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Lesson: Articles on Visual Design - 2 views

www.aeak12online.org/...view.php
shared by lauralross on 05 Mar 16 - No Cached
  • Instead, it enhances it by engaging users and helping to build trust and interest in the brand.
    • Pam Buysman
      Pam Buysman on 05 Mar 16
       
      I think the key word is enhances. Content has to be most important and the layout and design of the website has to be secondary. It's important to make sure that the website itself doesn't overpower or overwhelm the message. 
  • You should direct the user’s eyes through a sequence of steps. For example, you might want your user to go from logo/brand to a primary positioning statement, next to a punchy image (to give the site personality), then to the main body text, with navigation and a sidebar taking a secondary position in the sequence. 
    • Pam Buysman
      Pam Buysman on 05 Mar 16
       
      Web design is a bit like designing a PowerPoint isn't it? While a web site is certainly not linear, we have to design a way to make sure the content we're sharing is seen by our audience. That does mean figuring out some kind of path for them to follow. 
  • One of my worst habits is making low-contrast text. It looks good but doesn't read so well, unfortunately. Still, I seem to do it with every Web site design I've ever made, tsk tsk tsk.
    • Pam Buysman
      Pam Buysman on 05 Mar 16
       
      There are many things to consider about readability. The thing that stands out for me is that very frequently, simple is better. Fonts might look attractive, but often it is best to stick with tried and true fonts and also tried and true colors. Obviously, if the reader is unable to read your site, they won't see what you want them to. 
  • ...47 more annotations...
  • When a user comes to your site what are they actually trying to do? List out the different types of tasks people might do on a site, how they will achieve them, and how easy you want to make it for them.
    • Pam Buysman
      Pam Buysman on 05 Mar 16
       
      It's important to think like the end user. It might be a good idea to enlist the help of a second set of eyes. Like proofreading an article, having someone "test drive" your website might be a good idea before actually sharing it with the intended audience. 
  • Keeping your design consistent is about being professional. Inconsistencies in a design are like spelling mistakes in an essay. They just lower the perception of quality. Whatever your design looks like, keeping it consistent will always bring it up a notch. Even if it's a bad design, at least make it a consistent, bad design.
    • Pam Buysman
      Pam Buysman on 05 Mar 16
       
      Again, it's so important to keep the end user in mind. Consistency helps the end user know how to use and navigate your site. In web design, and also in Soft Chalk created lessons, users really don't like to be surprised. They want to know what to expect. 
  • Hierarchy does not only come from size. Amazon makes the ‘Add to cart’ button more prominent by using color
    • Pam Buysman
      Pam Buysman on 05 Mar 16
       
      What is your message or goal?  After determining that, you can plan how to prominently place the most important items on your web page. Size and color are two ways of creating hierarchy. I guess I had never really given much serious consideration to this. 
  • In other words, the bigger an object and the closer it is to us, the easier it is to use it.
    • Pam Buysman
      Pam Buysman on 06 Mar 16
       
      Does Fitt's law have something to do with the number of clicks it takes to get to information from the homepage? Is there a rule of thumb that says no more than 3 clicks? 
  • The best images follow the rule of thirds: an image should be imagined as divided into nine equal parts by two equally-spaced horizontal lines and two equally-spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
    • Pam Buysman
      Pam Buysman on 06 Mar 16
       
      I don't know much about photography, but I have heard about the rule of thirds. Again, something I didn't really think this when I considered adding photos to a web site or to a Soft Chalk page. Not all photos automatically ascribe to the rule of thirds, so it might be helpful to know a little bit about photo editing as well. Just one more thing to consider! 
  • Notice how you could see the dog without focusing on each black spot that the dog consists of?
    • Pam Buysman
      Pam Buysman on 06 Mar 16
       
      Sorry, I don't see the dog. :-)
    • Denise Krefting
      Denise Krefting on 06 Mar 16
       
      In the center below the large dark section. His head is down like he is smelling the ground sniffing toward the upper left.
  • Content is more important than the design which supports it.
    • Pam Buysman
      Pam Buysman on 06 Mar 16
       
      This is essential to remember. What we are trying to say is so much more important than making something "pretty." We always need to start with the message or content. 
  • Users are rarely on a site to enjoy the design; furthermore, in most cases they are looking for the information despite the design.
    • Pam Buysman
      Pam Buysman on 06 Mar 16
       
      Not much more to say about this. It's all about the content!!
  • according to Weinberg’s law, a developer is unsuited to test his or her code
    • Pam Buysman
      Pam Buysman on 06 Mar 16
       
      Collaboration is so important. Ask for another pair of eyes to help you. Make sure as well, that your colleague will be willing to critique your work. Sometimes that's difficult to do, but it key to the success of your design and usability. 
  • A successful visual design does not take away from the content on the page or function
    • Denise Krefting
      Denise Krefting on 06 Mar 16
       
      No matter what is done, the message still needs be visible. Enhancement helps to engage viewers.
  • Texture refers to how a surface feels or is perceived to feel.
    • Denise Krefting
      Denise Krefting on 06 Mar 16
       
      This is something that I have never considered. Surface feel is an interesting concept.
  • the user should be led around the screen by the designer. I call this precedence, and it's about how much visual weight different parts of your design have.
    • Denise Krefting
      Denise Krefting on 06 Mar 16
       
      The designer is in control of what the viewer sees. This reminds me that I need to look at my work from the eyes of those viewing content and what the take aways should be. 
  • Most users search for something interesting (or useful) and clickable; as soon as some promising candidates are found, users click. If the new page doesn’t meet users’ expectations, the Back button is clicked and the search process is continued.
    • Denise Krefting
      Denise Krefting on 06 Mar 16
       
      I have found this to be true for all viewers. It used to be just kids but now adults as well. Once additional component to remember is the load speed. Resize your images before they are uploaded.
  • web-page should be obvious and self-explanatory.
    • Denise Krefting
      Denise Krefting on 06 Mar 16
       
      I would also suggest consistency so they don't need to relearn the site with each page.
    • kelly40
      kelly40 on 06 Mar 16
       
      It's important for me to remember all of these tools...moving from a face to face environment to an online setting is vastly different, and these tools are what I as a student need, so I need to be incorporating them as well. Without a good position, color that catches my eye and various design elements I've lost interest. If I've lost interest with the lack of tools, then so will my students.
  • One of the most frustrating experiences you can have on a Web site is being unable to figure out where to go or where you are
  • here you
  • One of the most frustrating experiences you can have on a Web site is being unable to figure out where to go or where you are
    • kelly40
      kelly40 on 06 Mar 16
       
      I find this very frustrating as well. I took an online class a few years ago, (not an AEA class:)), and the various links were not embedded. So, when I would click on those links, I'd be taken completely out of the course and would have to constantly log back in.  
  • To achieve precedence you have many tools at your disposal:
  • Hick’s law says that with every additional choice increases the time required to take a decision.
    • kelly40
      kelly40 on 06 Mar 16
       
      This is such an interesting statement - as I parent I know and agree with this statement, but it seems we're often encouraged to give students as many choices as possible for assessment and/or project purposes.
  • It should not be considered merely ‘blank’ space — it is an important element of design
    • kelly40
      kelly40 on 06 Mar 16
       
      This is so interesting and I've noticed the importance of this "white space" as I've been looking at Softchalk lessons. It also reminds me how we've learned that when designing our lessons, using shorter paragraphs (separated by white space) is better than traditional paragraphs given on a handout in a face to face classroom. 
  • Users don’t read, they scan.
    • kelly40
      kelly40 on 06 Mar 16
       
      I know this is true of students, but as adults we are the same way! We know what we need to read well and give our full attention and then there are other things that we scan to find what we need. This is an important skill for students to learn, so having an online lesson set up well will be beneficial.
  • Web users are impatient and insist on instant gratification.
  • Web users are impatient and insist on instant gratification.
    • kelly40
      kelly40 on 06 Mar 16
       
      This is so true as well and it's important for me to remember as I move forward with my Softchalk lesson - if they can't figure out how to move around, they will become frustrated and give up. It's not that we should not teach them to problem solve, but the training in how to move around the lesson will be important.
  • White space is an important part of your layout strategy.
    • Deborah Cleveland
      Deborah Cleveland on 08 Mar 16
       
      White space on a page can make the really important content stand out. My issue is that sometimes, I have a difficult time finding images that allow me to hit the "right" amount of white space and the text I want/need to have on the page.
  • the first thing you see is the logo
    • Deborah Cleveland
      Deborah Cleveland on 08 Mar 16
       
      When I'm looking for something, the logo or branding is so important to me. I want to know immediately if I'm in the right spot. Logos help me do this. When I see the logo I'm looking for or that I expect to see, it puts me at ease, because I know I'm in the "right" spot.
  • Buttons to travel around a site should be easy to find - towards the top of the page and easy to identify. They should look like navigation buttons and be well described. The text of a button should be pretty clear as to where it's taking you.
    • Deborah Cleveland
      Deborah Cleveland on 08 Mar 16
       
      Buttons or menus across the top of a webpage are very helpful when it comes to navigating a website. One issue I've had is that sometimes my buttons make sense to me, but to the new visitor the language I use to explain where it is taking the visitor doesn't make sense. Take for example, on our website we have something called "Instructor Center". This is the place our instructors who teach PD for us go to get information. To me this makes complete sense. That being said, I know that we consistently get questions about where to find instructor information. The label, "instructor center" doesn't resonate with the visitor. I have seen websites where there is a brief description appears on the screen when you roll over the button, but before you click. I'm not sure if these things help or if they add clutter.
  • Occam’s Razor states that the simplest solution is usually best.
    • Deborah Cleveland
      Deborah Cleveland on 08 Mar 16
       
      A rule never rang more true, but at the same time it is so hard to follow. So often I find myself getting lost in the complexity of what I'm trying to do. Add this to my love of "little bells and whistles" and I find myself creating things that lack real substance.
  • The higher is the cognitive load and the less intuitive is the navigation, the more willing are users to leave the web-site and search for alternatives.
    • Deborah Cleveland
      Deborah Cleveland on 08 Mar 16
       
      This makes me think of what I call the "learning curve". If the learning curve is to long, people just move on to find something different that doesn't have this learning curve. Take for example graphic design tools. Over the years, I've downloaded gimp and seashore, but for some reason I've never quite gotten the hang of them. Instead I use a web-based tool called pixlr. It is easy and I've met with some success. That being said, would Gimp or Seashore provide me with more options and features, probably, but the learning curve is steeper so I've chosen to use pixlr. When I think of learners, I wonder how we can scaffold things so that the learning curve isn't so steep.
  • Unity has to do with all elements on a page visually or conceptually appearing to belong together. Visual design must strike a balance between unity and variety to avoid a dull or overwhelming design.
    • khageman2
      khageman2 on 09 Mar 16
       
      There are lots of ways to achieve unity: theme, banners, fonts colors, and object placement all contribute to a unified feel.
  • Line Spacing
    • khageman2
      khageman2 on 09 Mar 16
       
      Also consider the space between chunks of information. Sometimes changing the size of a "blank" line greatly affects the overall design.
  • back and revise earlier pages to match later ones exactly
    • khageman2
      khageman2 on 09 Mar 16
       
      This final polish is an attention to detail that really makes a difference in professional looking design and audience appeal. It is worth the time and effort!
  • rank elements on your website based on your business objective
    • khageman2
      khageman2 on 09 Mar 16
       
      For educators, this would translate to "educational objective." Is the truly important educational information given prominence?
  • the more choice you give people, the easier it is to choose nothing.
    • khageman2
      khageman2 on 09 Mar 16
       
      Yes, choice within limits so as not to overwhelm to the point of inaction...
  • a maximum of 18 words or 50-80 characters per line of text.
    • khageman2
      khageman2 on 09 Mar 16
       
      Limiting the number of words per line is a design strategy that I hadn't considered before. 
  • Dominance focuses on having one element as the focal point and others being subordinate.  This is often done through scaling and contrasting based on size, color, position, shape, etc.
    • Judy Sweetman
      Judy Sweetman on 13 Mar 16
       
      I have a background in graphic design, and have taken many design courses. It always amazes me how the terms in the elements and principles of design change, depending on who is discussing them. This is the first I've heard of "dominance", as I learned this as "emphasis". Regardless, the elements and principles of design are critically important to all educators, because embedded in the Iowa Core ELA standards is the concept of visually literacy skills. I do include parts learning about the elements and principles of design in several of the online courses I teach.
  • Typography
    • lauralross
      lauralross on 24 Mar 16
       
      "Typography" -https://diigo.com/08f26r I'm curious about different typography.  I was always told to use very readable font and avoid anything fancy. 
  • People won’t use your web site if they can’t find their way around it.
    • lauralross
      lauralross on 24 Mar 16
       
      Students are even less patient than adults, so it becomes imperative that overall flow and navigation makes sense. 
  • White space is good.
  • White space is good.
    • lauralross
      lauralross on 24 Mar 16
       
      This is important to remember.  I don't have to pack every slide/page on Soft Chalk full of stuff.  It was really overwhelming to create a power point presentation and stick an image on every slide - I thought it was too repetitive, esp. based on all the examples we've seen.  
  • reduce the cognitive load
    • lauralross
      lauralross on 24 Mar 16
       
      This idea came up last week - and even in video examples that white space is ok, it is also ok to only have an idea, or a few key words on a slide/page, etc.
  • golden ratio looks like
    • lauralross
      lauralross on 24 Mar 16
       
      I'm not sure if the Fibonacci sequence is the same as the golden ratio, but it reminds of the rule of thirds in photography. 
  • Enough white space makes a website look ‘clean’. While clean design is crucial to communicating a clear message, it doesn’t just mean less content. Clean design means a design that makes the best use of the space it is in. To make a clean design, you have to know how to communicate clearly by using white space wisely.
  • Enough white space makes a website look ‘clean’. While clean design is crucial to communicating a clear message, it doesn’t just mean less content. Clean design means a design that makes the best use of the space it is in. To make a clean design, you have to know how to communicate clearly by using white space wisely.
    • lauralross
      lauralross on 24 Mar 16
       
      Great!  Less pressure to feel like we have to cram a page full of content. 
19More

10 Principles Of Effective Web Design - Smashing Magazine - 1 views

www.smashingmagazine.com/...ciples-of-effective-web-design
shared by lauralross on 06 Mar 16 - No Cached
    • jweinreich
      jweinreich on 06 Mar 16
       
      Interesting - this is the 4th article I'm tackling here, and the layout is very distracting to me.
    • jweinreich
      jweinreich on 06 Mar 16
       
      Good to know....although I feel like that contradicts what has been written up to this point and in previous articles.
    • lauralross
      lauralross on 09 Mar 16
       
      I also agree that it contradicts previous information, but I think it also reinforces how thought-out our content needs to be, and brief, in many cases. 
  • Users appreciate quality and credibility. If a page provides users with high-quality content, they are willing to compromise the content with advertisements and the design of the site. This is the reason why not-that-well-designed websites with high-quality content gain a lot of traffic over years. Content is more important than the design which supports it.
  • ...10 more annotations...
    • jweinreich
      jweinreich on 06 Mar 16
       
      If only that image weren't a tiny question mark in a giant empty box on my computer screen.
    • jweinreich
      jweinreich on 06 Mar 16
       
      As I've been reading I've been thinking of my own website habits, and I'm not sure I'm a typical user...I'll read everything, and although I'll only click what I think is pertinent to what I'm looking for, I do it in a very linear fashion. (Well, as linear as web clicking can be, anyway. It's very systematic.)
  • never open links in new browser windows.
    • jweinreich
      jweinreich on 06 Mar 16
       
      EVERY WEB DESIGNER SHOULD KNOW AND FOLLOW THIS!!!
  • Ideally remove all barriers, don’t require subscriptions or registrations first. A user registration alone is enough of an impediment to user navigation to cut down on incoming traffic.
    • jweinreich
      jweinreich on 06 Mar 16
       
      It definitely is for me - given how I seem to approach web pages (and after reading these I'm thinking I could be a lot more efficient) - registration to even use a site is a deal breaker. I can't think of a signal time that I haven't moved on.
    • jweinreich
      jweinreich on 06 Mar 16
       
      However, I doubt this applies to SoftChalk in any way shape or form. I'm just sharing my thoughts as I read.
  • As the Web is different from print, it’s necessary to adjust the writing style to users’ preferences and browsing habits. Promotional writing won’t be read. Long text blocks without images and keywords marked in bold or italics will be skipped. Exaggerated language will be ignored.
    • jweinreich
      jweinreich on 06 Mar 16
       
      This will definitely apply to SoftChalk and will definitely be hard for my loquacious self.
  • People won’t use your web site if they can’t find their way around it.
    • lauralross
      lauralross on 09 Mar 16
       
      Students are even less patient than adults, so it become imperative that overall flow and navigation makes sense. 
  • White space is good.
    • lauralross
      lauralross on 09 Mar 16
       
      I think this is a good idea to remember.  I felt so overwhelmed during the power point assignment (having to add an image to every slide) that it was just too much.  This idea came up last week - and even in video examples that white space is ok, it is also ok to only have an idea, or a few key words on a slide/page, etc. 
  • jweinreich on 06 Mar 16
     
    Usability and the utility, not the visual design, determine the success or failure of a web-site. Since the visitor of the page is the only person who clicks the mouse and therefore decides everything, user-centric design has established as a standard approach for successful and profit-oriented web design. After all, if users can't use a feature, it might as well not exist. We aren't going to discuss the implementation details (e.g. where the search box should be placed) as it has already been done in a number of articles; instead we focus on the main principles, heuristics and approaches for effective web design — approaches which, used properly, can lead to more sophisticated design decisions and simplify the process of perceiving presented information.
  • jweinreich on 06 Mar 16
     
    Usability and the utility, not the visual design, determine the success or failure of a web-site. Since the visitor of the page is the only person who clicks the mouse and therefore decides everything, user-centric design has established as a standard approach for successful and profit-oriented web design. After all, if users can't use a feature, it might as well not exist. We aren't going to discuss the implementation details (e.g. where the search box should be placed) as it has already been done in a number of articles; instead we focus on the main principles, heuristics and approaches for effective web design — approaches which, used properly, can lead to more sophisticated design decisions and simplify the process of perceiving presented information.
97More

Lesson: Articles on Visual Design - 4 views

moodlesw.aeapdonline.org/...view.php
shared by Evan Abbey on 27 Jun 14 - No Cached
  • Depending on how a texture is applied, it may be used strategically to attract or deter attention.
    • rmfredrickson
      rmfredrickson on 27 Jun 14
       
      I never thought about "texture" online; what would be an example of a repeated element? A simple picture, or maybe a repeated diagram?
    • darinjohnson
      darinjohnson on 27 Jun 14
       
      Texture is an interesting element that I generally disregard. However, I remember a literature professor open poetry discussions with questions about texture and taste. He would use such responses to get to the tone of the work. What taste/texture/tone does this course have?
    • Linda Hoobin
      Linda Hoobin on 29 Jun 14
       
      Texture...not something I ever pay attention to or maybe even knew about.
  • Spacing makes things clearer.
    • rmfredrickson
      rmfredrickson on 27 Jun 14
       
      I have found this to be true since starting this class; less is more; and the idea of also adding an element of some kind to every page makes a lot of sense to me too. I think about this now as I create ANY kind of presentation page.
    • denise carlson
      denise carlson on 28 Jun 14
       
      "Less is more." That sums up nicely what we've been learning.  I know that I have a tendency to be too wordy and thus the page seems way too cluttered. I need to make a concerted effort to utilize the Less is More rule of thumb. 
  • In the last year or so, I've switched to using CSS to make my buttons and have never looked back. Sure, it means my buttons don't always have the flexibility I might wish for, but the savings in build time from not having to make dozens of little button images are huge.
    • rmfredrickson
      rmfredrickson on 27 Jun 14
       
      What does this mean? That in CSS (which I think I missed what that means...) you don't need to give a direction to click on a button to do whatever it is you are wanting it to do? Rather, it is automatically an apparent clickable button?
    • denise carlson
      denise carlson on 28 Jun 14
       
      Good question! What is CSS?  I think this is another rule of thumb we might want to add to our web-design rules: Don't assume the reader knows what the abbreviations or acronyms mean. Spell them out and define them so everyone is clear. 
  • ...49 more annotations...
  • Everything should be themed to make your design coherent between pages and on the same page.
    • darinjohnson
      darinjohnson on 27 Jun 14
       
      Here's one element that we can control and that we should control; however, it is also an element that I sometimes have trouble with. Sometimes it takes me awhile to find my style.
  • Font Choices
    • darinjohnson
      darinjohnson on 27 Jun 14
       
      What font should we be using? My journalism minor is quite dusty, but I was taught that body copy should be a serif typeface (e.g. Times New Roman, Georgia) and headlines should be a sans-serif typeface (e.g. Arial, Helvetica). Your choice of type might also give you a better grade: http://skeptics.stackexchange.com/questions/19604/does-size-12-times-new-roman-font-receive-better-grades-in-school S
  • Squeaky wheels get the grease and prominent visuals get the attention. 
    • darinjohnson
      darinjohnson on 27 Jun 14
       
      This is a potent quotable.
  • Pantheon
    • darinjohnson
      darinjohnson on 27 Jun 14
       
      This is off topic, but I can't let it go. This is an image of the Parthenon. The Pantheon is in Rome.
  • it’s a good practice to never open links in new browser windows.
    • darinjohnson
      darinjohnson on 27 Jun 14
       
      I'm going to give this some thought because this suggestion is opposite of what I generally try to do. I've always thought it was better for readers to close the new linked area. 
    • denise carlson
      denise carlson on 28 Jun 14
       
      My too. I like new windows for new material. This seems contrary to my preferences. 
    • Linda Hoobin
      Linda Hoobin on 29 Jun 14
       
      It is not the way I think either. I tend to want to separate things so I am not distracted. New windows keep me focused.
    • Evan Abbey
      Evan Abbey on 01 Jul 14
       
      Same here. Especially with Moodle, I try to have it open in a different window so that they don't lose the original course.
  • A typical example from usability sessions is to translate the page in Japanese (assuming your web users don’t know Japanese, e.g. with Babelfish) and provide your usability testers with a task to find something in the page of different language. If conventions are well-applied, users will be able to achieve a not-too-specific objective, even if they can’t understand a word of it.
    • darinjohnson
      darinjohnson on 27 Jun 14
       
      I saw a Tweet recently suggesting to do something similar: Turn on speech to see if you can navigate on your site without vision. Is the site usable for all?
  • The basic elements that combine to create visual designs include the following:
    • denise carlson
      denise carlson on 28 Jun 14
       
      All of this is what is missing from the powerpoint I created for Mollie 3 in the week 2 lab section. 
    • Linda Hoobin
      Linda Hoobin on 29 Jun 14
       
      This could/should be my checklist for design!
    • Evan Abbey
      Evan Abbey on 01 Jul 14
       
      To be clear, these elements are always present, even in their absence. That is, even when one has the ugliest colors imagineable, they still are using a color palette. If you are Picasso, you get paid a lot of money for having the absence of these basic elements.
  • and that the medium changes as frequently as the underlying technology does.
    • denise carlson
      denise carlson on 28 Jun 14
       
      Oh no, so what I'm learning now will be different in 6 months or one year. I need a suggestion of a good blog or online resource I can use to keep up-do-date with all of the online design developments.
  • To achieve precedence you have many tools at your disposal:
  • To achieve precedence you have many tools at your disposal:
    • denise carlson
      denise carlson on 28 Jun 14
       
      These make perfect sense to me. I'm thinking that if I can remember and use these 5 chunks of precedence I would be taken a giant step toward fine-tuning the online lessons I create. 
    • Evan Abbey
      Evan Abbey on 01 Jul 14
       
      One slight difference between the online lesson and the "webpage" this designer is talking about is that there is going to be more stuff on the webpage. An online lesson doesn't have as many elements vying for attention.
  • some pretty bad examples out there.
    • denise carlson
      denise carlson on 28 Jun 14
       
      The DE website is a "pretty bad example" if you ask me. (Although there have been improvements made over time.)  There is just SO much there that is difficult for me to find what I want and need. I guess I could use that website as a non-example of effective navigation. 
    • Evan Abbey
      Evan Abbey on 01 Jul 14
       
      True. Of course, Heartland's old website was bad too. That is one of the occupational hazards of people like us who have our fingers in everything.
  • Adhering to Standards
    • denise carlson
      denise carlson on 28 Jun 14
       
      So what are some other things people expect? Where might we learn more about these ideas? The one example here is a good one, but now I'm curious about other expectations that I should be aware of. 
  • good set of CSS stylesheets
    • denise carlson
      denise carlson on 28 Jun 14
       
      Hmm. . . .what is a CSS style sheet?  So much unfamiliar content specific vocabulary in this article makes me wonder if I'm actually understanding what is being said. 
    • Evan Abbey
      Evan Abbey on 03 Jul 14
       
      A CSS style sheet is a set of rules (in the shape of a bunch of code) that govern a website. It would look like this: All headlines are in Maroon, 24 point, centered All sidebars have a box that is 100 pixels by 80 pixels. Except... in a language we can't understand.
  • Here’s what the golden ratio looks like:
    • denise carlson
      denise carlson on 28 Jun 14
       
      But, didn't we read somewhere earlier in the class to place pictures/photos on the left-hand side of  slide? Do these 2 ideas contradict each other? Someone please clarify for me. 
    • Evan Abbey
      Evan Abbey on 03 Jul 14
       
      Well... in our lessons, we advocated for putting them on the right side, as it helps with wrapping of text. Though putting them on the left is not a design faux pas. The "golden ratio" layout is more beneficial for designing a website, where you have grids to place content.
  • This is similar to Paradox of Choice – the more choice you give people, the easier it is to choose nothing.
    • denise carlson
      denise carlson on 28 Jun 14
       
      OK, i can see how too many choices is confusing in web design. But as an educator, I want to assure that my students have the freedom to make some choices regarding assignments and activities I ask them to complete in order to show their understanding. How will I balance these 2 ideas when creating online lessons/courses? 
    • Evan Abbey
      Evan Abbey on 03 Jul 14
       
