of many students. 
  • Applies research, knowledge, and skills
    • ericalea
      ericalea on 08 Oct 14
       
      Diigo is a great resource to show students who are working on research as well! 
  • privacy
    • ericalea
      ericalea on 08 Oct 14
       
      Using Diigo as we are now, in a group, is a great time to talk about privacy and positive online interactions with students. 
  • assessment
    • ericalea
      ericalea on 08 Oct 14
       
      Again, online learning in many cases mirrors learning in a classroom; multiple and varied assessments are and have always been best practice.
  • multiple assessment instruments
    • Alex Glade
      Alex Glade on 28 Oct 14
       
      It is important to include a variety of assessments. I can see how it would be easy to fall into the habit of using a couple of forms of assessments within an online course, but a variety of tools provides a better measure of student learning.
  • s ability to enhanc
    • evanabbey
      evanabbey on 14 May 15
       
      Sharing the annotation here
  • Tyler Youngers on 16 Sep 14
     
    I shared this annotation because having been a student in online courses since high school, I've found this learning standard is often overlooked. The community aspect is crucial to making everyone feel a part of the learning environment and for keeping students engaged in the learning process. I've had professors/instructors who maintained little online social presence and consequently, I felt disengaged and disjointed from the course. On the other hand, I've had professors/instructors who were deliberate in attaining this learning standard and the end result was much more positive.
malger17

Adding video to Softchalk modules - YouTube - 0 views

www.youtube.com/watch

ollie_iowa

shared by malger17 on 20 Jul 15 - No Cached
  • malger17 on 20 Jul 15
     
    here is a good tutorial on how to embed a video to a SoftChalk lesson.
Rick Vettraino

Jing Tutorial - 2 views

I have used Jing for about 3 years now and it is great for short PD tutorials.

moodle_iowa

started by Rick Vettraino on 31 Jan 11 no follow-up yet
Chip Bishop

Michael Penney's Blog: Google Docs-Moodle tutorial - 0 views

michaelpenney.blogspot.com/...oodle-tutorial-googledocs.html

shared by Chip Bishop on 08 Jun 11 - Cached
  • Chip Bishop on 08 Jun 11
     
    adding google docs to moodle
Andrea Accola-Sabin

Videos for Math Topics - 0 views

mathops.com/index.php

moodle-iowa

shared by Andrea Accola-Sabin on 12 Jul 11 - No Cached
  • Andrea Accola-Sabin on 12 Jul 11
     
    This is a site that has some different tutorials for math topics.
1 - 20 of 60 Next › Last »
Showing 20▼ items per page