      I think you already answered your question. Design is different than learning choice. It's like the new textbooks that have so much sidebar information that students aren't reading the main text. Too much design choice. In a lesson, you can present students with different learning options (enrichment, accomodated assignments, etc), but keep the webpage consistent.
  • the right is more interesting?
    • denise carlson
      denise carlson on 28 Jun 14
       
      I don't think the image on the right is more interesting? What am I missing? 
    • Evan Abbey
      Evan Abbey on 03 Jul 14
       
      "Interesting" is of course subjective. Typically, the rule of thirds means if you move the subject over to the 3rd-line of the picture, the picture shows more dynamics. Instead of "here's this rock formation", it's "Here's the rock formation, in its habitat, and now your eyes are moving over to this side of the photo to examine what is around it"
  • provide an email address if they were asked for it after they’d seen the feature work, so they had some idea of what they were going to get in return.
    • denise carlson
      denise carlson on 28 Jun 14
       
      I so agree. If I'm asked for email or other info to enter a site, I just close out. I want some hint of what the site has to offer me before I give them all my info.  Great tip!
    • Linda Hoobin
      Linda Hoobin on 29 Jun 14
       
      I steer away if I am asked for identifying information before I can explore the site's information.
    • Evan Abbey
      Evan Abbey on 03 Jul 14
       
      I hate it too. I have an email site dedicated to these throwaway signups that I never check (unless I need to confirm an account). I grumble every time.
  • he more options a user has when using your website, the more difficult it will be to use (or won’t be used at all).
    • rmfredrickson
      rmfredrickson on 29 Jun 14
       
      I agree with this Paradox of Choice; a few good options is better than a lot of medicore ones.
  • The best images follow the rule of thirds: an i
    • rmfredrickson
      rmfredrickson on 29 Jun 14
       
      I have never given this thought before, or had any idea how layout (in thirds) affects someone's perception of a page; fascinating, yet useful!!
  • Users don’t read, they scan. Analyzing a web-page, users search for some fixed points or anchors which would guide them through the content of the page.
    • Evan Abbey
      Evan Abbey on 01 Jul 14
       
      I admit, I was visualizing the scene from Clockwork Orange when thinking about this activity.
  • Unity has to do with all elements on a page visually or conceptually appearing to belong together. Visual design must strike a balance between unity and variety to avoid a dull or overwhelming design.
  • White space is used around text and between sections to allow the page to breath
    • Evan Abbey
      Evan Abbey on 01 Jul 14
       
      I think white space is probably the most critical attribute for a teacher-designer to master. The simple adding of white space makes the whole thing breathe and makes it look a lot better.
  • Similarity refers to creating continuity throughout a design without direct duplication. Similarity is used to make pieces work together over an interface and help users learn the interface quicker.
  • 9 Essential Principles for Good Web Design
  • Good Web design, perhaps even more than other type of design, is about information.
  • Padding is the space between elements and text. The simple rule here is that you should always have space there.
  • Navigation — Where can you go?
  • Think about user tasks
  • Think about user tasks
  • At the end of the day, your Web design is a tool for people to use, and people don't like using annoying tools!
  • The simplest way to maintain consistency is to make early decisions and stick to them.
  • 8 Effective Web Design Principles You Should Know
  • Design is not just something designers do. Design is marketing. Design is your product and how it works. The more I’ve learned about design, the better results I’ve gotten.
  • So, if your layout width is 960px, divide it by 1.618 (=593px). Now you know that the content area should be 593px and sidebar 367px. If the website height is 760px tall, you can split it into 470px and 290px chunks (760/1.618=~470).
  • With effective web design, you need to make sure things that do NOT go together, are not perceived as one. Similarly, you want to group certain design elements together (navigation menu, footer etc) to communicate that they form a whole.
  • White space is all about the use of hierarchy. The hierarchy of information, be it type, colour or images.
  • Effective web design and art are not the same.
  • Web users are impatient and insist on instant gratification.
  • the web-page should be obvious and self-explanatory.
  • Avoid cute or clever names, marketing-induced names, company-specific names, and unfamiliar technical names.
  • The “keep it simple”-principle (KIS) should be the primary goal of site design.
  • testing one user is 100% better than testing none
  • if you want a great site, you’ve got to test.
  • Incorporating space into a design helps reduce noise, increase readability, and/or create illusion. White space is an important part of your layout strategy.
    • lwymore
      lwymore on 29 Jun 14
       
      The use of space can be often overlooked or just not something that we always pay attention to.
    • Evan Abbey
      Evan Abbey on 01 Jul 14
       
      Lisa, I agree. In fact, my opinion is its the best place to start, since it is one of the easier elements to understand (not sure I can identify what "good Gestalt" is) and one of the easiest to actually do.
  • White space is used to give balance, proportion and contrast to a page.
  • White space is used to give balance, proportion and contrast to a page.
    • lwymore
      lwymore on 29 Jun 14
       
      Using "white space" as a tool to balance, proportion and contrast on a page; also helps with readability; something to keep in mind when editing and trying to avoid text-heavy pages. Consider how can one use white space to prevent the text from looking too overwhelming.
  • You should direct the user’s eyes through a sequence
    • lwymore
      lwymore on 29 Jun 14
       
      This is the same thing we want to do with self-paced lessons.
  • Aligning makes your design more ordered and digestible, as well as making it seem more polished.
  • Simple, minimal design does not automatically mean the design works, or is effective. But in my experience simple is always better than the opposite
    • lwymore
      lwymore on 29 Jun 14
       
      Clean and simple design can help maintain the balance and consistency needed for effective lessons
68More

Lesson: Articles on Visual Design - 5 views

moodlesw.aeapdonline.org/...view.php
shared by sjensen21 on 09 Dec 14 - No Cached
  • A successful visual design does not take away from the content on the page or function.  Instead, it enhances it by engaging users and helping to build trust and interest in the brand.
    • Nancy Peterman
      Nancy Peterman on 09 Dec 14
       
      This statement was important to me because I want to make the page interesting but need to be selective to ensure the element enhances rather than "decorates".
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      Great point Nancy! I need to keep this in mind as well that the focus needs to be on the content with the design supporting and not distracting.
  • White space is used around text and between sections to allow the page to breath
    • Nancy Peterman
      Nancy Peterman on 09 Dec 14
       
      I believe white space will be important to my Softchalk lessons to engage learners. If I have too much text, the reader may feel overwhelmed or disinterested. I need to hightlight my text by using white space as an element of design.
  • When navigating a good design, the user should be led around the screen by the designer. I call this precedence, and it's about how much visual weight different parts of your design have.
    • Nancy Peterman
      Nancy Peterman on 09 Dec 14
       
      This article reminded me to lead the reader through each of the important points of the web page. It mentioned using images to bring the reader to an important statement or paragraph. Use of shapes or arrows are obvious but also useful in directing the reader while adding interest.
  • ...30 more annotations...
  • List out the different types of tasks people might do on a site, how they will achieve them, and how easy you want to make it for them. This might mean having really common tasks on your homepage (e.g. 'start shopping', 'learn about what we do,' etc.) or it might mean ensuring something like having a search box always easily accessible.
    • Nancy Peterman
      Nancy Peterman on 09 Dec 14
       
      This statement seems pretty basic, but I think it is important to help reduce reader stress. If I provide instructions for the beginner, they may become engaged and explore longer than expected.
  • The more options a user has when using your website, the more difficult it will be to use (or won’t be used at all). So in order to provide a more enjoyable experience, we need to eliminate choices.
    • Nancy Peterman
      Nancy Peterman on 09 Dec 14
       
      This statement spoke about providing too much choice. I think it also applies to find text about the subject, so I think providing an easy to see and use filter or search box is important. I think about my lessons and if students want to review a specific part of the lesson, I want to make it easy for them to find it.
  • Instead users satisfice; they choose the first reasonable option.
    • Nancy Peterman
      Nancy Peterman on 09 Dec 14
       
      I think it is important for me to remember that my audience may scan for reasonable options or things that will help with an assignment, rather than click on each link in order that it is listed.
  • the web-page should be obvious and self-explanatory. When you’re creating a site, your job is to get rid of the question marks
    • Nancy Peterman
      Nancy Peterman on 09 Dec 14
       
      I think it is important that a web page and a lesson is obvious and self-explanatory. If a student has a question, they are may not be willing to wait for an instructor's reply. The student has now lost some of their motivation and engagement in the lesson.
  • Buttons to travel around a site should be easy to find - towards the top of the page and easy to identify. They should look like navigation buttons and be well described. The text of a button should be pretty clear as to where it's taking you. Aside from the common sense, it's also important to make navigation usable.
    • Mary Trent
      Mary Trent on 09 Dec 14
       
      I think this is important in my lesson as I want the users to be able to navigate around the pages according to where their interests lead them.
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      I agree that navigation gives users a chance to move around more freely. It appears within SoftChalk you are limited to the options of top, previous and next. I'm still in the early stages with learning about the tool so still am curious if you are limited too just those three options.
  • Consistency means making everything match. Heading sizes, font choices, coloring, button styles, spacing, design elements, illustration styles, photo choices, etc. Everything should be themed to make your design coherent between pages and on the same page.
    • Mary Trent
      Mary Trent on 09 Dec 14
       
      This is a big one for me, too.  I feel that websites or lessons need to stay consistent in look and design.  It just looks more professional.  Less is more. 
  • Occam’s razor is a principle urging one to select among competing hypotheses that which makes the fewest assumptions and thereby offers the simplest explanation of the effect. To put it in the design context, Occam’s Razor states that the simplest solution is usually best.
    • Mary Trent
      Mary Trent on 09 Dec 14
       
      This is very true.  I have a few pages that have too many words and phrases that are too complex.  I am looking at simplifying these and use other resources like audio or video to include the information so it isn't visually overwhelming.
  • Users don’t read, they scan. Analyzing a web-page, users search for some fixed points or anchors which would guide them through the content of the page.
    • Mary Trent
      Mary Trent on 09 Dec 14
       
      So very true. I want to design my lesson so that a teacher can decide in a manner of seconds if the STEM Scale-up they are looking at is for them or not.
  • Users want to have control. Users want to be able to control their browser and rely on the consistent data presentation throughout the site. E.g. they don’t want new windows popping up unexpectedly and they want to be able to get back with a “Back”-button to the site they’ve been before: therefore it’s a good practice to never open links in new browser windows.
    • Mary Trent
      Mary Trent on 09 Dec 14
       
      I agree, that is why I really want the table of contents or navigation to be on every page so the users can explore wherever the want and go back if they need to.
  • Visual design must strike a balance between unity and variety to avoid a dull or overwhelming design.
    • bgeanaea11
      bgeanaea11 on 10 Dec 14
       
      This is the tricky part- finding a balance between unity and variety- I will try to find this balance as I create my lessons.
  • Web design ain't just about pretty pictures. With so much information and interaction to be effected on a Web site, it's important that you, the designer, provide for it all. That means making your Web site design usable.
    • bgeanaea11
      bgeanaea11 on 10 Dec 14
       
      This is going to be my focus as I develop lessons. If the lesson is not usable, there really is no point.
  • Without knowing ANYTHING about these circles, you were easily able to rank them. That’s visual hierarchy.
    • bgeanaea11
      bgeanaea11 on 10 Dec 14
       
      Interesting! I have never really thought of it this way- what catches my attention is more important and cretes a hierarchy!
  • Here’s what the golden ratio looks like:
    • bgeanaea11
      bgeanaea11 on 10 Dec 14
       
      Cool! I will start looking for this now!
  • Conclusion Effective web design and art are not the same. You should design for the user and by having a business objective in mind. Using these web design principles you can get to aesthetically and financially rewarding results.
    • bgeanaea11
      bgeanaea11 on 10 Dec 14
       
      I was an Art minor in college and did not have any courses in web design, so this is an interesting distinction for me and one to keep in mind!
  • 6. Strive for simplicity The “keep it simple”-principle (KIS) should be the primary goal of site design. Users are rarely on a site to enjoy the design; furthermore, in most cases they are looking for the information despite the design. Strive for simplicity instead of complexity.
    • bgeanaea11
      bgeanaea11 on 10 Dec 14
       
      Absolutely! If it is too complex I will move on!
  • 7. Don’t be afraid of the white space
    • bgeanaea11
      bgeanaea11 on 10 Dec 14
       
      Every article we read mentions this one! It must be a really important one!
  • The basic elements that combine to create visual designs
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      The in-depth definations on how lines, shapes, color palette, texture, typography and form impact what / how a viewer interpret the information along with design is a key factor for consideration.
  • White space is an important part of your layout strategy.
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      White space is an area that I've been learning more about with other work related projects. From what I am learning "white space" provides the learner/reader a chance to break before moving forward. It also serves as a point to reflect.
  • Dominance focuses on having one element as the focal point and others being subordinate.
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      I didn't realize that the focal point of a lesson was considered to be labeled as "dominant" and all information in the area would be viewed as "subordinate". Size, shape, location, etc...clearly sends a message to the viewer.
  • Color contrast
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      This is an important item to remember when it comes to drawing attention to "key" information. I will consider trying this in a few section of my lesson.
  • Empty space seemed wasteful. In fact the opposite is true.
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      This is another way to reference the importance and use of "white space" to give the viewer a chance to pause or in some cases reflect upon the content just read.
  • bread crumb trails,
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      This is good reminder of another way users can work their way around different areas. I didn't see this as a 'form of navigation" until reading this section.
  • Font Choices — Different types of fonts say different things about a design. Some look modern, some look retro. Make sure you are using the right tool for the job.
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      I had know idea that font selection would send a different message. This is something to be aware of when designing a lesson.
  • if text has an underline, you expect it to be a link
    • Kathleen Goslinga
      Kathleen Goslinga on 19 Dec 14
       
      Great point!
  • The best images follow the rule of thirds:
    • Kathleen Goslinga
      Kathleen Goslinga on 20 Dec 14
       
      Utilizing the rule of thirds is a effective way to capture your audience and help guide them in a specific direction. This is something I will consider when selecting images for inclusion in lessons.
  • Hierarchy shows the difference in significance between items
    • sjensen21
      sjensen21 on 22 Dec 14
       
      I find that a hierarchy can be very helpful in understanding how topics are related to one another.
  • Web design can be deceptively difficult
    • sjensen21
      sjensen21 on 22 Dec 14
       
      I know it's difficult.  I have not been deceived!
  • if there is a gigantic arrow pointing at something, guess where the user will look?
    • sjensen21
      sjensen21 on 22 Dec 14
       
      Good "point."  haha  But, seriously, it's obvious, but an important idea, especially for the visual learner.
  • White Space
    • sjensen21
      sjensen21 on 22 Dec 14
       
      I never thought about White Space before I took this class, but I see where they are coming from.  Endless lines of text can be quite overwhelming.
  • Golden ratio
    • sjensen21
      sjensen21 on 22 Dec 14
       
      I believe it was originally discovered by Fibonacci.  Just a little math trivia for you:-)
91More

ollie1roberts: Iowa Online Teaching Standards - 24 views

moodle.aeapdonline.org/...view.php
shared by Michael Panoch on 22 Sep 11 - No Cached
  • Understands the differences between teaching online and teaching face-to-face
    • Lori Pearson
      Lori Pearson on 22 Sep 11
       
      So important and so different!
    • Peggy Hamilton
      Peggy Hamilton on 26 Sep 11
       
      I see a huge difference between teaching online and teaching face-to-face. While online learning has it's place I don't think it can ever take the place of face-to-face teaching, especially with elementary students.
    • Rick Hamilton
      Rick Hamilton on 27 Sep 11
       
      One huge difference between teaching online compared to face to face teaching is the ability to bring students from literally all over the world into a common learning environment. There are some things that could not be accomplished online, yet may overcome some obstacles that such a diverse class group of learners may experience if they were in a classroom environment together.
    • Kevin McColley
      Kevin McColley on 28 Sep 11
       
      I'm excited to see how kids interact with this new method of teaching!
    • anonymous
      anonymous on 30 Sep 11
       
      I am very interested in the benefits of online learning as well as some of the challenges facing both adult learners as well as school-age students. I've seen adult learners who have not been particularly successful in school thrive in an online environment, but they must be motivated to learn the technology and get past the fear of learning online. Their certainly are many differences between teaching face-to-face and teaching online. I'm excited to see what this will all look like ten years from now.
  • using appropriate visual web design techniques
    • Lori Pearson
      Lori Pearson on 22 Sep 11
       
      What are "appropriate visual web design techniques?"
    • Deanna Etherington
      Deanna Etherington on 27 Sep 11
       
      I found this web resource. It talks about web design with 2.0 in mind, but I think it would work for designing any web page. I'll try to figure out how to share it with everyone. http://www.webdesignfromscratch.com/web-design/web-2-0-design-style-guide/ Well, when I shared it, the link appeared above our discussion and I'm not sure that's where it's supposed to be so I erased it. I will have to continue to experiment with sharing links with our group.
  • Demonstrates ethical conduct
    • Rick Hamilton
      Rick Hamilton on 26 Sep 11
       
      It is important to demonstrate this if we expect the students to also follow ethical standards and practices.
    • Lori Pearson
      Lori Pearson on 28 Sep 11
       
      Totally agree, Rick. We have to model what we expect.
  • ...29 more annotations...
  • • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • Peggy Hamilton
      Peggy Hamilton on 26 Sep 11
       
      This is my second experience with online learning. I just thought my first experience was a stretch. This class is stretching me way out of my bubble with technology. I can understand the frustration a student would feel if they didn't understand how to do something.
    • Sue Ruch
      Sue Ruch on 27 Sep 11
       
      I found this You Tube Video entitled "How to Use Diigo for Education." A middle school teacher shares how he is using Diigo in his classroom with his students. http://www.youtube.com/watch?v=2RC3uvzv4_8
    • Phyllis Hinton
      Phyllis Hinton on 27 Sep 11
       
      Like Peggy, this is my second online class. Both have been extremely challenging, but very rewarding. I really have to know what it's like, if I'm going to expect teachers and students to incorporate online training/learning. It can be very frustrating, so customer service is key:).
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 30 Sep 11
       
      This is my first online class. I have students that work on Moodle for there science classes and are very comfortable with the format. My concern is can I catch up to where my students are technology-wise.
    • Lynnette Green
      Lynnette Green on 30 Sep 11
       
      This is the second online class I have chosen to take for this very reason. I have taught hybrid and online classes and felt that I needed to see the process from the student's viewpoint!
    • Kris Ward
      Kris Ward on 02 Oct 11
       
      I don't necessarily think it is a matter of catching up anymore. I think it is mostly the determination to continue learning and experimenting with what you find. I thought I was behind the students, but I am beginning to think it is only because I don't have the same gadgets. Much of what I ask the students to use in regards to technology they have to be taught. I like on-line learning, however, I realize from taking this course and Introduction to the On-Line Learner there is so much advance preparation and so much to take into consideration to make everything run smoothly for the learner. Fixes to struggles seems to be more immediate in a face-to-face course than an on-line one, especially if I am working late at night. Diligence would be key for an instructor.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • Lisa Jellum
      Lisa Jellum on 26 Sep 11
       
      I am very interested in learning more about assessment tools for online learning. Especially for adult professional development.
    • Phyllis Hinton
      Phyllis Hinton on 27 Sep 11
       
      I am wanting to get comfortable with building and using a wiki. Reflection is a good tool for adult learners and can expand the training opportunity, I hope.
  • including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.)
    • Lisa Jellum
      Lisa Jellum on 26 Sep 11
       
      I know this is why we are all here, to learn more about this, but reading this seems very overwhelming to me! Whew there is a lot to learn!
    • anonymous
      anonymous on 01 Oct 11
       
      Possibly it can be broken to to work on one thing, get comfortable with that, then another, then another rather than looking at them all at once.
  • Creates a safe environment, managing conflict
    • Rick Hamilton
      Rick Hamilton on 27 Sep 11
       
      Though not impossible, and absolutely necessary, I think this could be a particularly daunting task in online classes with students and would require constant supervision of the sight and the ability at times to read between the lines in some of the group assignments.
  • • 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)
    • Sue Ruch
      Sue Ruch on 27 Sep 11
       
      Differentiation is important. Appealing to students' interests is important when engaging students in the learning process.
    • Marlo Van Peursem
      Marlo Van Peursem on 02 Oct 11
       
      Each student is going to be different and it is very important that a variety of learning styles be used--especially knowing there is no face-to-face contact.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Sue Ruch
      Sue Ruch on 27 Sep 11
       
      As educators, we are always looking for the best way, the most effective way, to teach content and skills.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Sue Ruch
      Sue Ruch on 27 Sep 11
       
      I have learned about more technologies in the last week and a half than I have learned in the last year. Choosing the best strategy to meet the target is essential.
    • Phyllis Hinton
      Phyllis Hinton on 27 Sep 11
       
      With so many tools available, it is a huge task to just try and decide which tool would be best to achieve an objective.
    • Lynnette Green
      Lynnette Green on 30 Sep 11
       
      I agee....a huge but necessary challenge!
    • anonymous
      anonymous on 01 Oct 11
       
      One of the things that is difficult is the time it takes to learn the tool, let alone apply what you have learned to develop the content with it. Possibly within a school you have different 'experts' of different tools so not everyone needs to be an expert right away with all the tools. Might be worth 'assigning' or 'signing up' to learn different tools for the district - ones that are considered critical.
    • Kris Ward
      Kris Ward on 02 Oct 11
       
      What challenges me most is learning about the different technologies and then selecting which ones are appropriate for the content at hand. I feel I could read forever, so I just have to make a choice and go with it to test out how the students respond.
    • Lora Lehmkuhl
      Lora Lehmkuhl on 07 Oct 11
       
      As I am posting beyond the due date, I'm a good example of how technology has really challenged me. I didn't realize I needed to to OPEN the standards while using Firefox. Something so little can hinder progress.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 30 Sep 11
       
      This concept is nothing new. Everything we do is or should be driven by data.
    • Michael Panoch
      Michael Panoch on 12 Oct 11
       
      This component seems to have found its way into the new Iowa teaching blueprint.
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 30 Sep 11
       
      I think this is very important since technology is always changing and it is important for educators to try to stay current.
  • Provides substantive, timely, and constructive feedback to students
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 30 Sep 11
       
      Timely feedback is very important for students. But when you have 150 students, how do you make it work?
    • Kris Ward
      Kris Ward on 02 Oct 11
       
      This is where a small school is helpful. I have a smaller number of students and it is easier to meet with them during the day or in class. I wish the students knew to use the feedback more effectively.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • anonymous
      anonymous on 30 Sep 11
       
      This is one really important benefit that I see in online learning, and it is important that the online teacher creates the environment for this to happen with assignments and discussions.
    • Lynnette Green
      Lynnette Green on 30 Sep 11
       
      If this learning community is not developed, the student will feel that they are doing an independent study!
    • Paul Anhalt
      Paul Anhalt on 02 Oct 11
       
      I am trying to figure out how to get students to learn astronomy like I have over the past few years. I start with the Astronomy Picture of the Day site and just click link after link, learning along the way. I think it would be awesome if students used Diigo to help each other learn and see what other students are learning. They could share when they've found something they found helpful (if trying to complete an assignment on specific content) or just something they thought was cool.
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • anonymous
      anonymous on 30 Sep 11
       
      While knowing the content is critical, understanding how to teach it may be our biggest challenge. For instance, how many teachers are still explaining how to use a dictionary, thesaurus, and telephone book instead of teaching how to locate information with today's technology.
    • Heather Sutton
      Heather Sutton on 02 Oct 11
       
      I agree with Trista on the biggest challenge is how to teach with the changing technology and how students learn today. I found myself still teaching the way I was taught 10 years before and my school were I taught was not adapting as quickly as the students were so there was major struggles to capture the students attention.
    • Heather Sutton
      Heather Sutton on 03 Oct 11
       
      I also think it is extremely essential to know your content so you can further expand on topics as students bring up questions and ideas. Student thinking can expand a topic/discussion into more depth on a concept and lead to higher levels of learning.
  • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
    • Susie Peterson
      Susie Peterson on 30 Sep 11
       
      Unfortunately, many people don't use data to determine how to procede with instruction or redo instruction.  Instead data is used to "give" grades.  Much learning needs to happen with this standard.
    • Susie Peterson
      Susie Peterson on 30 Sep 11
       
      Having prompt feedback is a priority in any classroom setting, but especially important when you are operating an on-line class.  Without the daily/weekly face-to-face, it is difficult to have an instructor presence or establish the all-important cohort climate.  Quality feedback becomes essential to enhance the on-line learner's experience.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Lynnette Green
      Lynnette Green on 30 Sep 11
       
      How crucial this standard is for students to feel comfortable and productive in an online class!
    • Kris Ward
      Kris Ward on 02 Oct 11
       
      The students really pick up on sincerity and most of the time we need to be available in the evenings for the high school students.
    • Lori Pearson
      Lori Pearson on 10 Oct 11
       
      This is a tough one to know how far you need to go to meet the students' needs without also overtaking one's life and evenings.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 01 Oct 11
       
      I feel it is very important that teachers are knowledgable of the programs that they use. The problem is that sometimes, there is no time for training and getting help with new programs. Teachers often have to figure it out on their own.
  • Aligns assessment with course objectives
    • Paul Anhalt
      Paul Anhalt on 02 Oct 11
       
      I think that this is so obviously important but I have in the past noticed I had taught something and then never assessed it. The freedom I am hoping for in my online course may make it more difficult to come up with old-fashioned assessments.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
  • engage students
    • Heather Sutton
      Heather Sutton on 02 Oct 11
       
      Engaging students is a major concern for me in the online environment. I want to continue exploring more opportunities to engage students besides just giving a grade to go on to the site and complete a task. How do you engage students in your "classroom" when you haven't built a relationship yet?
    • Marlo Van Peursem
      Marlo Van Peursem on 02 Oct 11
       
      Great questions asked, Heather. I, too, think it is very important to have students engaged--especially with no face-to-face contact! Not sure how to answer your last question though.
    • anonymous
      anonymous on 06 Oct 11
       
      Found an interesting article on what is happening in Florida. No teachers in labs with online classes. http://www.nytimes.com/2011/01/18/education/18classrooms.html?pagewanted=1&_r=1
  • 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)
    • Marlo Van Peursem
      Marlo Van Peursem on 02 Oct 11
       
      I feel it is very important that the presentation of the content is easy to understand and follow. The process has to include exact steps in the lesson plans and posted in such a way that is clear to all.
  • 3. Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)
    • Kindall Todd
      Kindall Todd on 09 Oct 11
       
      Without a doubt, planning and design is essential for online le
  • 7. Engages in professional growth (ITS 7)
    • Kindall Todd
      Kindall Todd on 09 Oct 11
       
      Continually engaging in professional development is crucial for improving online learning experiences for participants taking my courses
  • Provides substantive, timely, and constructive feedback to students
    • David Sundstedt
      David Sundstedt on 10 Oct 11
       
      How many times have I heard students complain about how long it takes other teachers to grade papers?
  • Communicates with students effectively and consistently
    • David Sundstedt
      David Sundstedt on 10 Oct 11
       
      Consistency is essential. Students are keenly aware of fairness.
  • Assists students with technology used in the course (Varvel III.C)
  • • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
  • growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • Michael Panoch
      Michael Panoch on 12 Oct 11
       
      While I believe this to be an important standard, I witness daily the struggles administrators face daily with issues of inappropriate student use of technology. This is an area of need.
  • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
    • Michael Panoch
      Michael Panoch on 12 Oct 11
       
      As I teach my current class, I believe that there are times when an online class can facilitate more productive collaboration. An online format promotes student engagement and conversation rather than saying nothing during the classroom experience
  • Phyllis Hinton on 27 Sep 11
     
    Highlight Key Words
  • Lora Lehmkuhl on 07 Oct 11
     
    Highlight Key Words
  • bdowney on 01 Nov 17
     
    Ethical conduct is also listed and described with the BOEE.
47More

Teaching on the Web - Exploring the Meanings of Silence - 1 views

ultibase.rmit.edu.au/...benfield1.htm
shared by Pam Buysman on 06 Jan 11 - Cached
    • ksteingr
      ksteingr on 06 Jan 11
       
      Issues to confront - 1. designing learning that will engage students 2. choosing material that is suitable for the web 3. pedagogy in the online environment
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      Teaching an online class for the first time would be much like teaching your first group of students F2F.. In Iowa we provide mentors for new teachers. It only makes sense to provide a mentor or some kind of support system for "newbie" online facilitators as well. At the AEA, we do a support system of sorts in place. We have enough AEA people trained that can offer support to one another.
  • There are numerous major educational issues to confront and resolve when delivering learning material on the Web -- like designing learning tasks that will engage students, and choosing material which is suitable for delivery via the Web. However, these are not the subjects of this brief discussion. I want to deal with a substantive issue that is too easily ignored or trivialised -- pedagogy in the online environment.
  • The need for support of teachers and academics in these early days of online delivery cannot be underestimated. Early adopters of new technologies can easily find themselves isolated, ignored and problem solving in an intellectual vacuum.
  • ...28 more annotations...
  • establish relaxed, free-flowing and open communication within the class.
    • ksteingr
      ksteingr on 06 Jan 11
       
      Use threaded discussion facility - not finding success.
  • There’s just this awful, sort of silence.
    • ksteingr
      ksteingr on 06 Jan 11
       
      Discussion breaking down.
  • One of the hardest things to orient to in online teaching is the radically different tempo of communication.
    • ksteingr
      ksteingr on 06 Jan 11
       
      The change?
  • How long do you wait for a response in an online threaded discussion?
    • ksteingr
      ksteingr on 06 Jan 11
       
      Key question!
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      As I'm reading this article, I'm wondering if the facilitaor has established any kind of guidelines like we currently have. The initial post is due by Friday and two reponses are expected by Sunday. I really think a timetable needs to be established, because otherwise I do think you might wait forever for some students to respond. Without the timely response, it really isn't possible to create any conversations. Without the conversations, I think learning will be compromised. Of course if a student doesn't respond, you need to try to contact them. Yet if they don't respond to you, I see no alternate but adhering to the guidelines you've established for your threaded discussions. So, I guess I'm saying, you don't wait. You have expectations and you make allowances if necessary, but at some point in time, you need to look at class expectations.
  • What replaces them?
    • ksteingr
      ksteingr on 06 Jan 11
       
      What does replace the brief encounters?
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      You use available technology applications or resources. It is possible to email the student, call, skype, or create a chat room. Any or all of these can be used to create some kind of personal contact with the student. It seems as if we are looking at adult learners. At some point, learners need to take some responsibility for their own learning. Again, without structure there will be no conversation and much learning will be lost.
  • The online teacher can and does know if a particular student has logged on, when they do and which pages in the online subject they visit. But it doesn't feel that way to the student user. It will only become apparent to them later, when or if the teacher e-mails them asking if they are having difficulties.
    • ksteingr
      ksteingr on 06 Jan 11
       
      How do we let students know we are aware of their patterns online?
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      We ask questions in the forum. We email students sharing that we have noticed that they have not logged on. We gently remind them about expectations. We can try calling. In short, we use whatever means we have to communicate with them.
  • ‘get to know each other sessions’
  • If you expect students to use CMC, rather than private e-mail, as the primary mode of communication with you, you have to tell them so.
  • If you expect the students to check their bulletin boards regularly, you have to let them know how often. If your expectations are not being fulfilled you have to follow up with e-mails or phone calls. Communication is critical. It is the strength of the online mode, as opposed to broadcast media like print, radio and video. The rule is, actively avoid isolation.
    • ksteingr
      ksteingr on 06 Jan 11
       
      the key!
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      I agree. You need to tell your students what you expect!
  • o 'community'.
  • Because the general tempo of interaction is slower online, it may take longer.
  • E started telling her students about relevant upcoming public lectures, TV programs, useful or just plain entertaining Web sites she had come across, and so on.
  • But what sort of ‘character’ do you want to convey online, and how will you convey it with a keyboard?
  • ‘I do think that having a sort of classroom rapport, a very sensitive style, which I think I've got in some ways in the classroom, is very important online. But getting it across is ... well, it’s very hard.’
    • ksteingr
      ksteingr on 06 Jan 11
       
      having a sense of online style is one thing - making that clear is quite another!
  • There isn’t any right way to do it, just as there isn’t any one teacher’s ‘character’. You do have to define your own online persona and then think quite carefully on various occasions about how to convey it.
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      I couldn't highlight this because it already was. However, I like this and would have highlighted this text if possible.
  • One of the great advantages of the threaded discussion is the time it allows for reflection, and the possibility for editing/refinement of one’s remarks.
    • ksteingr
      ksteingr on 06 Jan 11
       
      I had not thought about editing, but it is important.
  • This may mean that, for some students anyway, threaded discussions are not conducive to thinking out loud, to tossing out ideas for testing, to speculation.
  • The casual conversation with a student after class, the brief encounter in the corridor, the snippet of social conversation in a workshop or tutorial -- these do not exist in the same way online.
  • What 'right' does EM have to force a timetable on to them?
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      The teacher has every right to force a timetable. Learning will not occur without structure.
  • The visual, audio and tactile cues we take for granted in our everyday teaching, and which we rely on as guides to our action, are utterly absent in the online environment.
  • The teacher in this scenario is at the behest of her students' actions (or lack of them). The centre of control has moved markedly away from the teacher, to the students.
  • Yet the establishment of a sense of community is often one of the chief objectives of a teacher with any class. The achievement of it is a milestone in the progress of a given class in the mind of the teacher.
  • It is almost embarrassing to say so, but there are other things to ‘talk’ to students about than the course material.
  • Others may find that the time they get to reflect and compose their comments invests them with a power they don't ordinarily feel in face-to-face communication.
  • Failure to respond promptly to a student request or other communication could be catastrophic. It is disarming, even alarming, to invest the time to post a message and then get no response.
  • strong conscious effort, planning, forethought, time
  • ksteingr on 06 Jan 11
     
    like designing learning tasks that will engage students, and choosing material which is suitable for delivery via the Web.
  • Pam Buysman on 06 Jan 11
     
    like designing learning tasks that will engage students, and choosing material which is suitable for delivery via the Web.
197More

iowaonlinelearning - Teaching Standards - 94 views

iowaonlinelearning.wikispaces.com/Teaching+Standards
shared by russelljohanna on 17 May 11 - No Cached
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • crjessen44
      crjessen44 on 17 May 11
       
      I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
    • Aryn Kruse
      Aryn Kruse on 29 Jun 11
       
      This is so important---as a special educator I also feel it is important to also consider the impacts of a child's disability in light of their online experiences as well.
    • Kristina Greenfield
      Kristina Greenfield on 19 Jul 11
       
      I agree that being an online student will help me create a better online course. I think that is true with most anything we ask students to do. I try to complete my own work (usually essays) for some of my assignments that I give and by doing so, I can revise the assignment much more meaningfully.
    • Stan Newon II
      Stan Newon II on 19 Jul 11
       
      I completed my master's program entirely online 2 years ago and certainly "lived" in online learning. I believe that online learning has evolved significantly since then with many more tools available to make online learning more effective. There was some differences between how the various instructors delivered their coursework online. Being an online student certainly gives one an idea of what does and does not work and what one likes/dislikes. However I think we need to keep in mind the generational differences in learning; what I may not like about online learning as an older learner may be a very valuable online learning tool for a young student that has grown up with technology as being a natural part of their learning.
    • anonymous
      anonymous on 30 Sep 11
       
      Not only is it important for an online teacher to experience online learning from the perspective of a student, but I think it is important for them to return to the role of a student from time to time. Each time I take an online course, I am reminded of the feeling of being overwhelmed by a long list of lessons/assignments and very little time to actually complete everything. It a great reminder for me as a teacher to be careful not to overload my students. Adding enrichment items might be a great way to achieve balance.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      Think about a traditional face to face enviroment that we all have experienced as children or as adults, with these experiences we have gained learning. As teachers we now know how we will or will not proceed because of our experiences. Online learning should be no different. You need to walk in others shoes to experience their success and/or difficulties
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      The perspective we get from our experiences colors the way we look at everything. Kind of like "your perception is your reality" Meeting the different needs of students (such as learning styles) seems unlikely with on-line learning.
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      My struggles in catching up and staying on track with this online class will definately have an impact on how I set up my own classes.
    • Toy Waterman
      Toy Waterman on 10 Oct 11
       
      I feel taking an online course is the very beginning of an online instructor's process for becoming effective. Being on the learning end helps an instructor know where to enhance assignment directions, proper amount of assignments for an online course, and types of assignments that are better understood from a distance learning perspective.
    • Lylia Chaffin
      Lylia Chaffin on 15 Nov 11
       
      I have experienced online learning and in most cases the experience was good. From the student side, it seemed pretty easy. From the teachers side it is quite complicated to create an easy to follow and interact with a good class.
    • Steve Butler
      Steve Butler on 15 Nov 11
       
      I believe looking at things from a learner's perspective is also very important. I have sat through too many inservices and other learning opportunities thinking "there is no way I could ever teach like this and expect kids to learn" and other similar things. Observing other teachers helps a great deal too. Before I try some activities now I try to run them by my wife or other faculty members to get feedback and doing the same thing with an online course should really help.
    • Carol Price
      Carol Price on 21 Mar 12
       
      It is important for teachers to have had experience as an online learner before teaching an online class. Taking this online class is a new (and frightening) experience for me, but I believe that I am benefiting from this experience.
    • MaryAnn Strawhacker
      MaryAnn Strawhacker on 28 Mar 12
       
      I could not agree more Carol! I tried to develop a Moodle and kept running into roadblocks. Now I am learning the problem was not with my content but rather with my lack of understanding as to how to fully use the learning platform.
    • Sarah Sieck
      Sarah Sieck on 20 Sep 12
       
      I think this standard is just part a good teaching, be it online or in a regular classroom. As teachers, we need to also think about how the students will be engaged during our lessons (online or face-to-face). Being a student in an online course helps the teacher develop strategies to make their online course as engaging as possible. Learning and working with a variety of online tools (Moodle, screencasting, Diigo, blogs, etc) helps the teacher build a course that will hopefully meet their needs and the students learning needs.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • crjessen44
      crjessen44 on 17 May 11
       
      This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      i AGREE THAT THERE IS A LEARNING CURVE FOR TEACHER AND STUDENTS. Having the teacher monitor the student's initial work might help get them started.
    • Lora Lehmkuhl
      Lora Lehmkuhl on 04 Oct 11
       
      Learning is different for each individual. I watched my daughters take gymnastic lessons and compared their learning to the students in my classroom. Two of my daughters were flexible and learned well from their coaches. One of my daughters struggled, but kept trying to keep up. In the classroom, it really seems unfair to expect the students to all learn at the same pace. Online learning allows students to work at their own pace.
    • Pam Elwood
      Pam Elwood on 06 Oct 11
       
      Differentiation is a tricky topic. Look up research on learning styles and you will find mixed messages and limited empirical evidence. I do appreciate that I respond to visual supports, so that might increase my focus or my engagment, but after 12 months of considering learning styles in my grad work, it is hard to say that is the end all be all for tailoring instruction. Sound research and or evidence based practices...which are limited...can be generalized usually to increase student outcomes. Considering how to embedd interests and preferences is instructionally sound and can be a goal, but that may or may not include tailoring instruction. Take a look at this piece if you want to rethink learning styles as a strategy www.youtube.com/watch?v=sIv9rz2NTUk
    • Lisa Wymore
      Lisa Wymore on 07 Oct 11
       
      I think this is a two-pronged issue - there is tailoring content to meet the entry points and learning styles of students, but there is also the technology piece of this with online learning. As an instructor, it will be important to provide support for using the technology & tools so that they don't become a barrier to accessing the content.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      An on-line lesson that would give the content in multiple ways, assess the learning in multiple ways may still be too much for the students who struggle with technology issues.
    • Steve Butler
      Steve Butler on 15 Nov 11
       
      I agree that tech can really help us with DI. My district has done some stuff with DI and I am trying to incorporate some of that in my classroom. With the knowledge from this course I hope to do more in the future.
    • Perry Bekkerus
      Perry Bekkerus on 16 Nov 11
       
      I love that Moodled DI (did I just make up a verb?) allows for both helping the strugglers, but also for challenging the brightest so that they are not slowed down by the mundane.
    • misti linn
      misti linn on 11 Dec 11
       
      students who need reteaching or more direct instruction would benefit from online learning. i see this as a tool for me to help my AELP students with expanding their knowledge of my content area. i also enjoy using technoloyg and know that the kids in the middle, who we often forget about :( would like to use technology too.
    • Kristin Shelton
      Kristin Shelton on 09 Apr 12
       
      All students deserve to have differentiated instruction. This really grabbed my attention because I feel strongly that all students can learn and deserve to have instruction to meet their needs
    • Pam Childers
      Pam Childers on 22 Sep 12
       
      This standard seems especially important to me, given that my class will be about accessibility and engagement for all students. I will need to model what I preach!
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • linda welander
      linda welander on 28 Jun 11
       
      This seems to be exactly what we are trying to do. The collaboration component of the class should provide all of us with a lot of different ideas, websites, and critiques that will save us time and effort. This is a tremendous asset.
    • Aryn Kruse
      Aryn Kruse on 29 Jun 11
       
      I appreciate the use of the term "appropriate", often times technology is selected because it's the new thing, not because it's what is most appropriate for your outcome....
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      I agree with you about the appropriate use of technology. It must be used with a specific purpose. When technology is overused / inappropriately used students get burned out on it just like any other teaching strategy.
    • Stan Newon II
      Stan Newon II on 19 Jul 11
       
      I agree with you as well...it's not necessarily a good idea to use technology simply for the sake of using technology and a teacher can go overboard and use it too much. For example in a HS setting it could get annoying if every teacher was having students participate in a blog.
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      In the class I am currently taking, there have been several discussions that discuss not only "what" we teach but "why" we are teaching it. I really enjoy learning about technology myself and enjoy integrating it into my curriculum; however, I think that we need to remember that many of these resources are tools for our toolkit. They are not meant to the be the staple of the classroom. Stan, you gave a great example with blogs. Teachers need to remember that is it just as hard for students to remember different logins and passwords, especially if they have different ones for different classes. I myself do not like it when my usual username/password combination has to be altered; it is inevitable that I will forget it or lose where I wrote it down. It will be interesting to see how the next couple of years change with professional development and how they work to buffer the gap among teachers with their comfort level in technology.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I too am curious as to what type of technology the students would like to use in their "moodle" assignments.
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      As being 'newer' to all the on-line tools, I think this is where we have to pull in our 'experts' and be able to tell them what we need the tool to do and then get their feedback/have a discussion about what tool will best help meet our needs.
    • Pam Elwood
      Pam Elwood on 06 Oct 11
       
      I like this one...the right tech for the right learning outcome. We have been working at Kent State to define purposes and rationales for Web 2.0 tools. So when is a wiki the best choice vs. a blog. Is mandatory number of postings in a threaded discussion more likely to lead to higher order critical thinking and or engagement and dialogue in on online environment. Is there really a Web 1.0, 2.0, 3.0 and beyond and what difference does it make? Does online interaction lead to different outcomes than face to face? It is nice to get past the novelty and consider the function and intentionally select the right tool for the right experience.
    • Lisa Wymore
      Lisa Wymore on 08 Oct 11
       
      I think this is very important, but yet also poses a challenge to online instructors. We do need to be able to choose the appropriate tools. The challenge (but a good one) comes in keeping up with the new and improved options that become available in this rapidly changing environment.
    • Toy Waterman
      Toy Waterman on 10 Oct 11
       
      Appropriate tools will help with clarity and assignment directions. However, one of the better tools for distance learning is the ability to do screencasting so screens can be shared when more technical help is needed. Trying to explain how to do something can be very frustrating to a learner, when showing him/her would be a much better approach - screencasts.
    • Joan Fredrickson
      Joan Fredrickson on 18 Sep 12
       
      I agree Toy, screencasts are very helpful for clarifying how to do something online. I am looking forward to learning how to use a screencast tool myself and believe it will make more efficient and effective use of my time. Currently I type up directions step-by-step..which takes way too much time and increases the chances of error. Screencasts make sense!
    • d YM
      d YM on 24 Sep 12
       
      The number of potential tools for incorporating in online instruction seem limitless. I'm amazed at what is available, yet also deterred by the time it takes to locate quality resources that i envision helping me engage learners in more rigorous inquiry and achievement.
  • ...63 more annotations...
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • linda welander
      linda welander on 28 Jun 11
       
      I think this is one of the best features that online learning provides. With many of the programs I use students get immediate feedback, not only the correct answer but the reason that answer is correct, as the student completes the lesson. This is essential to today's students because too often once they receive a final score, they fail to read any notes or explanation from the teacher or to question why their answer was not correct.
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      I would agree that the immediate feedback that online learning can provide is a real asset. Students will know results right away so they don't end up practicing or learning the wrong way.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Learning the technology necessary to have a quality online class will be an ongoing process with the rate that new technologies are being developed.
    • Cathy DeValk
      Cathy DeValk on 17 Sep 12
       
      So true--not only do you need to be up-to-date and knowledgeable on the course materials, but also the methods of delivering the information.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Understanding individual student motivations may be difficult via online instruction. I think this would be a challenge.
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      I agree with you, Rebecca; however, it can be just as powerful for other students. There is a fine line that I think is going to be ongoing learning process for teahcers.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I believe that there too must a learning curve for the students! They will need to feel comfortable with on line learning and the teacher needs to find out what motivates them in this platform.
    • Sarah Nemmers
      Sarah Nemmers on 22 May 12
       
      I think that students like this technology and will use it to enhance their learning.
  • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Staying current with research and new developments in content areas will be easier through new technologies.
  • Networks with others involved in online education for the purpose of professional growth
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      Networking is vital! The one thing teachers never have enough of is TIME; I think having time to network would be another constraint for some teachers. When you are taught something new or given something to play with at a class it seems great at the time, but often seems like you need to debrief after wards. Getting involved are the two key words in this standard for me. We have been always told that practice will only make things better; in order for educators to grow professionally, we need to be just as involved as we want our students to be.
    • anonymous
      anonymous on 02 Oct 11
       
      Ashlea, agree! I need to practice new learning. I need to talk to other learners. Kids are the same. It does all take time.
    • Angie Hance
      Angie Hance on 09 Oct 11
       
      Have learned a lot from others already! Both through this class' forum but also through others, such as the GHAEA 21st century learners conference! One presenter shared what she does with jing to "edit" and record narration when she provides feedback to students on their writing assignments.
  • Understands and uses data from assessments to guide instruction
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      I believe this is one huge advantage of online courses. Online test give students immediate feedback, but maybe more importantly online data allows educators to analyze it and then use it to guide their instruction. If most students missed certain questions on a test and the teacher knows that immediately then the following day he/she can re-teach some of those concepts or ideas.
    • Ginny Kraus
      Ginny Kraus on 10 Jul 11
       
      I agree - in this generation of instant response or gratification a teacher can incorporate that into the online lesson by giving that quiz that has an instant reply. Then while it's all in one place the teacher can utilize it reteach immediately.
    • Sarah Sieck
      Sarah Sieck on 20 Sep 12
       
      This is another standard the is not only important in online teaching, but teaching altogether. Through an online course you need to learn different tools to assesst students' understanding of content. This can been done in simple and easy ways using polling and quizzes or responses to questions through a discussion forum.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      I think this is important in an online course because it is more difficult to build strong relationships and communicate effectively when people do not see each other face to face daily.
    • C Richardson
      C Richardson on 02 Oct 11
       
      As we never talk face to face, making connections with the instructor, the online social presence is critical. This piece of 'online classroom management' will be interesting to experience through this course and to determine how to create it in our own course(s).
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      As we continue to expand PBIS in Iowa and AEA 267 as part of statewide RTI and the Department of Education's goal to have 100% of schools implementing PBIS, it will be much more difficult to provide face-to-face opportunities for schools to learn and network, particularly after they have completed the 3 years of core PBIS instruction. Social media opportunities will really assist in providing ongoing positive opportunities for PBIS schools to interact, share resources/tips, and trouble shoot challenges with PBIS implementation and sustainability.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I feel that you could be on 24/7. When I am taking a class or teaching one, I find myself checking in many times. That can be both good and bad.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      If any educator wants to improve they need to consider students feedback and data and improve upon their classroom practices. I think educators who do this become more effective then those who don't.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I agree that we need to consider student feedback, but you need to look at all of the feedback and not zero in on 1 negative one. It is always helpful to re-evaluate our teaching periodically.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • misti linn
      misti linn on 11 Dec 11
       
      It is essential that we know what our districts goals are. technology should be infused whenever possible into classrooms. students are familiar with it and like to use it
    • Janet Boyd
      Janet Boyd on 19 Sep 12
       
      Alignment with the Iowa Core is imperative especially since the advent of the Common Core. It will ensure the rigor needed to ensure all students receive a quality education.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Bret Larson
      Bret Larson on 12 Jul 11
       
      It is great to have a learning environment where the students and teachers are on the same page. Students need to work together amongst themselves, to learn collaborative techniques. It is also important to work with the teacher, so both teacher and student are getting the most out of the class. If the student works with the content this will ensure they are covering everything they need to.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Bret Larson
      Bret Larson on 12 Jul 11
       
      It is important that the teacher designs their course online correctly so the students can get the most out of the course. We should not just plan an online class to say we have done it, but rather make it appropriate to the level of the students, and the objectives you want them to complete.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      This is why I am taking this course. I want to enhance my students learning and I feel that greater incorperation of technology will allow me to do that. I
    • Sarah Nemmers
      Sarah Nemmers on 22 May 12
       
      I agree I want to have students have a resource outside of the classroom to use to enhance their learning. Technology helps me do that and keeps their interest
  • Understands the differences between teaching online and teaching face-to-face
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      The more that I discuss online learning, the more I think about the face-to-face teaching. I feel that this tows a fine line as we all have a variety of learners in our classroom. Balancing the face-to-face and online instruction is an element of teaching that also depends on the age level you are teaching. I think that the older the learners are, the more content they be exposed to online.
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      I have appreciated the recent opportunities I have had to participate in face-to-face instruction that utilize on-line tools, like moodle. It has been a good way for me to transition to using on-line learning opportunities. I find that I continue to be a little more slow and cautious as I am taking and applying my new learning. I am motivated to push my learning by the fact that I see my MS and HS daughters jump into using web 2.0 tools with ease, and know that I must keep up with the times if I am going to cpntinue to be effective in engaging with student and adult learners in a much more technology-based world.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      In my on-line teaching, I still have one session that is face to face. I need that time to show equipment that I do not feel can be adequaately done on-line. That is the way that I still feel like I'm dabbling my feet in the water.
    • Cathy DeValk
      Cathy DeValk on 23 Sep 12
       
      I've been looking at different stuctures, like the Khan Academy, which makes "face to face" more like "sitting next to" and doing work alongside--just a different viewpoint.
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      This benchmark is essential! Without setting and modeling clear expectation, the classroom atmosphere and learning experience will be choatic. Content and engagement are two addends to create learning. The sooner these elements are introduced to the students, the better the interaction will be for the students and the teacher.
    • misti linn
      misti linn on 11 Dec 11
       
      the learning environment needs to be purposeful. i think many of use have tried to incorporate on line learning and it does become chaotic and like a game, when we want it to be purposeful and meaningful to students. setting clear expectations will help students understand that they are learning, just in a different way.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B
    • Jeanine Kliefoth
      Jeanine Kliefoth on 18 May 12
       
      Understanding material on the internet is easy to access but is not necessarily "free" to use any way we want is important to understand. Teachers need to model this and teach the students copyright law and fair use.
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      I believe that we need to have a good understanding of fair use and intellectual property rights. Our students have to be taught how to be good digital citizens and follow the guidelines so that they can apply their digital literacy skills in all that they do. If we model these skills, then it shows our students how important it is to comply with the guidelines.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I very much want to comply with the "Law." But I found it difficult to know if some of the "images" I wanted to use were copyrighted.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I am very curious to know how much the students will like to communicate with the teacher and themselves using on line learning.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      I too would like to know about this. I think learning needs to be collaborative. Collaboration would have to be very different. I find it overwhelming trying to collaborate here. It is like everyone is talking at once.
    • Kathy Hay
      Kathy Hay on 04 Feb 15
       
      I like the word "creates" used twice in this standard.  Teaching is more than a degree.  It is an art that combines compassion, passion for learning, and acceptance with the belief that everyone learns everyday!
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I hope the students would appreciate the on line communication that takes place regarding each graded assignment! Teacher feedback SHOULD MOTIVATE THEM.
    • Lori Beltran
      Lori Beltran on 12 Oct 11
       
      Feedback is key, at all stages of learning, for all types of learners. Hopefully when students work online, they will access the feedback and refer to it during their learning process.
  • including rubrics for student performances and participation
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      However, most rubrics I see seem to be rather subjective. They use words like several, many, one page....without defining them with perhaps numbers!
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      Good rubrics are difficult to make and more so to keep relevant to what you want your participants to accomplish.
    • misti linn
      misti linn on 14 Nov 11
       
      Rubrics make sense as a classroom teacher, so that students can see the highest expectations and the lowest grade they can earn. Rubrics for online learning are just as important.
    • Kristin Shelton
      Kristin Shelton on 09 Apr 12
       
      Detailed rubrics outline or should outline what is expected so a student knows the expectations. The rubrics should be user friendly and easy to understand by the student and pass a stranger test (if another teacher read it, they would understand and be able to use it).
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      I feel that generating a good rubric is very difficult. It is important that we are tweak and change our rubrics so that our expectations are very clear for our students.
  • Knows the content of the subject to be taught
    • anonymous
      anonymous on 26 Sep 11
       
      How many times have you been asked to teach something and had to 'come up to speed' before you could do it?
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      On the flip side, I work with teachers in the area of PE/special needs, who have no background and are unwilling to ask or accept assistance. It is not a reflection of them personally but in the student's best interest.
  • Assists students with technology used in the course
    • anonymous
      anonymous on 26 Sep 11
       
      I think many times staff are overloaded with 'initiatives', asked to implement technology and lack the staff development they need, including practice time, to implement it, yet are expected to be able to assist the students with that technology. Many educators successfully implement new technologies, but have spent many, many hours of their own time making this happen.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      I don't have a problem with my content or teaching it. I can definitely say problem solving the technology will be the most difficult part of teaching an on-line class.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I agree with Marcia. I have a handle on the content that I am teaching but do not have the basic understanding myself to problem solve. Where is that warm body who understands when you need them?
  • how to teach the content
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      I think this standards gets to both sides of effecticve teaching. As Clair stated at the beginning of this standard, people are asked to teach content they have to 'get up to speed with' and then we have the other realm which I face frequently in my work with teachers...they know the content, but don't know how to make it comprehensible for student learning or how to deliver the content effectively.
    • Joan Fredrickson
      Joan Fredrickson on 18 Sep 12
       
      I agree. I think this is a process that will take some time and purposeful learning by the the teachers. Our school is implementing AIW, which seems to be on track with this.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      Using data is so crucial in knowing what our students need. I can see where being knew to teaching on-line I will have a lot to learn about effectively using data to evauluate my on-line courses!
    • misti linn
      misti linn on 14 Nov 11
       
      It makes sense that we continually use data to assess our effectiveness. This is the criteria we hold ourselves to in the face-to-face classroom, so it makes sense that data is used to show results in the online environment. Just because we like using technology, doesn't mean students are learning.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • anonymous
      anonymous on 02 Oct 11
       
      This was not something we prepared for in my Math Methods class, circa 1986. The PC had been invented, but barely.
    • Carol Price
      Carol Price on 21 Mar 12
       
      #8: Rather than dealing with "issues arising from inappropriate student technological use," this standard should encourage a proactive approach with prevention as the focus. Clearly defined expectations of how students will handle the equipment to using online resources should be established as part of the instructional protocol.
    • Katie Gavin
      Katie Gavin on 03 Oct 11
       
      Website specific to Iowa Online Teaching Standards, important for accountability and consistent communication about what quality teaching looks like no matter what the platform!
  • Demonstrates growth in technology kno
    • Lori Beltran
      Lori Beltran on 12 Oct 11
       
      As educators, we need to stay ahead of the game, we must stay current with emerging technologies, but I don't think all schools are requiring teachers to stay current in technology and use technology with their students and their learning.
    • Lylia Chaffin
      Lylia Chaffin on 15 Nov 11
       
      Staying current in online technology and face to face methods plus the curriculum is a daunting task, but most teachers are meeting the challenges.
    • Staci Mangrich
      Staci Mangrich on 15 May 12
       
      I agree that teachers need to be required to stay up to date with the ever changing technology. It is the method that our students love and are engaged in.
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      As educators, we do need to stay current with emerging technologies because our students are using every new thing they can get their hands on. We need to be comfortable and familliar with these technologies so we can help students learn in the way they know best.
  • emonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
    • Katie Gavin
      Katie Gavin on 03 Oct 11
       
      Standard 8 a is critical, I find that too often many don't think about the consequences of their on-line behavior and we are not always doing a great job of teaching ethics with students.  
  • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      Promoting opportunities to collaborate and support each other is so important in PBIS implementation. Learning and incorporating my new skills in Ollie will be critical in order to align with Iowa Teaching Standards and utilize web 2.0 tools to enhance adult learning.
  • goal-oriented and focu
  • goal-oriented and focused
  • goal-oriented and focused
  • student self-assessment and pre-assessment within courses
    • Lisa Wymore
      Lisa Wymore on 07 Oct 11
       
      Providing oportunities and tools to support metacognition are key to motivation and learning.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      There can not just be one type of online strategy used. We must use the tools appropratly and efficently. When I plan professional development I try very hard to meet the needs of my learners no matter what my comfort level may be, of course the more I try new facilation techniques the better I get at using them. I think technology strategies and techniques should not be any different.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      I couldn't agree more that we need to meet the students where they are and take them to where they need to be. I would say that the participants that are more advanced in technology will be the ones who keep me awake at night trying to meet their needs.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      Exactly! We must make clear what we will and will not except as appropriate pieces of social interaction. Posting "I agree" is sometimes appropriate and sometimes not.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      This standard is of particular interest to me considering the content we are focusing on for this class-- it is a CONVERSATIONAL model. So, I am still thinking through the best way to assess my participant's progress with the model using technology.
  • learning outcomes and expectations
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      I need to continuously refer back to this one. What is the PURPOSE? What is the INTENDED LEARNING? Not, what cool stuff can I put online for my class...
    • Chris Mangrich
      Chris Mangrich on 17 Oct 11
       
      This is a reminder for me as well! I get excited about new tools and resources and sometimes forge ahead with using them BEFORE I consider what I want students to learn. I need to put that in "reverse"!
    • Cathy DeValk
      Cathy DeValk on 17 Sep 12
       
      So important that students and educators are on the same page--meeting expectations on both ends.
    • Janet Boyd
      Janet Boyd on 24 Sep 12
       
      Expected learning goals need to be the driving force when we design a course.
  • the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
    • misti linn
      misti linn on 14 Nov 11
       
      it makes sense that someone should have teaching credentials, I know this may sounds silly, but everything on the web cannot be trusted as true or credible, so should the person teaching the content have to prove or display their credentials somewhere?
  • Creates a safe environment, managing conflict
    • misti linn
      misti linn on 14 Nov 11
       
      I would hope that conflict could be kept to a minimum, but I suppose with some content or student groups, conflict could crop up. I could see this potentially happening with high school or college students, even though I don't think that other groups could be immune to it.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • misti linn
      misti linn on 11 Dec 11
       
      this is a must for 8th grade students who need to know how to use the Internet appropriately. i would hate to see students bully eachother in an on line environment that is supposed to be purely academic, not like facebook which is social
    • Staci Mangrich
      Staci Mangrich on 15 May 12
       
      All students need to know the expectations and be taught appropriate netiquette.
    • jendittmer
      jendittmer on 04 Feb 15
       
      I believe that this should be explicitly taught to all students.  I think that often times teachers think that students know what is appropriate and what is not, but I am not so sure that is the case.   
    • Carol Price
      Carol Price on 21 Mar 12
       
      #7: This is a very appropriate standard because teachers who teach online will have first been students themselves.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SRE
    • Carol Price
      Carol Price on 21 Mar 12
       
      #8: I wonder why no one selected this standard. One cannot enter a doctor's office today without being informed of one's privacy rights. It seems appropriate that an online teacher includes privacy rights and regulations in instructional content.
  • 5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
    • Janell Wright
      Janell Wright on 17 May 12
       
      These seem to be a good hallmark for all instruction whether online or face-to-face
  • inappropriate student technological use
    • Janell Wright
      Janell Wright on 17 May 12
       
      With the rise of cyberbullying, I think that this becomes especially important. Instructors must find a way to ensure this is not happening with their students.
  • students with special needs or whom are language learners
    • Janell Wright
      Janell Wright on 17 May 12
       
      I think in some instances this could pose a real challenge. Not seeing students face-to-face could add to the challenges for these online learners with special needs.
  • Communicates assessment criteria and standards to students
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      Communication is key when letting stduents know what your expectations are of them.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      Essential to student learning and monitoring student progress. Vital for formative assessment.
  • in order to stay current with emerging technologies
    • Mary Blaisdell
      Mary Blaisdell on 11 Sep 12
       
      This is a tricky one. Who can keep up with the seemingly endless new technology tools? It's an important thing, though, to keep trying because new and better tools keep rolling in for us to possibly do our jobs even better with students.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds,
    • Mary Blaisdell
      Mary Blaisdell on 11 Sep 12
       
      I am beginning to get the picture that online instruction is one way we can do just this...meet the various needs of students. We are better able to differentiate because of the multitude of resources at our fingertips.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      It is important to select online sources that align and enhance the Iowa Core.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
  • Aligns assessment with course objectives
    • Janet Boyd
      Janet Boyd on 24 Sep 12
       
      Assessment is a big concern for me. It is so key to the learning. I just watched a TED video on online education by Daphne Koller called: What we're learning from online education. The have these huge online courses where they use peer assessments. Interesting if you have time to watch.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A) • 1Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and 1
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1 Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
    • barb jens
      barb jens on 22 Jan 13
       
      After having been on online student and now an instructor, you really have to learn how to teach differently. It seems that while you are planning a class you have to predict all of the possible instructions that a variety of learners may not understand. Since you do not have immediate feedback as you would with face-to-face instruction, you really have to be more deliberate. You also have to be checking your class to see how you need to differentiate to meet their needs.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 1 Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
  • Understands the differences between teaching online and teaching face-to-face
    • denise carlson
      denise carlson on 03 Feb 15
       
      Certainly and important bullet point! However, from personal experience, I would say this happens over time. The more online learning/teaching experiences you have provide you with clarity regarding the differences in these two teaching venues. I think I learned as much about great and not-so-great online teaching from my experience as an online learner as I did from my few experiences as an online instructor. 
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • russelljohanna
      russelljohanna on 15 May 16
       
      I think it is an important point that quality teaching, even online, requires the teacher to respond to data. A course cannot just be packaged. Quality teaching using data and FAs is the expectation. 
  • corporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
    • russelljohanna
      russelljohanna on 15 May 16
       
      Another important point, for me, is how important it is to create a community of learners. Students need to know each other, even if it is online. Quality learning doesn't happen in isolation because feedback challenges our assumptions.
  • Aryn Kruse on 29 Jun 11
     
    This seems to be exactly what we are trying to do.
  • ...7 more comments...
  • Bret Larson on 12 Jul 11
     
    Online Iowa Teaching Standards
  • Dirk Troutman on 22 Jul 11
     
    I feel this is especially important as many or my students have much more experience with learning on-line than I do. They may not have taken a course of study this way yet, but they are more familiar with gathering information with this medium than I have.
  • Lynn Hockenberry on 29 Sep 11
     
    I am very glad that I am taking a moodle course online before I am having my students do this because it allows me to see the stumbling blocks as well as the potential for expanded learning.
  • C Richardson on 02 Oct 11
     
    I am learning so much about what I thought I knew about online learning and how it's actually occurring. I appreciate the fact that I can access prior assignments, information and tutorials to refresh and clarify my learning.
  • misti linn on 14 Nov 11
     
    online teaching standards
  • Kristin Shelton on 13 Apr 12
     
    There is a delicate balance of what tools to use and how to utilize them so all students can achieve. It is important to use tools that help students further investigate and gain a deeper knowledge of the subject.
  • d YM on 24 Sep 12
     
    I can so relate to this standard whenever i am navigating the waters of change. It is always exciting to entertain new ideas and to learn about different approaches, but such is not without a bit of stress. Recognizing that transitions aren't always clean or easy helps me move forward.
  • jendittmer on 04 Feb 15
     
    online teaching standards
  • bdowney on 01 Nov 17
     
    Learning needs to be continuous and with variety. A teacher needs to experience what it is like to be a student periodically to continue developing and renewing the skill of empathy.
127More

PLE Articles - 2 views

moodlesw.aeapdonline.org/...view.php
shared by marydermit on 16 Jul 15 - No Cached
  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness. Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners.
    • moodyh
      moodyh on 16 Jul 15
       
      This is the part that I get stuck on.  Many students are either not mature enough for this yet or have been so put off by school that they think there is no educational topic that interests them.  In a more one-on-one environment, like my alt school, I can usually find something to interest them and get them going.  However, in a traditional school setting, where I see students only for an hour each day for only 60 days, and so many of them, it's hard to work with each student one-on-one to get them motivated.  I think all the comments that the whole school would have to shift (rather than just one classroom) makes sense because the students would have to learn how to deal with this new level of responsibility.  60 hours with one teacher just won't get that accomplished, no matter how phenomenal the teacher is.
    • alissahansen
      alissahansen on 16 Jul 15
       
      I definitely agree with you on this. Since I teach freshmen, I feel like a lot of time is teaching them just how to be good citizens (at school, at home, in the community, and in the world)! I only see them for 45 minutes each day, but I do see them all year. I would really like to implement a more personalized learning environment for them, but I know it's going to be an up-hill climb all of the way!
    • alissahansen
      alissahansen on 16 Jul 15
       
      Last comment by Alissa Hansen.
    • edamisch
      edamisch on 17 Jul 15
       
      This would be a challenge for me as well, since I only have my 6th graders for 9 weeks per school year, and my 7th and 8th graders for 7 weeks per school year! 
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      Being a teacher in an alternative program, most of my students just want to be done with school as quick as possible. They are so tired of playing the game of school. I must admit, unfortunately, that I may feed that "get-done-with-school-as-soon-as-possible" mentality by pushing students to stay on track or get ahead of the game. However, if the student becomes the driver in their own learning then maybe they will be more motivated. As educators, we need to tap into the "What's in if for me?" mindset that many students have. Find an interest of the students and build their learning environment around that interest. Much easier said than done.
    • dwefel
      dwefel on 18 Jul 15
       
      I agree with this. I also think that parents need to be aware of what teachers are doing as well. A high school teacher at my former school put everything on Twitter and one parent did not want her 15 year old daughter to have a Twitter account. Something to always think about and be ready to have alternative ways to do assignments or simply make it a requirement.
  • professionalism is far more about the effective manipulation– access, evaluation, & applicatio
    • moodyh
      moodyh on 16 Jul 15
       
      This seems to be a recurring theme as well.  Getting students ready for the "real world" isn't so much about making sure they know lots of details about every subject area, but making sure they could find and understand any detail in any subject area that they will need.  The goal of education seems less about passing on information as teaching students how to organize and understand the over-abundance of it.  How then do we balance this with the extreme focus on core-curriculum?  Finding a balance is the challenge.
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      Yes, it seems there needs to be instruction on how to gather/organize the information and reliable sources, and then instruction on using it.  While the end result is positive, it will take time to jump start students in their own PLE.
  • Symbaloo has created a version of the platform specifically for educators
    • moodyh
      moodyh on 16 Jul 15
       
      We got introduced to Symbaloo at school this year, although I might check into the EDU version.  I got logged in and played for a few minutes, but never had the time to develop something usable because as a district we were on to something different.  I like that our district provides us with many topics and learning opportunities, but I wish that I had more time to focus on one thing.  I think this is probably what it's like for students.  They get exposed to so much, but they need help organizing it and time to explore.  
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      Yes, Symballoo seems like more than one day of PD.  I haven't started my own yet, but I think it will take time to get a handle on the lingo as well as using the tools within the website.
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      I agree as teachers we would need to be taught or have time to explore this site and learn how to exactly model it appropriately to our grade level. I would love to see how other teachers use this and model it in their classrooms too. 
    • edamisch
      edamisch on 17 Jul 15
       
      I can relate to this feeling, whenever I attend a conference, I learn so much that I need a day or two afterwards to just process and create the new games and activities that I've found, but it is always straight back to teaching. 
    • moodyh
      moodyh on 18 Jul 15
       
      Some teacher as my school went to a conference this year and actually talked administration into another professional development day where they could just process all of their information.  It was pretty cool.
  • ...37 more annotations...
  • Some instructors empower students to use their own mobile devices such as tablets and smartphones as a means to create PLEs.
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      We have 1-on-1 technology in our district, which is ideal for PLEs.  However, when the student forgets the laptop or has no power left in the battery, the smartphone comes in handy.  It is tougher to monitor the smartphone.
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      Autonomy is a great concern for me.  With collaboration being stressed in CCS, will students be able to conquer this skill without the use of technology?  At some point, some issues have to be discussed face-to-face, and there is a separate skill set for that environment.
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      I like the idea of Symballoo--kind of like a favorites list and bookmarks in my Google account.  What will take time for me is learning all the lingo attached to Symballoo!
    • lisalillian311
      lisalillian311 on 16 Jul 15
       
      What is aggregator?
    • alissahansen
      alissahansen on 16 Jul 15
       
      I have always been a support of helpful tech resources that students are interested in, which is why I am always trying to learn more about different Apps and tools and explore them myself. Once I play around a bit, I usually introduce it to my students. Sometimes the resources are new, sometimes not, but there are so many wonderful tools out there. I visit Richard Byrne's site once a day! Currently, our language arts department has Chromebook carts for each classroom and the district is allocating more and more to different departments. They are wonderful to have, but students will get bored very quickly if they are only being used for tech sake. I LOVE the idea of having students create a Symbaloo. In fact, my plan is to have them begin one at the start of the school year and then they can add to it as we move through different units. This would have been particularly helpful during our research unit.  I also like the idea of "empower"ing students to use their phones and other mobile devices, but we do have a pretty strict policy on phone usage at our school. Sometimes students' phones work much more efficiently than the Chromebooks. (Alissa Hansen)
    • spfantz
      spfantz on 17 Jul 15
       
      I think my students would love deciding which medium to use. I also have a lot of artistic students who would chose to create a paper/pencil project similar in format to a prezi presentation or blog with pictures.
    • edamisch
      edamisch on 17 Jul 15
       
      Choice can be such a motivator for students, we all have our strengths and weaknesses! 
    • emilyzelenovich
      emilyzelenovich on 18 Jul 15
       
      This is something I also worry about with the students I teach. While I appreciate their willingness to use technology and the creativity it lends itself to, I worry about their ability to solve problems and communicate effectively face to face. How do you ensure they are learning these essential skills as well when things are so individualized? 
    • Jessica Athen
      Jessica Athen on 18 Jul 15
       
      This made me think about how difficult it is to have a PLE in a traditional classroom setting. We have 1:1 technology in our district, but students are extremely limited in what websites and programs they can use (You Tube, all social media, etc is blocked for students.) We also do not allow students to use tablets or smartphones in the classroom, with some teachers wanting to enact a school wide ban on smart phones and tablets so that they are not allowed in school at all. I am so excited to be learning about all of the opportunities PLEs offer students, but I also think there are many changes that will have to be made before we can start moving in this direction.
  • The vast array of options and sense of autonomy that lies at the very heart of personal learning environments can also be a huge inhibitor.
    • alissahansen
      alissahansen on 16 Jul 15
       
      I also worry about autonomy, as I teach freshmen English and 14 and 15 year olds do not have a "high level of self-management and awareness," at least not many. Like any classroom, however, guidelines need to be firmly in place and I think autonomy would need to be frontloaded before jumping into a PLE. I do think students would do very well in this type of environment. In fact, I often have students telling me about different resources they go to on a daily basis...whether it's to get advice, read a review, write a review, or even write a short story! The possibilities are endless, but I do think structure needs to be in place. At least to begin with. I start the year with my freshmen discussing and reading/watching material regarding civility, we made a code of civility in each class, and then we blog about our practicing of it throughout the year. I would like to implement a PLE in much the same manner. (Alissa Hansen)
  • The idea of having one site to log into daily and then a pre-constructed  dashboard of all the learning tools and spaces available to us seemed appealing to the 7th period students
    • alissahansen
      alissahansen on 16 Jul 15
       
      I do think that using a Symbaloo is a great idea to manage resources, and it looks like something my students would enjoy working with. However, my school has really moved towards using Google Classroom and teachers having Google sites, which I spend a lot of time and energy on with both. I think too many tech items can be a cognitive overload for students and teachers alike. I think if I am to use something like Symbaloo, I would need to eliminate at least Classroom or Sites and maybe even some of the other many sites that I have students use (Newsela, NoRedInk, Kahoot, etc.). It's just hard for me, especially with the site that I have created because I have spent so much time on it over the past three years. I just don't think students would benefit from having to click around to a lot of different resources, especially if they are teacher-created. (Alissa Hansen)
    • ascallon
      ascallon on 17 Jul 15
       
      I like the idea of a daily log in for updates.  I think this would work in the Green Belt classroom for relaying information as students don't attend the same schedule each day.
  • Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning.
    • alissahansen
      alissahansen on 16 Jul 15
       
      Great quote on the benefits of PLE, but getting students who are not "ready" or mature enough to handle this type of self-direction will struggle. A challenge for teachers indeed! I think the classroom (physical environment) setup is the first thing that needs to be changed in order to prepare students for this type of autonomy. What do the rest of you think? (Alissa Hansen)
    • alissahansen
      alissahansen on 16 Jul 15
       
      I guess I should also state that I do not think students are getting enough opportunities to be autonomous, which is why they struggle and fear it when they are given the opportunity. (Alissa Hansen)
  • A personal learning environment (PLE) with personal knowledge management (PKM) tools An eportfolio A collection of resources related to a problem-based learning challenge Study group resources
    • alissahansen
      alissahansen on 16 Jul 15
       
      I am really looking forward to starting this with students. It's like a one-stop shop for their individual needs. One of the biggest setbacks I have faced in recent years was trying out a multitude of tech resources and although some were helpful, clicking around all over the place was overwhelming! (Alissa Hansen)
    • spfantz
      spfantz on 17 Jul 15
       
      I was devistated when google removed igoogle, and I think this could definitely take its place. I agree that students will appreciate the convenience of this site.
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      Alissa, I get overwhelmed with the amount of resources and tools available. I often don't know where to start, so I opt not to. Thankfully, I'm taking this class and I have the opportunity to investigate and use some PLE tools like Diigo and Symbaloo, things I've never heard of until now!
  • method students use to organize their self-directed online learning
    • spfantz
      spfantz on 17 Jul 15
       
      I think this would be very powerful and I would love to create something like this, personally. I think my accellerated students would thrive, but worry that my lower level students would struggle due to a lack of confidence in themselves and lack of self-awareness. I wonder if there are certain organizational PLE templates that would work better for certain learning styles? Or perhaps a template would defeat the pourpose.....
  • attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners
    • spfantz
      spfantz on 17 Jul 15
       
      I love the idea of supporting students individually, I just struggle to envision being able to support all my students adequately within my classroom. I feel like it would be easy to digress with a student over their PLE, but feel it could be difficult to find the time.
    • jroffman
      jroffman on 17 Jul 15
       
      I sooo agree!!!! I would love to watch how an expert teacher teaches in a PLE classroom! I love the concept and the idea I am just struggling to make it work in the classroom.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      I like this concept, I think it is easier to do in a classroom that is content specific.  I can see where it would be more difficult if a teacher was responsible for teaching multiple content areas.  At the same time, that teacher doesn't have to be the the information source for all the students, time is just the factor.  
    • moodyh
      moodyh on 18 Jul 15
       
      That's interesting.  I think PLEs would be easier to manage in multiple content areas because they would have to be working on their own thing.  The environment is really suited for it.
  • subscribe to news feeds and blogs, discern the value of social bookmarks, and set up the aggregator to manage all the Internet resources.
    • spfantz
      spfantz on 17 Jul 15
       
      Subscribing to news feeds and blogs would be a great technique to compare and contrast views related to the students' topics of interest. This could be difficult for the teacher to monitor, digo might be a great way to track this!
    • jroffman
      jroffman on 17 Jul 15
       
      This is what I am trying to develop in my preschool class room where the students are in charge of their own learning, and I am more of a resource. What I struggle with is classroom management, I feel like all of the students are demanding my attention and I can't help everyone. 
    • edamisch
      edamisch on 17 Jul 15
       
      Sometimes it is hard to fathom the classroom management of a PLE of 12-22 students, which is what I currently have, let alone 30+ like many districts have.  
    • nwhipple
      nwhipple on 20 Jul 15
       
      Having your students be more independent is wonderful.  This past year I did less large group instruction and more small groups.  I taught my kindergarten students "Ask 3 before me".  They had to ask 3 people for help or what we were doing before coming to me.  When they came to me, especially when i was working with my small group, I asked them "did you ask 3 before me?".  If they didn't, they would just turn around and go find something.  This is a start for having your students become more independent.  BY creating a PLE for young students, they feel more in control of their learning too.  If you, the teacher, set it up and give them access to a variety of things to do, they will enjoy what they are doing and feel they are making "their own choices".  
  • Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play. Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
    • jroffman
      jroffman on 17 Jul 15
       
      I don't want to sound negative in my post here because I really am all for personalized learning. I wonder how we can get administration on board with us. I struggle with old school administration who tell me as a teacher that I can not use my phone during the day, that I can not use facebook, and about passed out when they realized that parents text me, questions and changes in their child's schedule. I did have a secret facebook page and it was wonderful I would use it to include parents with our studies. 
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      Good point. I agree with your post. It is hard to get some administrators going along with this new idea of personalized learning. Even at my other school I taught at Facebook and some other social networking sites were blocked. I like the idea of having a Facebook page with parents and students to keep parents informed with stuff going on at school, and also a way for students to post and communicate with parents and classmates. I think these social websites are necessary in schools, but the big question is how do we get teachers and administration to go for it? 
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      Our District has blocked a lot of the social sites as well, it comes from the upper levels of administration and not our building admin.  I think they tend to be out of touch with the possibilities and fear the unknown.   It would be great to use Facebook for connecting with parents and students.  The alternative given to us is Canvas in which parents have access to teachers.  But it isn't as easy or convenient as Facebook.  That is certainly one site I wish we could use at work.   I do like the idea of personalized learning environments, especially the concept of students seeking knowledge that is useful for them!  This appears to be the best way to create life-long learners!
    • edamisch
      edamisch on 17 Jul 15
       
      Facebook is blocked at my school as well, which is a shame since it'd be a way to create an immersion like setting in my Spanish classroom.  If I see something cool on the site that related to class, such as photos from a friend's time in Panama with the Peace Corps, I turn the wifi off on my phone so that Facebook will work, and just walk around the class showing kids, which is risky, I know.  I'm sure there is a cord that I could connect from my phone to SmartBoard to make this more feasible.  I should probably get a separate teacher facebook page for things like this.  Some of the articles that pop up in my feed from magazines like Women's Health are not school appropriate!  
  • Students engaging in networked learning have to learn to be more self-directed than in the typical classroom… they are required to take a more active role in the learning process
    • jroffman
      jroffman on 17 Jul 15
       
      by teaching students how to be self learners and how to be active in the learning process I think that as kids and adults these students will want to be life long learners and not someone who only does it because they have to. Or worse yet lets everyone else do it for them. I love the independence PLE classrooms create
    • Jessica Athen
      Jessica Athen on 18 Jul 15
       
      I see so many students who do not understand how to play an active role in their learning because they have been conditioned to rely on the teacher. Many students get very anxious and really don't know what to do when they are asked to complete self-directed activities. I think PLE will provide students with the opportunity to take responsibility for their own learning, which will help them throughout their lives.
  • Personal Learning Environments (PLE) are not to be confused with Learning Management Systems (LMS) that are implemented and maintained by institutions.
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      This is very important! I see the (LMS) approach in our school and in many other schools. I feel like it wouldn't be hard to confuse (LMS and PLE) these different approaches, because they seem so different. The chart gave a good outline of how different they are compared to each other. 
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      The chart is helpful in understanding the differences.  The LMS could also be a tool in a student's PLE.  
    • edamisch
      edamisch on 17 Jul 15
       
      Agreed, charts and lists make learning so much easier than paragraphs, at least for me. 
  • continue to collect feedback from students on how this learning tool is working for them and how they are using it for themselves as well as within their groups–I’m excited to see what will happen.  I may also informally introduce Symbaloo to some of last year’s Media 21 students and get their feedback on how they think Symbaloo compares to Netvibes and what their preferences are as students.   In the meantime, I’ve created
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      I like the idea of getting student feedback on technology and the use of different resources. You can really learn student interest and their honest opinions through surveys or different forms of feedback. 
  • It’s easy to use A learner can pull information that’s personally useful to him/her Learners can personalize tiles to make them easy to spot Learners can add to, and draw from, a community of webmixes Interactivity + personalization = fun
    • Alison Ruebel
      Alison Ruebel on 17 Jul 15
       
      These look like awesome reasons why Symbaloo is a great learning tool for students. I can definitely see this resource being used in grades k-12. Although, for example, I teach 1st grade and I can see my students loving this, but they will need lots of guidance and modeling of how to set it up and use it to help them become independent with it. I can see once it's set up it would be awesome for students to have all of their favorite resources and sites all in one place! 
    • ascallon
      ascallon on 17 Jul 15
       
      I like the idea of having research available at one spot.  So many times when I ask a student where he/she found the information, it cannot be located.  I want to see projects with more detail.  
    • ascallon
      ascallon on 17 Jul 15
       
      I have a concern about distractions.  Students tend to use their phones and computers more for entertainment and chatting with friends over research and presentation.  
    • edamisch
      edamisch on 17 Jul 15
       
      Agreed, a high school I taught at did not have locks on lockers, meaning kids brought their phones to class so that they wouldn't be stolen. Preventing snapchatting was difficult for me!  
    • marydermit
      marydermit on 22 Jul 15
       
      I have experienced the same issues with my high schools students.  I may take a different approach based on one of the side articles that stated, "students are still learning while they are wasting time because they will see consequences are for late work."
  • “learning by doing” and “student as worker,”
    • ascallon
      ascallon on 17 Jul 15
       
      I would like to have some strategies to help students having an understanding of the shift in learning for them to become more involved in their learning.  How do I motivate them to go beyond bookwork to exploring topics?
    • moodyh
      moodyh on 18 Jul 15
       
      When you find the answer, please fill me in too!
    • nwhipple
      nwhipple on 20 Jul 15
       
      I feel this is a big struggle right now in our district.  Teachers are wanting their students to dig deep into a topic or their work.  Students are given choices but still only surface the top of the water, doing the bare minimum, when we want them to dive in and go to the bottom.  In my classroom, my students have a writing journal.  We write in this "special" journal once a week.  At the beginning of the year, I give them ideas to write about.  Some write while others will simply draw a picture because they don't know how to write.  By the middle of the year, every is writing something, whether it is a complete sentences or a few words.  I will give them a few choices to choose from or they can write about something they want to.  BY the end of the year, they know to take out their journals and write about anything they want.  I want my students to take control of their own learning and reflect back on their work over the year so by having this year long journal, they can see their progression and how they took control over their writing.  
  • Many students in the first class that tried Symbaloo today commented that they liked the clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      With my limited experience with Symbaloo, I agree with the fact that it does seem easy add and customize content.  I think my students would find this to be a helpful tool.  I also like the idea of encouraging students to use it for tracking both personal and school related information.  
  • learning toward facilitation of students’ “active role in the learning process” and teachers’ provision of the right balance between structured lessons and autonomy; let’s never forget it is an ongoing balancing act.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 15
       
      This is a good reminder.  Students need to take on a more active role, but there is always a good balance.  It probably shouldn't be all one way or all another way.  
    • principalchris
      principalchris on 20 Jul 15
       
      How true!  It will be difficult for some students to lead their own learning.  They have been passive for so long it will be a shock to their systems.
  • a number of tiles to get you started,
    • edamisch
      edamisch on 17 Jul 15
       
      So like the apps that come with an iphone. 
    • principalchris
      principalchris on 20 Jul 15
       
      Just set up my account and can't wait to see what else I can add.  This is a great time saver.
  • teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      I believe this is where the transformation must start, with good, consistent professional development. The key here is ensuring students are using the technology, whether that be a tablet, laptop, or smartphone, appropriately for learning.
    • marydermit
      marydermit on 22 Jul 15
       
      I very much agree the process must start with PD.  PD needs to be personalized. From a baby boomer perspective we need mini PD sessions for technology applications.  Otherwise I think there will be resistance from this age group because of limited tech skills. 
  • I could stand to be more savvy in my own organizing of online learning and networking: I’ve been slow to use tools and develop skills for managing online resource
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      I can so relate to this comment. Finding time to explore and become comfortable with the vast array of tools avaiable is my biggest challenge. I get so caught up in the day-to-day management of 10+ students attending the alternative program (I am the only adult in the room with the students), I don't often have time to explore what's out there. Even when my admin and tech people pass along a list of resources, it is overwhelming to me. Much of my time is spent tracking down students, following up with parents, and documenting the events of the day.
    • Jessica Athen
      Jessica Athen on 18 Jul 15
       
      I also feel overwhelmed by all of the technology that I "should" be learning about and using with my students. We spend a lot of PD time on technology and incorporating it into our classrooms, but I feel like we just get a quick overview of whatever program they want us to use at that time, and then we never really get time to explore it and develop ways to incorporate it into our teaching.
    • jenniferlb
      jenniferlb on 19 Jul 15
       
      I'm with you! There are so many cool resources and tech tools I want to learn and use...but actually finding the time to explore and implement is another story!
  • Teachers, she explains, are no longer the primary or even the best source of information available to students
    • Lisa Hackman
      Lisa Hackman on 17 Jul 15
       
      As a teacher in a one-room alternative program, I KNOW this to be true. I feel like the jack-of-all trades, master of none on many days. I see myself more as a manager and facilitator of their learning than the direct source.
    • dwefel
      dwefel on 18 Jul 15
       
      I always think this after I watch the history channel. I learn so much from the history channel and it is so much more interesting than listening to a lecture.
    • moodyh
      moodyh on 18 Jul 15
       
      I am in a one-teacher room as well, and while I try to keep up, there is now way to know it all.  Even in the traditional classroom where I teach personal finance, I feel unable to keep up with it all.  But it is hard to let go of the reigns when you have taught that way and everyone else around you teaches that way.
  • I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.
    • Jessica Athen
      Jessica Athen on 18 Jul 15
       
      I really like the idea of showing students how to use this technology and their learning for both "professional and personal use." I think when you tell students that it is "ok" for them to use technology this way, they learn more because they aren't compartmentalizing their usage of this technology as only for school, which means that they are more likely to use the program and play around with it, which will increase their learning opportunities.
  • This encourages students to apply their learning in different venues which creates a culture of lifelong learning.
    • dwefel
      dwefel on 18 Jul 15
       
      This is exactly what educators are going for, to create life long learners. Using PLEs will create that. I am so excited to incorporate this in my classroom and help others do the same.
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I completely agree with you that we want students to become life-long learners! When students leave school, we want students to be able to do seek out their own research, contacts, and resources to solve everyday problems. If students are never presented with opportunities to direct and manage their own learning, they will not be as successful. Giving students permission to learn about and engage with things they are passionate about can only lead to positive educational outcomes (with appropriate supports of course)!
  • For example, you can create tiles that link to challenges, quiz questions, polls, discussion forums, chat pages, and other types of content and media that will facilitate more student involvement and creativity.
    • dwefel
      dwefel on 18 Jul 15
       
      This sounds fun. I am looking forward to set up an account. I think kids would really like this. It is nice to have one place for everything.
  • students still needed some kind of information dashboard to manage all of their information streams for the upcoming project.
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      I think it is a great idea to have a place for students to "store" the information they need to research and interact with their content. My students have used symbaloo in computer class and it has taken away a lot of the management concerns. Students know where to go to find the tools they need to keep progressing with their learning!
    • principalchris
      principalchris on 20 Jul 15
       
      What a great idea!  When that notebook with all the notes is missing, it could be stored and used during class instead of searching or pretending to search.  Maybe we could teach them responsibility again!
  • PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      This is exactly what we want - students to have a high degree of control over their work! By allowing them to customize the learning experience and connect with others, including experts, students are getting real-life experience that will help them solve the problems they face in their everyday lives. A PLE can help students organize this self-directed learning. Students will likely know what they want to learn but organizing that learning is often what students need support in. PLEs are helpful in providing students with tools they need to gather information, conduct research, and present their findings!
  • personalized learning that allows students to direct and manage their own learning experience while pursuing educational goals
    • jillnovotny
      jillnovotny on 19 Jul 15
       
      In my opinion, this is exactly what we want students to be able to do! By supporting students in their academic endeavors, students learn to view teachers as guides or facilitators rather than "the one who knows all." In thinking about what we want students to be able to do when they leave school, we want students to be able to do seek out their own research, contacts, and resources to solve everyday problems. If students are never presented with opportunities to direct and manage their own learning, they will not be as successful!
    • marydermit
      marydermit on 22 Jul 15
       
      You are right!  If students do not get to practice this skills by doing then they will struggle when they enter the workforce. 
  • The development of PLEs represents a shift in focus from teacher centered classrooms to more learner centered classrooms. As such, teachers must learn to effectively incorporate these social media based initiatives into their lessons.
    • jenniferlb
      jenniferlb on 19 Jul 15
       
      This sounds absolutely ideal. The challenge we as educators face with students using their own technology during instruction and competing for their attention has steadily increased over recent years. How cool would it be if it were used to enhance their learning rather than get in the way of it!
    • katie50009
      katie50009 on 21 Jul 15
       
      I do have some concerns that a lot of the PLE is based on on-line learning. Students use technology constantly, but I have also seen them get frustrated with technology and on-line learning when it seems hard to navigate or they are not receiving adequate feedback.
  • The Symbaloo interface looks a bit like a high-tech Scrabble board with movable “tiles” on it. These tiles give you access to Web pages or other webmixes.
    • jenniferlb
      jenniferlb on 19 Jul 15
       
      As someone completely new to this type of program, I really like the looks of it.  It appears friendly and seems to lend itself to some really great things.
  • What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
    • nwhipple
      nwhipple on 20 Jul 15
       
      This is really handy for parents as well.  I send them the link and they can access my web mix at home.  When I make an update, I alert parents via my shutterfly site.  Parents can go to my web mix and have their child show them games we are playing that reinforces our learning goals.  It is also nice because parents don't have to download anything or search for hours on something educational for their child to do because it is already done for them.
  • Because Symbaloo is web-based, you can access your favorite webmixes from different computers.
    • nwhipple
      nwhipple on 20 Jul 15
       
      This is so great because I can share this with parents and their child can access my game page at home.  If parents allow screen time at home, I feel that by providing this web mix to them to access will only benefit their child and help them learn and reinforce our learning in the classroom.  
  • The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • principalchris
      principalchris on 20 Jul 15
       
      This is the comment many teachers were hoping to read.  I understand the hesitation to give students control of the learning environment, but is it working by controlling them?
    • marydermit
      marydermit on 22 Jul 15
       
      PLE research shows there are less behavior issues because kids get to learn based on their interests promoting intrinsic motivation to learn.  I think it would be great to teach in a PLE.  
  • Personal learning environments (PLE) are a new approach to personalized learning that allows students to direct and manage their own learning experience while pursuing educational goals. The idea for PLEs was born from the emergence of Web 2.0 tools and the ubiquity of technology in today’s society. Students now have access to desktop computers, smartphones, tablets, smart TVs and game systems that connect them to free online tools that are always available. These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles.
    • katie50009
      katie50009 on 21 Jul 15
       
      One of the key phrases here is "learning goals." I think we have to also explore how to help students define and establish learning goals for themselves. I am not sure they are always able to do this--at least in a way that is pushing and challenging what they already know or are able to do.
  • The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
    • katie50009
      katie50009 on 21 Jul 15
       
      I must remember that baby steps can get use to PLE for more students. It is overwhelming to think about changing the traditional model of education so many are used to until I read this line and take a deep breath. The sharing and conducting of "research" students are doing in individual leassons or units is a stgep in the right direction.
  • o horribly wrong if teachers fail to prepare students and set usage parameters.
    • katie50009
      katie50009 on 21 Jul 15
       
      I feel so much better reading this. I experienced this first hand. I thought my students were ready for the responsibility I was handing over; I thought I had set the "right" parameters, but, alas, the learning was not as rich as it could have been. In many cases, it turned out to be a huge waste of time. I still feel guilty about it. I guess the positive is that I am still trying to learn more about implementing PLE's effectively.
    • marydermit
      marydermit on 22 Jul 15
       
      Yes, it is a positive because you learned from the experience.  Now you know what worked and what needs to be revised.  
52More

Lesson: Articles on Visual Design - 0 views

moodlesw.aealearningonline.org/...view.php
shared by tmolitor on 27 Jun 19 - No Cached
  • Everything should be themed to make your design coherent between pages and on the same page.
    • kmolitor
      kmolitor on 27 Jun 19
       
      This makes sense as if you are constantly changing things then people will be distracted by that and it will detract from the information.
  • Applying design principles to the basic elements can seem overwhelming at first but once you start pulling a page or concept together, it becomes easier. 
    • kmolitor
      kmolitor on 27 Jun 19
       
      As you do go to create a page, it can be daunting but I like how this breaks down what you need to do in order for you page to come together and be visually interesting.
  • Spacing makes things clearer.
    • kmolitor
      kmolitor on 27 Jun 19
       
      Spacing does make things clearer. It makes me think of a paper you might write...if all of the information is in one large paragraph it's harder to read and understand.
    • jennham
      jennham on 01 Jul 19
       
      What a great analogy! I tend to over-fill every space I can. I am working hard on keeping things more simple.
    • tmolitor
      tmolitor on 10 Jul 19
       
      I think that's a great point. It's really easy to forget to space things out, and over complicate things. But when you look at the end result it's always nicer to have the space.
  • ...19 more annotations...
  • Certain parts of your website are more important than others (forms, calls to action, value proposition etc), and you want those to get more attention than the less important parts
    • kmolitor
      kmolitor on 27 Jun 19
       
      I can honestly say I have not thought of this before but it makes sense. What you want to highlight needs to be bigger.
  • the web-page should be obvious and self-explanatory
    • kmolitor
      kmolitor on 27 Jun 19
       
      Interesting thought here...but again makes sense. If users have to think very much and have questions after visiting your site, then you site needs work.
  • Text spacing and size creates a visual hierarchy
    • annott
      annott on 29 Jun 19
       
      The all "caps" makes a big difference and naturally draws my eye towards it.
    • tmolitor
      tmolitor on 10 Jul 19
       
      I agree, anytime there is CAPS it instantly draws your attention.
  • This is often because it’s large and set at what has been shown in studies to be the first place people look (the top left).
    • annott
      annott on 29 Jun 19
       
      I never realized that our eye are naturally drawn to the top left and that businesses purposely design websites with there logs positioned in the top left.
    • jennham
      jennham on 01 Jul 19
       
      I didn't, either! I am finding there are a lot of aspects I have never noticed. For instance, in the graphic above, I knew there were different colors but I didn't concentrate on the fact that they "used bars of color to guide the eye."
  • Usability
    • annott
      annott on 29 Jun 19
       
      This is so important to make it viable to everyone.Thinking about what you want the users to actually do is important.
  • A lot of white space tends to make things seem more elegant and upmarket, so for example if you go to an expensive architect site,
    • annott
      annott on 29 Jun 19
       
      This is interesting, I've always thought of it as wasted space.
  • Many artists and architects have proportioned their works to approximate the golden ratio. A famous example is Pantheon built in Ancient Greece:
    • annott
      annott on 29 Jun 19
       
      Being a history teacher for many years and covering the Pantheon in class, I find this fascinating. This is a great example of design proportion.
    • mistermohr
      mistermohr on 09 Jul 19
       
      Agreed...Fascinating!!!!
  • Effective web design and art are not the same.
    • annott
      annott on 29 Jun 19
       
      Excellent point.
  • Web users are impatient and insist on instant gratification.
    • annott
      annott on 29 Jun 19
       
      This is very true and will be helpful to keep in my when planning my own online course.
  • Applying design principles to the basic elements can seem overwhelming at first but once you start pulling a page or concept together, it becomes easier.
    • jennham
      jennham on 01 Jul 19
       
      I am glad this was mentioned. I feel like there are so many things we have to do and incorporate to make an effective design that I am going to forget most of them.
    • mistermohr
      mistermohr on 09 Jul 19
       
      Jenn - I couldn't agree more. Using a critical eye, whatever looks professional and engaging is typically what I go with. If I think something is off or notice an issue others will notice it even more. Remembering all the rules and guidelines seems too checklist-y for me.
    • tmolitor
      tmolitor on 10 Jul 19
       
      I also agree. Seems like with most things when you start something it's all overwhelming, but can become easier once you get started.
  • First of all, white space doesn't need to be white.
    • jennham
      jennham on 01 Jul 19
       
      I am glad they clarified this because I admit I took "white" space literally.
  • Inconsistencies in a design are like spelling mistakes in an essay.
    • jennham
      jennham on 01 Jul 19
       
      I think this is a helpful way to think of the importance of consistency in design.
  • Can it be used for web design? You betcha. Here’s Twitter:
    • jennham
      jennham on 01 Jul 19
       
      I read about the Golden Ratio years ago and I think about it from time to time. However, I NEVER considered it in terms of web design! That's awesome!
  • This so-called TETO-principle should be applied to every web design project as usability tests often provide crucial insights into significant problems and issues related to a given layout.
    • kmolitor
      kmolitor on 02 Jul 19
       
      This reminds me of peer editing...it's helpful because as you create things you see them one way but the people who look at it don't see it the same so it helps to have other eyes look at it.
  • White space is used around text and between sections to allow the page to breath
    • mistermohr
      mistermohr on 09 Jul 19
       
      This is so noticeable when not done well, but such a simple guideline. I am reminded of website 1.0's when many of these guidelines were not followed.
    • tmolitor
      tmolitor on 10 Jul 19
       
      I think this is really noticeable as well. Pages can look really bad when you don't have any white space on them. But I think this is something people don't always realize.
  • If you want to learn to use whitespace effectively, go through a magazine and look at how adverts are laid out.
    • mistermohr
      mistermohr on 09 Jul 19
       
      This seems very obvious in advertisements. Something striking, quick, memorable. I don't think this is the case In online lessons/course design. The content and options are so specific and varied. Not to say that there aren't components of advertising in these, but I do think there is a distinction.
  • What happens when a screen is resizes?
    • mistermohr
      mistermohr on 09 Jul 19
       
      This has obviously become a huge deal breaker. Not being mobile compatible immediately puts you/your resource at a disadvantage. At the very least, rather than mobile compatibility your resources should be able to be viewed on a mobile device. (I say this without doing it myself. This is an area that I personally need to do a lot of work. I also think the principles of design are different on mobile device viewing)
  • Amazon makes the ‘Add to cart’ button more prominent by using color:
    • mistermohr
      mistermohr on 09 Jul 19
       
      Has anyone ever been to a site that sells products and the purchase button isn't the largest/most prominent/highest contrast button? I ask this rhetorical question because I ran into the issue the other day. I quickly became frustrated with the struggle to purchase a product from the company. I cannot fathom why a company would not make that the absolute easiest thing to do on their site.
  • You should direct the user’s eyes through a sequence of steps. For example, you might want your user to go from logo/brand to a primary positioning statement, next to a punchy image (to give the site personality), then to the main body text, with navigation and a sidebar taking a secondary position in the sequence. 
    • tmolitor
      tmolitor on 10 Jul 19
       
      I think you can see this any time you go to a well designed website. It walks you through exactly what it wants you to see in the order it wants you to see it.
1More

Web 2.0 Design Guide - 0 views

www.webdesignfromscratch.com/...web-2-0-design-style-guide design web2.0 webdesign tutorials moodle_iowa
shared by Deanna Etherington on 27 Sep 11 - Cached
  • Deanna Etherington on 27 Sep 11
     
    This looked like list of items to consider when designing web pages. I'm not sure I shared this correctly with the group. If I didn't, would someone tell me how to it?
91More

ollie1reppert: Iowa Online Teaching Standards - 0 views

moodle.aeapdonline.org/...view.php
shared by anonymous on 18 Jul 11 - No Cached
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      Wow, this is certainly a sentence loaded with many educational concepts. It would take me a week just define those concepts!
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      I need to add a few more words to explain my interest in this passage. This passage indicates why teaching and learning aren't only important, but they can be difficult, too.
    • jorge malagon
      jorge malagon on 21 Jul 11
       
      Online instruction is growing across the nation, the main reason in the lower cost, compared with the traditional classroom; experts indicate there is not enough evidence online instruction is indicated to all teenage students. I have seen many of them dropping online classes in Plato; kids need to socialize.
  • Provides substantive, timely, and constructive feedback to students
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      Hopefully, that is a aspect that can be achieved through online quizzes and tests. I wonder how else it coud get done?
    • Doug Gaul
      Doug Gaul on 18 Jul 11
       
      Can also get consturctive feedback through google docs where you could make comments right on the document the student is working on.
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      I'm hoping to see the benefits of Google docs as my district pushes their use this school year. I the idea of a comment area.
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      I am looking forward to providing immediate feedback to students using some of the assessment programs.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      There is a service called crocodoc.com that allows you to mark student work, written work I should say. This will be another alternative to marking. Glogster & kidblog allow you to make comments for the students.
    • Brian Sauerbrei
      Brian Sauerbrei on 22 Jul 11
       
      Last year my son had an English class that made use of googledocs and online comments. The teacher didn't always get back to him in a timely manner. Plus, even though they saw each other everyday in class, they didn't talk about the issues on writing the essay on googledocs.
  • Communicates with students effectively and consistently
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      This concept could be much more difficult than what it appears, especially when it comes to typing conversation back and forth between people.
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      I find it interesting that this concept is somewhat buried in the list of items. To me, it is the most important one.
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      Your first point is well-taken, Brian. Add to that the difficult task of a teacher trying to communicate with their elementary-aged students in person and now attempting to do the same thing online. Not for the faint of heart!
  • ...32 more annotations...
  • Assists students with technology
    • Doug Gaul
      Doug Gaul on 18 Jul 11
       
      Teach students where to find help rather then spending all of your time showing them exactly what to do. This is where the real learning from technology comes from
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      If I might add to your astute thought, Doug, to also guide the students in determining how the information they found will be used to assist in their learning. More times than not, kids seem to grab information for the sake of possessing it without taking into consideration their intentions on how to utilize it.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      I agree with you, they really lack that thinking skill. They are very accustomed to the grab & go answer and find it hard to take risks in delving deeper into a topic.
    • susan strube
      susan strube on 20 Jul 11
       
      I find that some of my students end up teaching/showing me! They are all so good natured about helping me when they know something I don't! My favorite part of teaching however, is collaborating WITH my students on research projects and sharing in theri excitement when they discover great resources in unfamiliar places.
  • different needs of students, including different learning styles
    • Doug Gaul
      Doug Gaul on 18 Jul 11
       
      A different set of challanges in an online course. Harder to find out different student needs.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      Yes, but I think this will open up more alternatives for students to learn & get more involved in the learning process which should help eliminate behavioral issues.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      This is a great opportunity to incorporate youtube videos for visual learners, "guest lecturers" available through podcasts for audio learners and various "hands on activities" for the tactile learner. Having instant access to such a wealth of multimedia information/activities should make it easier to accomodate multiple learning styles. However, this will require additional research and time on the part of the teacher to find appropriate resources to include.
  • student feedback data to improve the course
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      This is an area I wish to improve this school year. Instead of a basic exit survey that doesn't tell me much, I'd like to either find or create something in the way of feedback that I could actually use to improve my lesson or unit in the future.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      I could improve in this area as well Mike. I don't like using tests because they are a quick view of what they know. Much of what my students do is very open ended projects and it's hard to grade these until you figure what a student is capable of.
    • susan strube
      susan strube on 20 Jul 11
       
      I have created a course evaluation that I use for students at the end of the year and I find it to be valuable. I'm sure there are better ones, but I would be happy to email/share a form I have created for students. Obviously it could be edited and should be to fit the changes I make each year to my class.
    • Deena Fries
      Deena Fries on 23 Jul 11
       
      Sue it would be great to get a copy of that evaluation. It could be put into your moodle class as a survey through survey monkey.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      Our principal has begun to create a student exit survey that could be used school or department wide. This was created using survey monkey. The science department "field tested" it in the spring. The way that the questions were worded and the feed back provided was able to give us great insight into what was working and not working as well as what the students appreciated in terms of learning activities and levels of rigor.
  • standards for student behavior
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      Our district unveiling a new district-wide student-use policy this August. Though I know they're needed, the problem I see with these policies is that after you've spent the time agreeing on and writing up the rules it can already be considered outdated due to the rapid expance of technology.
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      We also have a newly written AUP and it is hard to keep them updated so if well written it should be able to adjust for the times. Many districts don't revise these very often. I think they should be revisited a minimum of every 2-3 years to allow for changes.
    • Brian Sauerbrei
      Brian Sauerbrei on 22 Jul 11
       
      I might be wrong, but the policies probably need to be updated every six months to sort of keep up with new technology. That or the policies will have to be very broad, which has positives and negatives, too.
  • Understands the differences between teaching online and teaching face-to-face
    • Kristina Greenfield
      Kristina Greenfield on 19 Jul 11
       
      This is interesting. There is definately things to consider in an online classroom that you don't in a face-to-face classroom. However, as a classroom teacher, adding an online compenent to my course has required me to be more thoughtful, organized, explicit, and available. All of which have helped me meet more of my students' needs.
    • susan strube
      susan strube on 20 Jul 11
       
      I don't know how to be an online teacher yet....I love what I do in my classroom and I think I'm a really effective teacher, but I'm always eager to improve. I think I have more to learn about the difference between the two. This is the first on line class I have taken and though it is frustrating when I don't understand, it is forcing me to stick with something longer/ problem solve more on my own!
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      The more that I discuss online learning, the more I think about the face-to-face teaching. I feel that this tows a fine line as we all have a variety of learners in our classroom. Balancing the face-to-face and online instruction is an element of teaching that also depends on the age level you are teaching. I think that the older the learners are, the more content they be exposed to online.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      This is why I am taking this course. I want to enhance my students learning and I feel that greater incorporation of meaningful/appropriate technology use will allow me to do that.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      This is one of the items that I am most excited about using with Moodle. I want to have a way other than my classroom observations to see how students are working through problems and learning from each other. Wiki's, Google docs and forums will allow me to see who is sharing their ideas and how other students respond to them.
  • Creates a safe environment, managing conflict
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      This is one of my concerns about online learning. I have found that students often are willing to say things in print that they would not have the nerve to say to someone face to face. I feel that I will have to devote some time in training the students on what appropriate feedback would include and not include.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      Are some school districts going to have to open up the restrictions on chat and remove some of their filtering to allow teachers access to some of these capabilities.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      Deb, I think that you are correct, school districts will have to "loosen up" a bit. The other concern is access to technology/internet for students that come from low income families or families that might be homeless and do not have regular access outside of normal school hours.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
  • uses techniques to engage students
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      This will require many teachers to loosen the grip they feel they need to have on their students. Teachers need to learn to be more of a supportive role for students.
    • susan strube
      susan strube on 20 Jul 11
       
      I love being a facilitator, mentor and collaborator and not just a dispensor of information!
  • techniques for dealing with issues arising from inappropriate student technological use
    • Deb Richmann
      Deb Richmann on 20 Jul 11
       
      Teachers need to know the AUP and what administration will do when inappropriate action is discovered. All teachers should be in agreement with the course of action.
    • susan strube
      susan strube on 20 Jul 11
       
      I think the biggest obstacle for out district is Catching the little perps in their misconduct. lol --is that appropriate in an anotation?
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • susan strube
      susan strube on 20 Jul 11
       
      I suppose this was one of the purposes of teacher portfolios, but I think evidence is growing in importance as NCLB continues to drive education and there is more pressure to prove student proficiency. This is going to require more use of technology, I suspect, to gather and maintain the data needed.
  • Selects and uses technologies appropriate to the content that enhance learning
    • susan strube
      susan strube on 20 Jul 11
       
      This is the area I am struggling with. I am not a technology native and I am not well read or experienced with technology. I get overwhelmed by so many options, I freeze up. I need to have someone help me identify one or two tools that I can understand and use effectively in my curriculum and then focus on just those 2 pieces of technology until I gain more confidence.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5
    • susan strube
      susan strube on 20 Jul 11
       
      I think that is the purpose of this class.
  • iNACOL
    • jorge malagon
      jorge malagon on 20 Jul 11
       
      Stands for International Association for K-12 Online Learning
  • Online Teaching
    • jorge malagon
      jorge malagon on 20 Jul 11
       
      There is a broad spectrum of independent studies and diverse mediums to channel them; distance learning, correspondence, hybrid classes, computers, teleconference, cell-phones, educational television, etc. I guess standards would need to be adapted to each type of class.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      Jorge, I agree with you that the phrase on-line teaching incorporates a broad spectrum of courses/means of delivery. Each type of course whether hybrid, distance learning, etc is going to have its own unique intereactions and pedagogy. As a result, it might be necessary to visit and re-evaluate these standards as times and technology change.
  • Incorporates social aspects
    • jorge malagon
      jorge malagon on 20 Jul 11
       
      I like the rewording from "classroom management" to "incorporate social aspects", mostly behavioral ones; there is a lot less need for classroom management in the online instructional process; in eithe setting, it is crucial to count with the elements of engagement and social skills in order to accompllish the academic goals.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I think this is so important. I am curious how many district require this in a syllabus or something similar at the beginning of the year?
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      That is a great point! My guess would be that there are not many requirements, yet. If there are, I am sure they are rather vague at the moment and will be getting more in depth in the upcoming years. Speaking from the standpoint of my district, I can say that most technology "extras" or resources are not required, but many are encouraged.
  • Continuously 2uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
  • Continuously 2 uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I think the key word here is the word continually. This means that we have to look at more than tests and venture further into ancedotal assessments and similar ongoing classroom checks--such as checks for understanding.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I feel that this is not always done and will be essentail when technology becomes so common--such as with a 1:1 initiative. An understanding of these fair use policies is necessary for educators also.
  • Has experienced online learning from the perspective of a student
    • Marcia Jensen
      Marcia Jensen on 22 Jul 11
       
      I am finding a whole different point of view as I use Moodle as a student rather than as a teacher. I find I have more questions about where components of the assignments are, and kind of worry about keeping all the tasks straight. I really want to think about this as I design my own course.
    • Brian Sauerbrei
      Brian Sauerbrei on 22 Jul 11
       
      I'm struggling with those issues just for this one class. I couldn't imagine trying to keep more than one online class going on at a time. That may be the product of my non-digital native bias. Maybe for the present youth it will be no big deal. I struggle with the different technologies I'm expected to use as a teacher: Powerschool, gmail, igoogle, google docs, google class web site, Smartboard, etc. On the other hand, maybe having to learn and use new technology will help to prevent or slow Alzheimers. : )
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Marcia Jensen
      Marcia Jensen on 22 Jul 11
       
      This is an area of interest to me. I know how to teach face to face, but want to learn techniques that are appropriate to online learning and that actually help the students learn.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Sandra Campie
      Sandra Campie on 22 Jul 11
       
      We teachers can learn so much from each other! I believe an online course can be set up to facilitate that well.
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      There are so many resources available to include to allow for the social compnent. Ideas include googledocs, wikis, chats, etc as we learned in the first unit of this course.
  • Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
    • Sandra Campie
      Sandra Campie on 22 Jul 11
       
      This is an area I would like to develop. How can we be sure our students are learning during the course so that we are able to address any misconceptions?
  • University
  • Demonstrates ability to enhance academic performance
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      A key phrase in this is "to enhance academic performance". This means that we, as teachers, need to be utilizing these online strategies to help students learn and perform better than they would without access to these resources. Many times teachers attempt to try something new simply to say that they've tried a new activity, but our goal with doing something new should be to improve student learning over where it has been previously.
  • including rubrics for student performances
    • Jason Endress
      Jason Endress on 24 Jul 11
       
      Moodle makes it very easy to share assessment criteria, especially rubrics with students prior to an assessment so that they may know how/what they are being graded on.
88More

ollie1sweetman: Iowa Online Teaching Standards - 0 views

moodle.aeapdonline.org/...view.php
shared by Dean Whaley on 22 Jun 11 - No Cached
  • • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • Deb Henkes
      Deb Henkes on 22 Jun 11
       
      I think it is really important to have a variety of experiences with various online courses as a student before becoming an online teacher. That way you get a chance to see what works and also what doesn't. (I've taken some online courses that I've learned what NOT to do!) That way as online teachers we can really make the course an efficient learning experience for the student.
    • Denise Krefting
      Denise Krefting on 23 Jun 11
       
      In all of the teachers who I have worked with becoming online teachers- this is on that I absolutely require! I still take classes from a variety of teachers to see what works and glean other ideas as Deb mentioned.
    • Kelly Josephson
      Kelly Josephson on 23 Jun 11
       
      Don't you think that gains such experiences will also allow online teachers to offer their students a variety of options and incorporate differentiation?
    • Andrea Accola-Sabin
      Andrea Accola-Sabin on 23 Jun 11
       
      I have learned so much so far in this online class, that I will have a feeling of what my students are going through. With this being my first online class, I can experience the stress that students will experience with more schools going 1:1
    • Joe Doerges
      Joe Doerges on 25 Jun 11
       
      I have made it a requirement that a staff member needs to take a course like this before I will set them up as teacher on our Moodle server. That has not been well received, but I'm sticking to it! BTW, that is why I'm taking this class.
    • Rebecca Clausen
      Rebecca Clausen on 26 Jun 11
       
      This is only my second online class and it is very different from one I just finished. I am just now appreciating all the work and technologies that went into that class. We used the Angel system, Camtasia Studio, tests, reading assignments to download, and a live video meeting each week. However, there were no real community building forums or ways to contact other students. I am really appreciating the help I am getting through the Moodle forums as well has reading about how Moodle technology is already being used in school classrooms.
  • • Communicates with students effectively and consistently
    • Deb Henkes
      Deb Henkes on 22 Jun 11
       
      Communication with the students on a consistent basis is critical in an online course. It allows the class momentum to flow smoothly and often keeps problems or issues to a minimum by addressing them quickly before students become too frustrated.
    • gfrolekclark
      gfrolekclark on 26 Jun 11
       
      Agreed! If students become frustrated or can't have questions answered, you can lose them pretty quickly.
    • Andrea Accola-Sabin
      Andrea Accola-Sabin on 27 Jun 11
       
      With the blended class that I had last year, I learned that most students did not get on to the computer to do homework until 10 pm or later. Being that I have a 45 minute drive in the morning to get to school I wanted to be in bed by 11 pm. Knowing that my students might need my assistance was troublesome to me, since most did not login until midnight. I told my students that I would probably not respond to work that was completed after 10:30 pm until the next day. Once the students knew this, the class ran smooth. We need to let the students know what are times are going to be to respond to questions!
    • Linda Root
      Linda Root on 29 Jun 11
       
      Communication between teacher and student is absolutely necessary for success in any classroom whether it be traditional classroom or an online course. But because feedback is not instantaneous in an online course, communication is even more crucial for longevity and success. The online instructor needs to be very specific about communication times, when they will be dealing with daily student questions, feedback and grading. As a new student to online learning, the one issue I struggle with is my preference to verbal dialogue rather than written communication. I need the immediate feedback that face to face or Skype provides.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Denise Krefting
      Denise Krefting on 23 Jun 11
       
      This is something that we do not model enough with our adult learners and students
    • Erin Siefken
      Erin Siefken on 29 Jun 11
       
      This has always been an area of concern for me, it goes back to when I worked in university extension education. I am often concerned about copyrights and how much of someone else's work we can legally use.
  • ...28 more annotations...
  • Understands and uses data from assessments to guide instruction
    • Denise Krefting
      Denise Krefting on 23 Jun 11
       
      It is important that we use data to make decisions, but because of time, I find that we do not do this as much as we should. How can we make this easier?
    • Melinda Connon
      Melinda Connon on 23 Jun 11
       
      This is a very big challenge. Starting with lack of time, but also lack of statistical skills...starting with NCLB and the impossibility that we can have 100% of our students above the 40%-tile rank. There are requirements for using & interpreting statistics, like simple random sampling and comparing similar populations. In a small school, each grade is not the same population -- and I even saw that when I subbed in larger district as a new teacher.
  • • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • Melinda Connon
      Melinda Connon on 23 Jun 11
       
      I was helping a colleague with an online statistics course this semester. The instructor did not know how to explain or help students other than telling them to reread the text or what she had already written. I did not see if they were using moodle or blackboard,
    • Ginny Kraus
      Ginny Kraus on 24 Jun 11
       
      I agree that both (content and technology) knowledges need to be pretty sharp. Students are at all different parts of the spectrum on their own knowledge of the subject and need to have the resources from the instructor to help them succeed.
    • Jenny Rohrbeck
      Jenny Rohrbeck on 25 Jun 11
       
      I strongly agree that the instructor needs to know the content of the subject and also needs to know how to teach it as well as have adequate resources to do so. I believe the success of the students depends on the confidence and knowledge of the instructor. I took several online courses in college and without the resources from the instructor or without the instructor knowing how to navigate through the course I would have felt lost! I know several other students in the class that struggled but with a knowledgable instructor they were able to get back on track. I think this is something that can be hard even in face-to-face instruction!...I've had several teachers that weren't sure HOW to teach, while I've had others that were creative and found many ways! This is a vital part of the standards!
    • Andrea Accola-Sabin
      Andrea Accola-Sabin on 27 Jun 11
       
      With students in our school going 1:1 next fall will help some of them. They will have more access to resources from the internet and the ability to access those resources. I also feel that the teacher needs to be available for the students to ask questions, when they still do not understand for the internet resources.
    • Aryn Kruse
      Aryn Kruse on 29 Jun 11
       
      I taught a course using ISU's WebCT system and found that I was so busy troubleshooting the program with learners some days that the content was lost---I think this standard re-emphasizes that the point of using technology is to enhance content learning...so it's important to not let the technology usability get in the way of the content....
  • using appropriate visual web design techniques
    • Melinda Connon
      Melinda Connon on 23 Jun 11
       
      I noticed in Moodle yesterday that it does not lock proportions when you insert pictures. Coming from a family printing business and math teaching career, it's something I notice in amateur publications - people get skinnier without dieting or shorter without osteoporosis. It's a 21st century application of proportions -- cross curricular with graphics/math -- I had to apply it with my Earlham cardinal head.
    • Deb Henkes
      Deb Henkes on 23 Jun 11
       
      I hear you Melinda! Just because you can create a publication doesn't mean you 'should' create a publication!
    • Jenny Rohrbeck
      Jenny Rohrbeck on 25 Jun 11
       
      Melinda - I noticed this as well! I was quite surprised that it didn't lock the proportions! I am not great with technology, but this is something that I did notice!
  • Utilizes a course evaluation and student feedback data to improve the course
  • knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard
    • Kelly Josephson
      Kelly Josephson on 23 Jun 11
       
      This is a big concern to me. I feel that I am somewhat competent where technology is concerned, but I still have a lot to learn. If an online course flops, will it be because of a lack of technology skill/knowledge? Almost every teacher feels confident in the content they teach face to face, but they don't always have the confidence in the technological aspect. This is what makes them resistant to change. I think we have to be comfortable with the technological features of management software and explore the endless options that technology has to offer. This give new meaning to life-long learning!
    • Andrea Accola-Sabin
      Andrea Accola-Sabin on 23 Jun 11
       
      I hope that this moodle course will help me imporve on this standard and benchmark
    • Deb Henkes
      Deb Henkes on 23 Jun 11
       
      Really good comment Kellie about a course flopping due to tech skills or knowledge. I really like the convience that online courses provide but as an online teacher if a runs into a road block you can see their faces to know that they need problems. Continual communication is the key to overcoming some of the those issues. I think that being an online teacher is more demanding than a face-to-face class!
    • gfrolekclark
      gfrolekclark on 26 Jun 11
       
      I think it is important to learn new tools--but experiencing them as a "student" in a course such as this, adds a different experience that I think is important to teachers. Since I am NOT experienced in many of these areas--I am finding myself not only trying to manage content, but also the technology. For some students that won't be a problem--for others, it could be an issue.
    • Kim Cline
      Kim Cline on 27 Jun 11
       
      I think it is so important that teachers know HOW to use the sites effectively, and which ones are appropriate to use for the correct assignments. Too many times I think online activities are used to simply fill time, and not to get the students thinking critically. Therefore, I completely agree with the statement that says "to improve learning and teaching".
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Kelly Josephson
      Kelly Josephson on 23 Jun 11
       
      To me this means using appropriate technology for the content standards and not just using technology for the sake of using technology in a classroom setting.
    • Ginny Kraus
      Ginny Kraus on 24 Jun 11
       
      That is my delema with being a support teacher without a whole "classroom". While students are using technology for their projects (science or social studies, etc.) I don't use it with my students because my curriculum is direct instruction so I won't use it just to meet a "use of technology standard".
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • Andrea Accola-Sabin
      Andrea Accola-Sabin on 23 Jun 11
       
      Moodle should make this easier to use different learning styles
    • Deb Henkes
      Deb Henkes on 23 Jun 11
       
      Absolutely! What are tech strategies to maximize differentation to make learning more engaging for the student?
    • Jenny Rohrbeck
      Jenny Rohrbeck on 25 Jun 11
       
      I think this area could be boosted a bit. From a special education teaching perspective there need to be a few changes before students with special needs are able to navigate the system easier. I have taught students with visual and hearing impairments, therefore, I am thinking of the print needing to be larger, possible sign language interpretation video links, etc. I hope these are things that are being worked on or that are already in the works that I haven't seen.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Joe Doerges
      Joe Doerges on 25 Jun 11
       
      It is important that teachers be exposed to different technologies so they cannot only find ones that will or will not work for them, but also know what is available. The problem is finding time to investigate/explore and then implementing them into the classroom.
    • Rebecca Clausen
      Rebecca Clausen on 26 Jun 11
       
      Before starting this class, I had no idea of the tools that are available. It seems that when I go to investigate one, it leads to looking at another and another. This is a time intensive search process. I would love to see videos of how many of our classmates are already using these technologies.
    • gfrolekclark
      gfrolekclark on 26 Jun 11
       
      Agreed. Finding time to keep up on what is out there is important--that's what I like about communities of learning where people can share what works/doesn't work, etc. It helps when people share what they use/like.
  • Provides substantive, timely, and constructive feedback to students
    • Joe Doerges
      Joe Doerges on 25 Jun 11
       
      This might be something that teachers might find overwhelming. You have 4 section of American History. Each with 30 students and now they are all sending you questions, posting to forums and other activities that you need to check. How much time is this going to take? When will your teaching day end? When you post to a forum, it does not post until after 30 minutes.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Jenny Rohrbeck
      Jenny Rohrbeck on 25 Jun 11
       
      This stuck out to me because again it is something that is important in both face-to-face and virutal classrooms! If any of these are missing students will feel disconnected to the course and probably will not do as well. If you are positive, interactive, etc your students will also take action to do these things!
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • Jenny Rohrbeck
      Jenny Rohrbeck on 25 Jun 11
       
      I would like to see more professional development in these areas. In our school we were offered the chance to take this class by an email being sent out by our superintendent, which was great, but unfortunately not many of our staff members took this opportunity. I believe if there were more of a "push" to take these courses or to enhance our learning in technology there would be more advancement in this. I am not much of a "techy" (if that's the way it's spelled) and I've found myself fretting over how to complete many of the activities or if it's done right. If I were expected to teach a course online my lack of confidence would lead to my students lacking confidence as well.
    • gfrolekclark
      gfrolekclark on 26 Jun 11
       
      You are so right! What do you think would have motivated your colleagues to take an course?
    • Kim Cline
      Kim Cline on 27 Jun 11
       
      This is so important, since we all know how quickly technology changes! Staying current is a must!
  • Assists students with technology used in the course (Varvel III.C)
    • Rebecca Clausen
      Rebecca Clausen on 26 Jun 11
       
      I have really been struggling with the technology of this Moodle class. Our instructor has been very prompt with her helps and that has kept me going. I am concerned that many of our adult learners (teachers) may be intimidated like me by the technology of this type of learning and therefore not use it. It will be very important to have adequate staff development available in order to make all of the wonderful class content that will soon be available accessible to everyone.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • gfrolekclark
      gfrolekclark on 26 Jun 11
       
      Teaching student's about appropriate/acceptable behavior is important. For those of you whose schools are 1:1 schools, how often have you needed to do this? Any problems that came up?
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Karen Thilges
      Karen Thilges on 27 Jun 11
       
      Every class must have collaboration and interaction among all people involved teachers and students. Some students are going have no problems communication via a computer class. Other students not going to be as comfortable communicating via a computer class. Some students will not follow proper etiquette communicating. This concerns me.
    • Kim Cline
      Kim Cline on 27 Jun 11
       
      My students really enjoy learning when they are doing it collaboratively! All students are putting forth effort because they all want to be using the computers to learn. I need to work more on the student-content part of this standard.
  • Understands the differences between teaching online and teaching face-to-face
    • Karen Thilges
      Karen Thilges on 27 Jun 11
       
      Right now as I am creating my own moodle course I am having a difficult time deciding what materials would be best used online and which would be better used in a face-to-face class. Knowing which materials to use and how to present those materials is very important. On-going professional training in this area would be great. We need to remember that learning online is not going to best for all students.
    • Aryn Kruse
      Aryn Kruse on 29 Jun 11
       
      I wonder how this is operationalized? What do you all think is "evidence" of this standard?
  • • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • Kim Cline
      Kim Cline on 27 Jun 11
       
      Keeping the integrity in the assignment is always important and respectful to the students. Keeping students' integrity and respect intact is also part of the teacher's responsibility.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Rebecca Clausen
      Rebecca Clausen on 28 Jun 11
       
      I have always been a heavy reader to keep up with research and knowledge in my professional growth but I have just learned through this course of resources like Diigo that will be such a help in connecting with other professionals and what they are also learning.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Rebecca Clausen
      Rebecca Clausen on 28 Jun 11
       
      I think getting to understand individual student motivation through online classes will be difficult unless time is given to getting to know your students. Motivation can be such an individual thing.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • Linda Root
      Linda Root on 29 Jun 11
       
      This is very important in both a traditional and online class. The instructor needs to be specific on the course outcomes and expectations. Students need to know what the course will cover and how the student will be asked to show learning.
  • • Creates a safe environment, managing conflict
    • Linda Root
      Linda Root on 29 Jun 11
       
      I find this very interesting. I realize not all web based technology provides a safe learning environment for my students buy of all the discussions I have had over the past year about students and technology, not once did I think I might need to deal with any type of behavior problems or managing conflict in my online course.
  • ability level, multiple intelligences
    • Erin Siefken
      Erin Siefken on 07 Jul 11
       
      I think online learning lends itself nicely to differentiation. We cab easily work to the different levels and learning styles without creating much extra work for ourselves.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
    • Ann Longfellow
      Ann Longfellow on 03 Jul 11
       
      It's difficult to appropriately use on-line learning since there is such a wide range of learning abilities and levels of computer knowledge in a classroom. For a student who doesn't know English, for example, this can be even more challenging than a "regular" classroom experience.
    • Dean Whaley
      Dean Whaley on 21 Jul 11
       
      The ability of being able to acomplish this is difficult in this area due to the wide-range if the abilities of students just in computer knowledge. In one project I assigned last year that took additional two days because I had to teach the students how to make a power point presentation. Something they should of already known how to do. Those student that still don't have internent at home were at a disadvantage.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Ann Longfellow
      Ann Longfellow on 03 Jul 11
       
      I think technology allows students to really effectively interact with each other to create a project. I have my students make and edit videos in iMovie. I have never had such a collaborative and high quality product that we can view and evaluate as a class.
    • Dean Whaley
      Dean Whaley on 21 Jul 11
       
      The ability to create and edit a project on-line gives the students a chance to work togeather without having to be in the same room.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • Kim Cline
      Kim Cline on 08 Jul 11
       
      Knowing how to evaluate materials and make sure that they are enhancing learning and not just providing "busy work" makes the lesson respectable and meaningful to our students.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
  • gfrolekclark on 26 Jun 11
     
    I think student feedback data is essential to any course. In college, a stat course had been revised due to student feedback (frustration with the complexity of the stat tools). The new tool was much easier to learn and students could learn the material.
89More

ollie1: Iowa Online Course Standards - 2 views

moodle.aeapdonline.org/...view.php
shared by Mary Overholtzer on 17 May 11 - No Cached
  • (K-12) • Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
    • Mary Trent
      Mary Trent on 17 May 11
       
      Communication is key in online classes. I know I have been lost a time or two. I like checklists of requirements for the course.
    • anonymous
      anonymous on 19 May 11
       
      Information literacy becomes even more important as more resources are available for our students. They need the tools to be able to filter through all the information out there and search out what is best. Middle school kids seem very willing to believe it if they saw it on the internet.
    • mhauser
      mhauser on 22 May 11
       
      I'm 57 years old. My dad, who had an eighth grade education and would be in his 90s were he still alive used to tell us, "Don't believe everything you hear." He would also say, "Don't believe everything you read." My dad was wise. We need to be skeptics. Everyone needs to ask the questions, Who is sharing this information? Why should I believe them? What is their purpose? How old is this information? Can I understand the context in which it's offered? I'm a teacher librarian. I've been working on this for 16 years and love that information literacy is in these standards.
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      Communication is the hardest thing I do as a wife, mother, teacher, and friend. When I think I am communicating well, it's obvious that others are not!!!! HA! The hardest job I will every do is communicating.
  • • The course design provides opportunities for appropriate instructor-student interaction, including timely and frequent feedback about student progress based on the learning targets.
    • Mary Trent
      Mary Trent on 17 May 11
       
      It's important to encourage students to feel comfortable to ask questions especially when they are lost. Quick, easy, multiple ways to contact the instructor are important.
    • Julia Schreckengast
      Julia Schreckengast on 18 May 11
       
      I would agree so many students are too afraid to ask questions in front of a class. They are just satisfied with not knowing rather than risking embarassment.
    • Laura Eklund
      Laura Eklund on 18 May 11
       
      I am involved in a grant program that is about blending the online teaching with face-to-face teaching, which will make the instructor-student interaction easier.
    • Bob Pauk
      Bob Pauk on 19 May 11
       
      Obviously this is important, but also challenging when you see as many as 150 students per day. It makes things like clickers and online communicaiton that much more important.
    • Nancy Peterman
      Nancy Peterman on 19 May 11
       
      Technology has made instructor-student interaction easier, while also making it difficult for students to not become involved. Students quickly see that they are accountable and instructors can track their participation.
    • Kevin Kemp
      Kevin Kemp on 22 May 11
       
      Students and instructors both need feedback in order to achieve.  Progress can only be achieved with an ongoing, positive conversation
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use.
    • crjessen44
      crjessen44 on 18 May 11
       
      This is something I would like to know more about in the on-line world. I'm not sure on certain issues relating to this and would like to be more clear on my understanding.
    • Ashley Weaver
      Ashley Weaver on 18 May 11
       
      I would also like information, especially about fair use!
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      This is one of the greatest concerns I have in planning an online course. I did find a section in the orientation materials for this course that addressed it. It is called "Copyright BriefNotes" and is available from the AEA. I can't tell you exactly where I found it; explored way too many links to be able to retrace my steps and the printout doesn't have a web address. It was a pdf file on a link.
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      It is critical that we model appropriate citing, observance of copyright, and fair use for our students. My middle schoolers have difficulty grasping both the significance and the proper methods of these concepts.
    • Jessica White
      Jessica White on 23 May 11
       
      This is one of the most important details! Yes, middle school students struggle with citing. It is only going to be more important as more and more online resources are available.
    • Deb Ritchie
      Deb Ritchie on 23 May 11
       
      I'm pretty clear on rights for print materials, but less sure when the item in question is a graphic, picture, etc. Does it make a difference that our course is only available to students in our classroom and not going out to the world wide web?
  • ...27 more annotations...
  • Sufficient learning resources and materials to increase student success are available to students
    • crjessen44
      crjessen44 on 18 May 11
       
      This is where I think Moodle or other similar tools will have an advantage. I like that I will be able to group all relevant resources together for students. I have a lot of resources right now but they are all scattered..
    • Nancy Peterman
      Nancy Peterman on 19 May 11
       
      I definitely agree with you about these online tools making resources more available. Like you, I have many resources in many locations. I am gradually moving the resources to my Moodle course pages and plan to expand this to include Diigo. Grouping the resources will provide students with a consistent location while working and provide me with a better method for keeping web pages current.
  • Ongoing and frequent assessments
    • Ashley Weaver
      Ashley Weaver on 18 May 11
       
      Formative assessments?
    • anonymous
      anonymous on 19 May 11
       
      Good question - Would this be a good spot for using some of the online quiz tools that we saw on the Cool Tools website? Is it easier or harder to complete formative assessments in an online setting?
  • Instructions to students on how to meet the learning objectives are adequate and stated clearly.
    • rcordes1961
      rcordes1961 on 18 May 11
       
      AS Stiggens said many years ago, students need to know the target before attempting to hit the target. Trying to hit a moving target is frustrating and difficult for everyone!
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      How true! It is important that the students clearly know what is expected of them.
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      My nine-year old even undertands this! He recently commented, "This assignment would be so much easier if (the teacher) had given us a rubric."
    • Kevin Kemp
      Kevin Kemp on 22 May 11
       
      If our students don't know what to expect, what are we doing?  Students need and deserve to know what they are responsible to know.
    • mhauser
      mhauser on 22 May 11
       
      I need to get better about making clear daily objectives. That's new to me, but my faculties have their learning goals posted on their walls each day. It's great for everybody. Kathy, I love what your son said. Kevin, you are right on the money!
    • Victoria Guilliatt
      Victoria Guilliatt on 26 May 11
       
      I put my lesson objectives on the board when I teach my elementary library classes, it makes it easier for the students to know what I expect.
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      What's amazing to me is when I have a student say, "Give me a rubric, and I can easily get an A with less effort." This scares me....to me it's a way of putting forth mediocre work by "beating" the system. Tha'ts why every rubric I build has a perception component of quality when comparing project/discussions/etc with peers.
  • Assessment strategies and tools, such as "self-check" or practice assignments, make the student continuously aware of his/her progress in class and mastery of the content beyond letter grades.
    • Julia Schreckengast
      Julia Schreckengast on 18 May 11
       
      I am going to try to use next year with my CoPi blended classroom.
    • Amy Kemp
      Amy Kemp on 22 May 11
       
      I hope to create some practice problems or a quiz using Softchalk.  I have never created anything myself for them to do online.
  • The course instruction includes activities that engage students in active learning
    • Laura Eklund
      Laura Eklund on 18 May 11
       
      This is a great place for the cool tools for school, but there are so many out there I don't know where to begin. Also, it seems like everytime I find a tool that engages students a new and better tool comes out and I have relearn everything about that tool.
  • The course instruction includes activities that engage students in active learning
    • Bob Pauk
      Bob Pauk on 19 May 11
       
      Students today live in a different world than the one most of us in this class experienced when we were young. Sitting for 45 minutes with nothing more than an overhead projector or chalkboard to look at and nothing more than a teachers voice to hear is just completely out of touch with the way students experience things outside of the classroom. As educators we need to keep that in mind or we really will have kids bored to death.
    • Joleen Louwsma
      Joleen Louwsma on 19 May 11
       
      Students are multitaskers and grow bored when not challenged. Active and interactive learning is one way to keep them engaged. I also feel that as teachers we need to change our " tools" and raise the bar for learning.
    • mhauser
      mhauser on 22 May 11
       
      In most classes, I think we have about 10 minutes to direct students toward the learning that we hope will happen that day. Then we have to let them get started on their learning and coach them as needed for the rest of the class. If there is confusion or a common thread shows up during the class time, the coach/facilitator/teacher might stop the student work to explain, or to have a student explain the issue, but otherwise, the focus is definitely not on the teacher. It's not about us. ;-)
  • • Academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism are clearly stated
    • Matt Tracy
      Matt Tracy on 19 May 11
       
      This, I believe, is more and more important because our students really struggle with understanding that once something is on the web, it's out there for good. They also struggle with understanding just the basics of appropriateness.
    • Kathy Hageman
      Kathy Hageman on 21 May 11
       
      Do you think that in many cases students do know what is appropriate and what is not? I think that students sometimes push the limits to see if the instructor cares enough to hold them accountable.
  • The course goals and objectives are measurable and clearly state what the participants will know or be able to do at the end of the course
    • Bob Pauk
      Bob Pauk on 19 May 11
       
      This one is so simple, yet doing this effectively is probably on of the most important things an instructor can do to avoid problems down the road.
    • rcordes1961
      rcordes1961 on 19 May 11
       
      I agree, Bob. I think sometimes we believe students are suppose to be mind readers when it comes to what they will learn or be able to do.
    • Jason Gomez
      Jason Gomez on 07 Jun 11
       
      My school went to putting the learning target on the board everyday. I think it was good, but should be incorporated with a "ticket out the door" activity.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • Deborah Ausborn
      Deborah Ausborn on 19 May 11
       
      I really love the idea that we can tailor courses to meet the needs of individual students. I would like to explore ways to have various paths leading to mastery. Once a student has mastered a concept, he or she can move on to the next concept. A student who needs more practice could be redirected to more learning activities on the same concept. One size does not fit all.
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      As I learn more about online learning and using Moodle, I am excited about the possibilities for differentiation. I see this as one of the greatest strengths of the format.
    • Bev Berns
      Bev Berns on 20 May 11
       
      I love the idea of giving students ownership in their learning!
  • Technologies are chosen that are accessible to students
    • rcordes1961
      rcordes1961 on 19 May 11
       
      We need to keep in mind not all students have internet access at home. Online learning cannot be another way of separating the haves from the have nots.
    • Tresa Zaragoza
      Tresa Zaragoza on 20 May 11
       
      This is the one that worries me the most. Between having enough computers and having them work when we need them.
  • A clear, complete course overview and syllabus are included in the course
    • Joleen Louwsma
      Joleen Louwsma on 19 May 11
       
      This is an important factor in making a successful class. What I think is clear and concise may be confusing to my students. Writing the syllabus, the course overview, expectations, and lesson instructions will be an ongoing process.
  • Instructions make clear how to get started and where to find various course components
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      As students in this course, many of us understand that it may be easy to be overwhelmed when starting out in online learning. We help our students with simple and clear guidance.
    • Mary Overholtzer
      Mary Overholtzer on 12 Jun 11
       
      As time goes on, what we consider to be so difficult, becomes easier as time goes on. We must note that while we teach online learners---and naturally, while they teach us too.
  • The requirements for student work, including student interaction, are clearly articulated.
    • Kathy Hageman
      Kathy Hageman on 20 May 11
       
      Limited experiences teaching online have taught me that the quality of student interaction rises significantly when there are rubrics that spell out expectations for student posts. Otherwise, students easily slip into the language and style of non-academic online social interactions.
  • The course provider offers the course teacher, school coordinator assistance with technical support and course management. .
    • April Tidwell
      April Tidwell on 21 May 11
       
      I feel this is so important. One of my biggest concerns about going 1:1 next year is the lack of tech support. I haven't seen any plan to increase the tech department, and I often have to wait days to get answers currently from the help desk. Students get extremely frustrated when technology doesn't work especially if there is no one there to help them.
  • The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material.
    • Heather Gould
      Heather Gould on 21 May 11
       
      Rigor and Relevance is the Characteristic of Effective Instruction that comes to mind as I read this. Good instruction is good instruction, regardless of the teaching modality. In a student-centered environment, as this suggests, students are encouraged to collaborate with others as they take their new knowledge and apply it.
    • Steven Petersen
      Steven Petersen on 21 May 11
       
      This is critical. Without face-to-face interaction there has to be a method put in place for frequent contact by the teacher. Students always have questions and an inability to address those questions will lead to frustration.
  • The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules
    • Steven Petersen
      Steven Petersen on 21 May 11
       
      Why should this matter. Unless it is a blended class the confines of the school schedule should be immaterial.
  • 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.
    • hollysoby
      hollysoby on 22 May 11
       
      This is one I'm excited about - I'm hoping by mixing online with face to face learning I can have more interaction with quiet students - though I know from taking online classes it can be easy to just do enough to get by if there aren't a lot of opportunities to interact.
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      I am hoping that is portion of the "face to face" is built in to help accomodate learning for students who are having trouble mastering the content. My worse fear of online learning is making the material move too quickly for students to keep up, making them frustrated and not positive learners.
  • The course structure includes a wide variety of assessment procedures to assess students’ mastery of content.
    • hollysoby
      hollysoby on 22 May 11
       
      This is something I feel like I need to be careful about - I think it's easy to get so excited about new ideas I throw a lot of projects at students at once - I need to think really hard about what I want to assess them on.
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      Glad it isn't just me, I find that I also get pumped about something, throw it out to the students to "try" and then I realize at the end that I had no way to measure whether it was really effective or not.
  • • Grading policy and practices are easy to understand.
  • 21st century skills in the course, including: using 21st century skills in the core subjects, 21st century content, learning and thinking skills, ICT literacy, self-directed learning, global awareness
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      Courses being online in and of themselves are 21st Century learning skills. However, I believe, online instruction should include more than just being posted on the internet. It should push students to be self-directed and global learners. Fulfilling this standard will take work, but I believe it is one of the most important goals of learning.
  • Hardware, web browser and software requirements, as well as prerequisite technology skills are specified.
    • Tim Hadley
      Tim Hadley on 22 May 11
       
      This is something I hadn't really thought about, but it makes sense. If students can't access your course from the beginning it would make it hard to impossible to be able to complete it.
  • Specific and descriptive criteria, including rubrics, are provided for the evaluation of students’ work and participation.
    • Jessica White
      Jessica White on 23 May 11
       
      This is always important to me as a teacher. Students must know how they are graded before the assignment/project is started. This would be the same with online learning.
  • The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways
    • Deb Ritchie
      Deb Ritchie on 23 May 11
       
      This is the standard that I'm most interested in. How do we make sure students are not doing the same old things only now with a computer? We need to keep the bar up there for higher-order thinking skills and critical reasoning. I'm hoing to gather ideas from class to help me do this.
  • instructional materials are aligned with the content
    • Victoria Guilliatt
      Victoria Guilliatt on 26 May 11
       
      This is very important when I teach the elementary students in the library because it is very easy for them to become lost in the lesson
  • The course content and assignments are aligned with state’s content standards or nationally accepted content standards
    • Jason Gomez
      Jason Gomez on 07 Jun 11
       
      This always worries me; is the content of my class the same as the state's content? My district has gone to content mapping which makes it very easy to know that we are following state standards
114More

ollie1 (Peterman): Iowa Online Teaching Standards - 40 views

moodlesw.aeapdonline.org/...view.php iowa online moodle_iowa ollie_iowa
shared by sarankin on 17 Sep 15 - No Cached
  • Has experienced online learning from the perspective of a student
    • ames726
      ames726 on 18 Sep 15
       
      I feel that this is essential for any teacher of an online course.  Just as a classroom teacher  has at some point been a student in a classroom, so should a teacher of an online course have been an online student.  It is an imperative experience that provides empathy and understanding that would otherwise be absent
    • ljhlaura
      ljhlaura on 22 Sep 15
       
      I agree with this comment. While I think it is possible to be successful teaching in an environment one has not experienced personally, having that experience makes it easier and more likely. As I take the first steps in designing an online course, I think about how I would experience certain elements if I were the student and am able to draw on personal experience.
    • clmensing6
      clmensing6 on 23 Jan 16
       
      absolutely! It is very important to me to be able to do what I ask my students to do. If I don't know what they are doing, it is my hope they can teach, or at least show, me how they did what they did.
    • kelleyneumann
      kelleyneumann on 21 May 16
       
      I agree.  I think this applies to all teaching, not only online teaching.  Whenever I assign a new project to my students, I like to go through the assignment myself so I can be ready for questions or make adjustments to avoid confusion or frustration for my students.
    • cwhitebotello
      cwhitebotello on 27 May 16
       
      The experience of being an on-line learners helps me as an on-line teacher be more sensitive not only to learning to content but also the stress new on-line learners go through.  Am I doing this right? Where do I find this? Learning to "routines & procedures" in the on-line classroom can be stressful!
  • 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
    • ames726
      ames726 on 18 Sep 15
       
      My concern here is with the word "or."  My opinion is that the correct word should be "and."  Although I believe that it is of utmost importance that an instructor have academic credentials in the field in which he or she is teaching, I also perceive it to be just as important that he or she meet the professional teaching standards established.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
    • ames726
      ames726 on 18 Sep 15
       
      I agree that learning theories are an integral part of teaching.  This ties to the annotation I made under standard 2.  Having this knowledge is an innate feature of meeting the professional teaching standards established.
  • ...47 more annotations...
  • Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
    • ljhlaura
      ljhlaura on 22 Sep 15
       
      I agree that administering varying types of assessments is important to ensuring that students who learn and communicate in different ways will have an opportunity to demonstrate what they know. Some might be most successful in responding to direct, objective test questions, while others might be more effective in writing essays. Multiple types of assessments can also reveal the depth of knowledge of any one student, regardless of learning and communication style.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • ljhlaura
      ljhlaura on 22 Sep 15
       
      I am curious to learn about complying with intellectual property rights online. While copyright law allows for "fair use" for educational purposes, online courses seem especially suited to drawing material from other parts of the Internet. At what point might a teacher cross from "fair use" into a violation of someone's intellectual property rights?
    • ames726
      ames726 on 22 Sep 15
       
      I am intrigued by this thought.  the term "fair use" seems vague and undefined.  I agree that online courses do seem particularly suited to drawing material from the internet.  Perhaps examples of acceptable use vs. unacceptable use would be helpful.
    • ramonasatre
      ramonasatre on 16 Jan 16
       
      This is a great question. I don't feel I fully understand "fair use" when it comes to using material from the internet for courses.
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      I intended to highlight this as well. Perhaps since it is already highlighted I am unable to do so as well. Fair use issues and proper citing of sources is probably something many of us need an update on. Especially now that our content will be online for people to see and perhaps even borrow in their courses, we need to be sure we are legal in what we share and use.
  • Networks with others involved in online education for the purpose of professional growth
    • ramonasatre
      ramonasatre on 16 Jan 16
       
      I think networking provides great opportunities in all field for learning. Sharing real experiences are some of the best "professional development" I have attended. Just attended the science TIC; wonderful experience of teachers sharing with teachers.
    • stitesm
      stitesm on 11 May 16
       
      You are correct.  Networking is the best way to learn.  It isn't always easy finding time to get together face 2 face but technology is enhancing our collaboration across the state in order to learn from each other
  • Understands student motivation and uses techniques to engage students
    • ramonasatre
      ramonasatre on 16 Jan 16
       
      Wish I had a clear picture of "what" motivates students. This concept in the classroom or online can be a tricky one.
  • content knowledge (including technological knowledge
    • Elizabeth Fritz
      Elizabeth Fritz on 17 Jan 16
       
      great connection to Technological Pedagogical Content Knowledge (TPACK) ...attempts to identify the nature of knowledge required by teachers for technology
    • hstaebell
      hstaebell on 19 Jan 16
       
      Technical knowledge is a hard one for me. I feel like technology changes at such a rapid pace and with not being in a physical classroom I have to rely on myself to further my tech knowledge. That doesn't happen easily.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Elizabeth Fritz
      Elizabeth Fritz on 17 Jan 16
       
      This can be a most challenging task, online group work that has true collaboration. So often we just want to be anonymous.
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • senoracoffey
      senoracoffey on 17 Jan 16
       
      As a student and as a teacher, I have found getting my assignments graded online as a student and grading them as a teacher is very time consuming. Sometimes I have even wondered if my assignments were graded by my instructors. It takes a lot of time sitting in front of the computer, opening up each student's assignment, and grading it with quality feedback. I have found that online work tends to take a lot longer to grade. 
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      We are currently using a lot of Google Docs in our classes at Woodbine, and I too have been a bit overwhelmed by the time it takes to grade work. Some resources like Flubaroo are helping me with multiple choice type work but basic writing stuff takes a long time.
    • cwhitebotello
      cwhitebotello on 27 May 16
       
      This seems to be a common theme and something that on-line teachers struggle with. Getting timely feedback as a student is important so new learning is affirmed before I move on to the next topic.  As a teacher it requires allot of time and self discipline to attend to. 
    • sarankin
      sarankin on 08 Jun 16
       
      Getting feedback on student work is key for motivating students to work hard daily.  Google Classroom has made a big difference in face-to-face classes and I believe it could also make a different in online classes.  If the assessment is a paper, then the teacher can give feedback daily or every few days instead of just grading the paper at the end when it is due.  This feedback would allow for students to know if they are on the right track as they are working on it.  
  • • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • senoracoffey
      senoracoffey on 17 Jan 16
       
      Having reliable, quality, affordable software to support learning is hard to come by. 
  • • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varvel I.D)
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      I think this would be easy to overlook in this type of class offering. Sharing student rights as it pertains to their work and who exactly will be seeing it IS important.
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      Course evaluations have been interesting to me in the past. If they are not well designed they can create a forum for feedback that is not as "helpful" as you'd hope. Putting a lot of thought into the feedback you are seeking and then asking about those things in particular with carefully worded questions might help a person avoid "extra input" that sometimes is not as helpful. (I've had students use them as a place to judge and criticize. That CAN be helpful, but it is often not the type of feedback that leads to creating change for the overall good of the course.)
  • • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • Adam Cox
      Adam Cox on 17 Jan 16
       
      Be careful as to the questions used for bringing in feedback and think hard about whether to make it anonymous or not as well. Open ended feedback from anonymous posters is sometimes not as helpful as you'd hope it to be. :)
    • disneygal
      disneygal on 14 May 16
       
      My experience is that course evaluations for online or traditional AEA courses are often not completed. Those that are posted often do not have enough detail to help guide changes.  We have tried to send out a separate SurveyMonkey and don't get a good response there either. Would be concerned re: how this criteria would be evaluated.  AND, I would love to know how to encourage more course feedbackk!
    • Deena Recker
      Deena Recker on 24 May 16
       
      When this was trialed in my last course, I found the pre-course evaluation fairly straight forward. The co-teacher and myself had to revise the post-course evaluation a few times as we walked through the course to ask questions that provided us with usable information. 
  • Incorporates social aspects into the teaching and learning process
    • Cari Teske
      Cari Teske on 16 May 16
       
      Collaboration is key to a successful online course.  It is not enough to read content and complete assessments.  A student needs to be actively involved in the learning process.  This is where discussion forums become important as do the activities that you are directly involved with during the class.  Reflecting and responding increase the social aspects and allow for learning to go beyond the content provided.  - Cari Teske
  • 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
    • mcgillicutty
      mcgillicutty on 23 Jan 16
       
      As teachers we need to follow the 21st century technology standards.
  • • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • mcgillicutty
      mcgillicutty on 23 Jan 16
       
      It is important for students to learn in groups and for them to collaborate with each other, problem solve, and to learn good communication skills.
    • paulboysen
      paulboysen on 23 Jan 16
       
      Alignment is very important to make sure that the students are are receiving instruction to meet the local achievement goals.
  • 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)
    • paulboysen
      paulboysen on 23 Jan 16
       
      With the implementation of DSI, this area becomes critical for successful implementation of this mandated instruction.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • stitesm
      stitesm on 11 May 16
       
      Very important for all instructors on either side of the screen.  Keep current on new research by reading, taking classes, collaborating and networking. 
    • cwdorman
      cwdorman on 15 May 16
       
      Online instruction is more than just putting print up on a website (the online version of worksheets perhaps!)--one must strive to learn all aspects of the technology and use it to be an effective online instructor.
  • 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)
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • shawnaharris
      shawnaharris on 25 Jan 16
       
      Just in case the other comment wasn't posted, here it is again...All participants/students should know what is expected of them and how they will be graded and classroom expectations.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • shawnaharris
      shawnaharris on 25 Jan 16
       
      There is a HUGE difference between face-to-face and online learning/teaching.
    • Cari Teske
      Cari Teske on 16 May 16
       
      Very true.  Also, between blended and those mentioned above.  Strategies used need to be developed to provide learning to be at it's optimum.  
    • janevolden
      janevolden on 17 May 16
       
      I feel there is a definite challenge that is larger barrier than teaching face-to face.  You must get your thought across without that personal face-to-face and not loosing anything in the interpretation.  you must also feel as though you have your message getting across ....quite a challenge.
    • sarankin
      sarankin on 08 Jun 16
       
      I agree that there is a huge difference between online and face-to-face teaching.  I also believe that some people think it's "easier" to teach online and takes less time.  Actually I think it takes more time!
  • Continuously
  • evaluate
  • • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • verploeg
      verploeg on 14 May 16
       
      Students believe that copying and pasting from several sites alleviates the worry of plagiarism while never translating the material into their own words.  In addition, sometimes students have the false idea that posts are anonymous unaware that what is said online remains.  And edits and deletions may be impossible.  With this comes responsibility.
    • kelleyneumann
      kelleyneumann on 21 May 16
       
      This is a huge concern in our building since going 1:1.  Students don't understand that they can't copy and paste something word for word from the Internet.  I have had students simply change one or two words and think they can all it their own. 
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • paulboysen
      paulboysen on 26 Jan 16
       
      https://diigo.com/08anyu This is a test.
  • • Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
    • paulboysen
      paulboysen on 26 Jan 16
       
      https://diigo.com/08anyu I have found assessment data to be very valuable in seeing if what you are teaching matches the goals of the course.  Data often show gaps in instruction.  It also indicates areas that may need to covered in more detail.
  • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • paulboysen
      paulboysen on 26 Jan 16
       
      https://diigo.com/08anyu I have found that dealing with the problem before it escalates usually is the best approach.  If a student is having a problem, talking with the student in a normal calm voice can beneficial.  Sometimes, things just blow up and then the main goal is to keep the students safe.
  • • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • anonymous
      anonymous on 10 May 16
       
      This corresponds to teaching mathematics. One MUST know the content at grade level, what content comes before, and what content comes after.
    • cwdorman
      cwdorman on 15 May 16
       
      This would seem to be pretty essential as one must know the content well in order to teach it effectively.
  • Selects and uses technologies appropriate to the content that enhance learning
    • anonymous
      anonymous on 10 May 16
       
      I believe that the content being learned must be the focus and not the technology being used. The technology should only be a tool that enhances student learning.
    • stitesm
      stitesm on 11 May 16
       
      Good comment!  Even with students that we work with face 2 face.... technology should not be a subject or an objective but it should be used to enhance their learning with core curriculum.  
  • presentation of the conte
    • stitesm
      stitesm on 11 May 16
       
      This can be scary for on-line instructors because it is important that you apply the correct presentation of content for students to learn and engage.
  • Understands and uses data from assessments to guide instruction
    • verploeg
      verploeg on 14 May 16
       
      Teaching is all about constantly tweaking the material to meet the students' needs.  What worked a year ago may not work at all with the current students.  
    • Cari Teske
      Cari Teske on 16 May 16
       
      Yes, reflection is always good.  But, often times it needs to happen during the course.  As instructors we often assume that others will be able to follow along with the instruction.  When that is not the case, material needs to be retaught.  In a face-to-face classroom, one can observe the students.  In an online class, it may be more difficult to see and the method of gathering understanding from participants may take a different approach.  
    • Deena Recker
      Deena Recker on 24 May 16
       
      I find it very helpful to document immediately following a lesson with a student before going on to the next. It helps keep data clear and immediate.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • verploeg
      verploeg on 14 May 16
       
      Some students are under the mistaken impression that copying and pasting from several different websites and compiling this info is NOT plagiarism.  Translating into their own words hasn't been done and yet they don't understand that they are stealing content.  We, as educators, must establish the guidelines for writing with integrity.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • verploeg
      verploeg on 14 May 16
       
      Knowing you can get a teacher's feedback quickly is important in keeping students engaged so frustration does not set in.
    • kelleyneumann
      kelleyneumann on 21 May 16
       
      This is essential to any online course.  Unfortunately, I have taken courses in which the instructor is either unavailable and/or unapproachable and it is extremely frustrating.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • verploeg
      verploeg on 14 May 16
       
      With all the technology available free, it seems it would be easy to throw in elements that really don't enhance the learning of a topic.  Prudence would need to be taken.
    • disneygal
      disneygal on 14 May 16
       
      The details in this criteria include 2 items that are recognized as cornerstones of good teaching and likely share common definitions-overviews & reviews and patterns in lesson sequencing. "Appropriate visual web design techniques" on the other hand does not have a widely held definition. Where will this come from? How can online instructors keep up with what are appropriate techniques?
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • abbys213
      abbys213 on 14 May 16
       
      It is very important for an online student to be engaged. Instructors can help by adding interactive pieces to the course.
  • Assists students with technology used in the course (Varvel III.C)
    • abbys213
      abbys213 on 14 May 16
       
      This class is helping with that!
    • mikedemario
      mikedemario on 15 May 16
       
      This is important.  I try to go through each evaluation to improve the course experience - but would love to spend some more time creating a more thorough evaluation document
    • mikedemario
      mikedemario on 15 May 16
       
      I try to have any assignment where teachers create a lesson, worksheet, unit plan, homework activity, etc - contain a component that allows them to evaluate the impact on student learning.
  • Knows and aligns instruction
    • deb loftsgard
      deb loftsgard on 16 May 16
       
      It is imperative that teachers (whether teaching online or face to face) has alignment with their standards, instruction, and alignment
  • instructional strategies
    • deb loftsgard
      deb loftsgard on 16 May 16
       
      In an online course, instructional strategies can get tricky, but it is important to keep things fresh, and keep participants engaged in the learning process.
  • planning, designing,
    • Cari Teske
      Cari Teske on 16 May 16
       
      When starting an online class is important to design it with the end in mind.  What do you want students to know by participating in this course?  Planning and designing how to get to those goals is critical.  It can often be difficult for instructors to 'unlearn' what they are already know.  In a regular classroom they pick up clues by observing the students as to whether they understand the content.  That is much harder to do in an online environment.  Therefore, it is important to carefully review your course throughout the planning and designing stage in order to deliver a clear message of instruction.
    • janevolden
      janevolden on 17 May 16
       
      I really feel that I am working on aligning my course to the Iowa Teaching Standards.  I LOVE standards....think it is such a great thing for all. 
    • matt66ludwig
      matt66ludwig on 17 May 16
       
      If instruction is not aligned to the achievement goals of the district and/or state, I again would question the intent of the lesson. Alignment ensures that we are teaching and monitoring what students need to know and be able to do.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
  • tedmallory on 15 Jan 16
     
    As a yearbook advisor, I've always taught students that you can mention film, media, music, games, etc. and you can use portions of lyrics but not whole songs or poems. Attribution is important, but doesn't necessarily let you use whatever you want. If kids want to use pictures in our book from Facebook or Instagram, I make them ASK permission from the person who took the picture. As an Art teacher, I explain to students that it gets a whole lot messier. No one blinked when Warhol parodied advertising labels or art masterpieces or when Marcel Duchamp recreated the Mona Lisa with a mustache, but Shepherd Fairy was sued by the Associate Press for basing his Hope/Change/Progress posters of Barrack Obama on one of their news photographer's images from a press conference. I encourages students to use Photoshop, Pixler or Google Drawings to create their own graphics and MeMes rather than simply downloading preexisting material, but I don't think I'll ever manage to stop them from looking up pictures on the internet to draw or paint.
  • ...1 more comment...
  • tedmallory on 15 Jan 16
     
    Okay, but don't we also need to have a feel for each individual student's learning styles, cognitive abilities, behaviors & intelligence strengths & deficits? Anyone who's been a classroom teacher for very long can also tell you that every group seems to have a "chemistry" or personality or relational dynamic which is unique too. Every year I've had to adjust because of how groups get a long or work together or respond best to. I would like to know if the social/group dynamics play as much of a role in online teaching if any. Is it like classroom teaching, something that you gain instincts about through experience? It there just as much art and science to teaching with moodle or in a chat room as in an actual school?
  • shawnaharris on 24 Jan 16
     
    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)
  • hanigand on 08 Feb 16
     
    I agree to be the best teacher you have to experience the lesson from the students perspective. Having been on both sides give the educator a much better understanding of how things should be taught.
12More

iowaonlinelearning - Teaching Standards - 1 views

iowaonlinelearning.wikispaces.com/Teaching+Standards ollie tech
shared by Ashley Waltmann on 09 Jul 15 - No Cached
  • 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.)
    • Ashley Waltmann
      Ashley Waltmann on 09 Jul 15
       
      Hey this is us :)
  • Selects and uses technologies appropriate to the content that enhance learning
    • Ashley Waltmann
      Ashley Waltmann on 09 Jul 15
       
      This is what I need to learn.
  • pre-assessment
    • Ashley Waltmann
      Ashley Waltmann on 09 Jul 15
       
      How to do allow students to move at their own pace and yet keep the social aspect of teaching and learning in place? That's a trick I would like to learn.
  • ...2 more annotations...
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Ashley Waltmann
      Ashley Waltmann on 09 Jul 15
       
      I think this will be a challenge for me. In the face to face class, this happens as a matter of course, I don't really go out of my way to make it happen. I'll need to get better at it.
  • 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
    • Ashley Waltmann
      Ashley Waltmann on 09 Jul 15
       
      Since this is the structure that the students will see, it is very important. Making this flow with the appropriate online tools will be the art of making a good blended classroom.
  • Ashley Waltmann on 09 Jul 15
     
    " 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.) "
  • Ashley Waltmann on 09 Jul 15
     
    This is us!
40More

ollie1reppert: Iowa Online Course Standards - 0 views

moodle.aeapdonline.org/...view.php
shared by Angie Graham on 17 Jul 11 - No Cached
    • Sandra Campie
      Sandra Campie on 17 Jul 11
       
      Since we are learning online this has to be especially clear. When it is vague, students will have trouble meeting the goal.
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      Do you have any suggestions or guidelines to make that happen? I find that to be a challenge when I'm teaching face to face with some students. That has been a challenge taking this OLLIE class the first week.
  • The course is easy and logical to navigate, including self-describing links
    • Brian Sauerbrei
      Brian Sauerbrei on 18 Jul 11
       
      This is crucial. Every time a specific step is given, the next step has to be easily seen and describe. It is like the instructions for assembling an item.
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      YEs, and if ever made models like I did as a kid, how many times did you sjip steps to get to the more interesting part? Students today, I find, do the same exact thing in their learning. Lack of patience? Too short an attention span? Lousy instruction by the teacher?
    • susan strube
      susan strube on 20 Jul 11
       
      I'm starting to see more of a connection between what Robert is having us do in our moodle course and what this standard is expecting. Who knew that just the layout of a course on line would be an expectation?
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I agree that this is one of the most important things in the expectations of an online course. When I get frustrated by the layout, I tend to give up. I think students do the same.
    • Brian Sauerbrei
      Brian Sauerbrei on 22 Jul 11
       
      It must take hours and hours and hours to set up a long-term online class. My tech person at school there are education computer platforms(programs) that are built on teachers being able to click, drag, and drop links, assignments, blogs, etc. into certain areas of a web page. The computer does all the setup tasks, so the teacher doesn't have to spend the time.
    • Sandra Campie
      Sandra Campie on 17 Jul 11
       
      I think it is important that pages are not too long and it doesn't take a ton of clicking to get where you need to go.
  • ...11 more annotations...
  • Sufficient learning resources and materials
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      No doubt that suffucient resources are needed, but with the major belt-tightening education is under will we, the teachers, be forced to use the Internet for everything in the way of resources and materials? Will our kids in time lose touch with other ways to research topics or create non-tech learning models?
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      We are struggling to get the technology resources we want/need. We were initially told 15 computers per classroom which got changed to 15 computers per three classrooms. This has been a huge challenge in my freshmen course that does not have a text. All of it is suppose to be teacher generated but many days due to lack of technology we are making a lot of paper copies.
    • susan strube
      susan strube on 20 Jul 11
       
      We are luck to have a grant that funded our 1:1 computer initiative for next year. Now if we can just troubleshoot in a timely fashion. Technology isn't effective if it doesn't work, so I hope the snags are minimal. Planning lessons around and with technology very frustrating if it doesn't work as planned.
  • The course provider offers orientation training.
    • Mike Adair
      Mike Adair on 19 Jul 11
       
      A vital component, but I wonder if sometimes we take for granted how technologically-developed our students are without taking into consideration that they still need proper inservicing to get the most out of what we're offering. This class is a perfect example of that.
  • The self-introduction by the instructor is appropriate and available online, and students are likewise asked to introduce themselves to the class.
    • Kristina Greenfield
      Kristina Greenfield on 19 Jul 11
       
      I never thought about the community component of an online course until we had to introduce ourselves. I originally was skeptical of collaborating with other people via the internet because I didn't think it would feel like a community or that I would get to know my fellow students. However, I've been surprised at how I already feel like I'm communicating and collaborating with my group members.
  • • Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
    • susan strube
      susan strube on 20 Jul 11
       
      Unfortunately this is a problem for some teachers who believe they only have to be competent in a content area and do not feel able/competent to address reading and writing and reserch standards integral to all education . It appears more and more that teachers need to be "general practitioners" as much as they do "specialists" in their content area.
    • Angie Graham
      Angie Graham on 24 Jul 11
       
      I believe that technology will force teachers to step out of their comfort area.
    • Angie Graham
      Angie Graham on 27 Jul 11
       
      I believe that technology will force teachers to step out of their comfort area.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences.
    • susan strube
      susan strube on 20 Jul 11
       
      I believe this addresses differentiation, which is an emphasis in our district right now. I find this to be one of the most difficult parts of education.
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      Differentiation is a key element in all learning, but can be difficult when trying to master each of these elements. Teaching at the intermediate level, I do worry about meeting all of the different individual student needs. At this level, I try to use technology to enhance the student learning and help reach mastery, but not rely on it.
  • Each lesson/unit includes content and activities, assignments, and assessments to provide multiple learning opportunities for students to master the content. Each unit includes an overview that describes the objectives of the lesson, as well as introduce the upcoming content, activities, assignments, and assessments of the unit.
    • susan strube
      susan strube on 20 Jul 11
       
      Making my content, activities and assesments available to students on line has given the students greater awareness and control over their education.
  • The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      I chose this because I think that the higher order thinking is always a goal, but my students seem to look for course content that is the old "chug and puke" method of learning. I am struggling trying to change the mindset of students from "Tell me what I need to know..." to "Let me figure this out and apply it to a situation..." That is a struggle in my classroom. Anyone else have this problem?
  • • The course design provides opportunities for appropriate instructor-student interaction, including timely and frequent feedback about student progress based on the learning targets.
    • Jill Schany
      Jill Schany on 21 Jul 11
       
      My students always want immediate feedback, which I completely understand as a learner. However, when I am correcting papers and tests, I like to spend some time evaluating what they have gotten wrong, what I think they have learned, and why they have perceived the answer to be what it is. I am hopinng that technology will allow me to do this more effectively, but I am concerned that it will be more of a strain to look at everything in a paperless classroom.
  • Proposed Online Course Standards
    • Deena Fries
      Deena Fries on 24 Jul 11
       
      If this is proposed. Does anyone know when it may be implemented and required? Anyone in the High School Reform groups? Iowa Core groups?
  • web 2.0
    • Deena Fries
      Deena Fries on 24 Jul 11
       
      I know this sounds odd but, I have never really understood the 2.0? Does someone else have insight to why it's 2.0 and not 4.0 or 10.0 or even version 2.1213132?
    • Robert Reppert
      Robert Reppert on 27 Jul 11
       
      2.0 just means that you are using the web in an interactive way. It's kind of like saying the types of sites we are talking about are an "update" to the typical way people use the web (to get information). So, it's similar to when software companies update their software, they change the version number. :)
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use
    • Angie Graham
      Angie Graham on 27 Jul 11
       
      This is very important to remember and teach students. It is so easy to copy and paste that we need to remember that citing your work is important
  • Sandra Campie on 17 Jul 11
     
    Instructions for setting up a course
  • Brian Sauerbrei on 18 Jul 11
     
    Instructions for setting up a course
  • Mike Adair on 19 Jul 11
     
    Instructions for setting up a course
74More

ollie1-cohort7: Iowa Online Teaching Standards - 0 views

moodlesw.aeapdonline.org/...view.php
shared by Joanne Cram on 22 Jan 14 - No Cached
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (
    • kellie kendrick
      kellie kendrick on 22 Jan 14
       
      From both taking and teaching online classes, I know that this is extremely important. Students want to feel like someone is watching them and cares about what they are doing and contributing to class. If a teacher 'shows up' to class more often and updates class, then students will want to log on to class more often too.
    • Katy Lee
      Katy Lee on 04 Feb 14
       
      Yes, Kellie, I agree. Relationship building is so important. Students are much more likely to take creative risks and accept/give feedback when they feel a connection with the instructor and other students.
  • • Promotes learning through online collaboration group work that is goal-oriented and focused
    • kellie kendrick
      kellie kendrick on 22 Jan 14
       
      This for me is a big challange when I teach online classes. I want my students to collaborate, but I hate the uncertainty of wondering when my students will log on and complete work. I hate the thought of one student working really hard on group work and then another student coming in at the end and not having an opportunity to complete anything, because the project is already done.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Something to consider might be building in a number of different timeframes thorughout the unit or class where students need to respond or work collaboratively within their group. This could result in all students working together as opposed to a few. Setting a number of target dates with certain assignments to be complete could reduce the number of students who see an end date posted and wait until the last minute to complete their work.
    • Julie King
      Julie King on 27 Jan 14
       
      However, one thing I have found with my one attempt at providing a course for graduate students at the University is that they are very opposed to such timelines, indicating the reason they signed up for the class is so they can complete things in their own time.
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      Personally, I like having some mini due dates built into the course (as I complete my assignments for one of those mini due dates at the eleventh hour). I helps me stay forcused and priortize what needs to be finished by what point.
  • iNACOL
    • Evan Abbey
      Evan Abbey on 22 Jan 14
       
      iNACOL = International Association for K-12 Online Learning.  Are these standards "universal", or do you think a different set would apply to teaching adults?
    • Katy Lee
      Katy Lee on 23 Jan 14
       
      As I read through these standards I thought they would apply universally. I searched for standards related to online learning for adults. I found one resource that has teaching standards for k-12 as well as postsecondary. http://publications.sreb.org/2006/06T02_Standards_Online_Teaching.pdf
    • Katy Lee
      Katy Lee on 23 Jan 14
       
      I found the above resource to be aligned with the standards described here.
  • ...26 more annotations...
  • • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Travis Wilkins
      Travis Wilkins on 22 Jan 14
       
      I think it is essential that the learning outcomes, targets, and expectations are clearly explained, stated, and communicated to the online participants.  This not only sets the stage for learning, but also provides a roadmap for the work that is to be completed.  The online learning environment can feel isolated at times.  Knowing the outcomes and expectations can help to put new and experienced students at ease.
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      You've made a good point here, Travis. I can feel like you are isolated at times. The roadmap is critcal - especially the big picture, not just the details of the assignments.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Travis and Deb, Both of you make some good points on providing participant with a roadmap. Knowing what is needed up front along with estimated timeframes can provide participants with a suggested plan on what can be accomplished today, tomorrow, and next week.
  • 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
    • Travis Wilkins
      Travis Wilkins on 22 Jan 14
       
      I think that this will be one of the most important yet challenging parts about facilitating an online course.  Insuring that the course is designed to encourage collaboration and interaction in all three of theses areas without making the course cumbersome and overly time consuming could be a challenge.  The use of forums and wikis would seem like to two tools that could easily aid in making this possible.  However, at times I feel that forums turn into posts that are done due to obligation and become a contrived conversation and interaction.
    • Steven Hopper
      Steven Hopper on 25 Jan 14
       
      I agree completely, Travis.  One of the things I loved about my masters program is that it was based primarily in face-to-face classes with some work online.  Since we were in the same place at the same time, the learning community really seemed to develop naturally.  In an asynchronous course, these opportunities have to be far more explicit (without feeling completely contrived.)
  • 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)
    • Katy Lee
      Katy Lee on 23 Jan 14
       
      Evan has done this with our course by allowing those of us who are not familiar with or have much experience with online teaching with the option of using the template site (BB101). This has allowed me to focus on the process and use of tools rather than worrying about the content of my "course".
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      I don't like the "language learners" term. Aren't we all language learners? I assume they mean non-native language.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Recognizing that our students may have a variety of differnt learning styles should result with instructrion being customized. Evan has tailored our course to provide us with the opportunity to focus on the areas needed (whether it be the course tools for set up and design or the content).
  • Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
    • Katy Lee
      Katy Lee on 23 Jan 14
       
      I am curious how models such as Collaborate Learning Teams/Professional Learning Communities have been incorporated into the work of those providing online education. What examples do others have of what this might look like?
  • Incorporates social aspects into the teaching and learning process, creating a community of learners
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      This seems so critical in an online course. Travis made a great point above about how online learning can feel a little isolated at times. Quick frustrations or questions take more energy to resolve. You don't have quite as easy or immediate access to answers in an asynchronous environment.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      This is something I did not take as seriously as I should have in the past. I am trying to get up to speed with copyright, fair use, COPPA, etc. There is a lot to wrap your head around and it seems like there's a lot of gray area.
    • Steven Hopper
      Steven Hopper on 25 Jan 14
       
      Unfortunately, I think you'll find that the gray area is only going to get even murkier in the years ahead.  Just look at the variety of creative commons licenses available now.
    • Julie King
      Julie King on 27 Jan 14
       
      I agree, there have been videos from youtube that I have embedded into instructional videos that later I was contacted by someone saying it was copywrited materials. Who knew? I feel like the more I get into this, the more I realize I don't know.
  • technologies appropriate to the content that enhance learning
    • Steven Hopper
      Steven Hopper on 25 Jan 14
       
      There are literally hundreds of technologies available to online educators.  However, the most effective teachers know that you should only rely on "cool tools" when you have a clear instructional objective in mind.
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      Yes, Steven, I ageree with your assessment here. It seems like you first have to think to yourself what is that learning target and then match instructional technology to the learning target that helps facilitate the learning.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • Steven Hopper
      Steven Hopper on 25 Jan 14
       
      Administrators need to understand that taking away a student's device or trying to "lock down" a network are NOT the most effective way to deal with inappropriate technology use.  Not only does it take away a valuable learning device, especially in 1:1 schools, but it can also create additional hurdles for the students who are using the technologies appropriately.
    • Julie King
      Julie King on 27 Jan 14
       
      This is an interesting point Steven, as an individual who works with students with behavior problems, I can see how there would be a knee-jerk response to just take away the device (I am not currently in any 1:1 schools, so have not see it happen yet). What might be some other alternatives?
  • Utilizes a course evaluation and student feedback data to improve the course
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Evaluations and feedback are essential for effective design and delivery of a course. Upon completion of every course I teach a survey is made available for participants to complete (the return is around 80%). Questions presented to the participants are related to the course content, materials, connections to the curriculum and state standards as well as instructors knowledge, organization, support and availability. The information received from the survey will often times result in making some modifications within different unit/modules along with changes in the amount of time spent on a specific topic area. A pre-assessment (survey) is also sent to participants ahead of class to gather information on internet access, technology skills, knowledge of content, grade level and curriculum area. There survey includes an open ended question for other concerns. This has been helpful in gauging the amount of time needed for instruction along with customization towards curricular areas.
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Knowledge of the content for instruction is significant. Participants for a course rely upon each of us as experts and look for us to provide the highest level of training possible. The worst impression one can present is the inabilitiy to respond accurately to a question or fumble through the content being delivered. We need to be continuously on alert and checking for changes or updates. I will often spend the night or morning before a class checking websites and links to make sure something hasn't been changed or removed.
  • Assists students with technology used in the course
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Jan 14
       
      Technology can be overwhelming to our students and if we are asking them to utilize specific tools we need to be available to provide support as needed. There are a number of databases that are utilized in my courses and teachers sometimes find it difficult to set up teacher accounts, create folders and save content to specific folders. I have already seen the value of creating a short video to walk-through the steps, instead of a phone call or face-to-face meeting. The short video used to demonstrate highlighting and annotations has spark the idea of creating video to set up teacher accounts among other items for certain databases used in my course.
    • Lynn Helmke
      Lynn Helmke on 01 Feb 14
       
      Kathleen, I agree with you that technology can be overwhelming to students…adult or school age….maybe more for adults.  Right now I am teaching the Para Certification class to 42 adults, and I am amazed that some people do not know how to do the basic functions on the computer. But, I am determined that everyone will be successful.  Being new to online learning, I can identify, though, with the feelings of inadequacy or panic that my adult students have felt. When taking Ollie: Introduction, I was so appreciative of Mary's patience and help with technology.  Now Evan is assisting.  The video clips are very helpful.  A participant can see, hear, and then do which is multisensory.
    • Katy Lee
      Katy Lee on 04 Feb 14
       
      I agree that video clips can be very helpful. My experience in trying to talk my mother through navigating her new iPad over the telephone reminds me of how futile and frustrating for all this can be. Providing a video and screenshots can be extremely helpful in helping to guide people in using technology that is new to them.
  • Understands and uses data from assessments to guide instruction
    • Julie King
      Julie King on 27 Jan 14
       
      This statement reminds us that "creating" an online should not mean there is a finished product that does not change with the needs of the students. I know the next time I provide an online class, I hope to utilize more formative assessment measures that better differentiate the instruction based on student need.
    • Michelle Jacobsen
      Michelle Jacobsen on 30 Jan 14
       
      Having taught several online courses as an adjunct instructor for a local university, I found it very difficult to use data from assessments to guide instruction. It was difficult because the courses were all designed (not by me) prior to the start of the course, and students were given access to all discussion topics and assignments when the course began so they could proceed through the requirements at their own pace. Therefore, there was no opportunity for me to let the assessments guide the instruction. This was very difficult for me having come from an elementary classroom where formative assessments guided my instruction on a daily basis! Do you have any thoughts as to how you might utilize more formative assessment measures the next time you teach an online class? I would love to hear your ideas!
  • 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.)
    • Julie King
      Julie King on 27 Jan 14
       
      This is a statement that will need to be supported by teh institutions doing teh pruchasing of the CMS programs. It seems taht many times an institution with change their software and/or hire new faculty with little to no orientation as to how best to use the program
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      I agree with your statements here Julie. The purchasing of a CMS program is a huge investment for an instution. It seems that is order to get the best return on investment instutions should provide ongoing PL opportunities for faculty who are using the CMS. All programs - although somewhat similar - have very nuanced differences. For example, I have worked with both Moodle a little and ANGEL a little more and although they have many of the same features they do have enough differences that it is not always an easy transition.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Christina Glaub
      Christina Glaub on 29 Jan 14
       
      It is helpful for students to have an idea of the expectations and how they align with the standards. I have used rubrics several times in my teaching and students, and teachers, appreciate knowing what is expected of them.
    • Deanna Weber
      Deanna Weber on 31 Jan 14
       
      When students can see expectations and where they are in line with the standards, they are more prepared to learn.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • Christina Glaub
      Christina Glaub on 29 Jan 14
       
      I think it is important for both the student and teacher to be aware of their understandings or misunderstandings. This should help guide instruction.
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
    • Deanna Weber
      Deanna Weber on 31 Jan 14
       
      I work with this all of the time. It doesn't just involve students. Fair use is for all. Fair use involves how information is used and how we give credit for the resources we use.
  • Provides substantive, timely, and constructive feedback to students
    • Joanne Cram
      Joanne Cram on 14 Mar 14
       
      I appreciate the flexibility of the feedback and timely grading- when the assignment is done. This has been very helpful in trying to balance a career, household, and extracurricular schedules.
    • Lynn Helmke
      Lynn Helmke on 01 Feb 14
       
      Timely and constructive feedback to enhance learning has been well documented in educational research for face-to-face instruction. I am finding as a student taking part in online learning, it is critical for me to have feedback to enhance my learning.  It is not about the grade.  I want to learn.   I want to know that I am understanding what is being taught and I can apply that learning. 
  • 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)
  • 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)
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      I think this is really interesting becuase I never really thought about how necessary it is to have a basic understanding of web design when one is an online instuctor. I guess it makes sense becuase you have to figure out ways to visually represent content to your audience. It seems as though the best online instuctors wouldn't necessarily be those with the best understanding of threir content, but rather the best understanding of how to communicate that content in an effective, visual manner.
  • Has experienced online learning from the perspective of a student
    • Gina Rogers
      Gina Rogers on 05 Feb 14
       
      I think this is a really important expereince for an online teacher to have, and maybe one that is taken for granted. Online teacher need to have the experence of what it is like to be an online learner to understand what works in online instruction and what doesn't.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • Michelle Jacobsen
      Michelle Jacobsen on 05 Feb 14
       
      I find this to be one of my biggest challenges this year when working with teachers in mathematics. Several districts still use a curriculum that is not aligned to the Core, and some teachers are torn between aligning their instruction to the Core and teaching each lesson from their curriculum as they have for the past several years.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Michelle Jacobsen
      Michelle Jacobsen on 05 Feb 14
       
      We have had many discussions as AEA consultants about what our Professional Development offerings will look like in the future. Knowing that online course offerings are more than likely coming down the pike for us in the future, being able to demonstrate effective instructional strategies and techniques appropriate for online education will be something that requires a lot of thoughtful planning.
  • (SREB J.6, ITS 1.a)
    • Gina Rogers
      Gina Rogers on 14 Feb 14
       
      Test post
  • Understands the differences between teaching online and teaching face-to-face
    • Joanne Cram
      Joanne Cram on 14 Mar 14
       
      At this point in my online learning, as a student going through this class it is very apparent what the differences are between online teaching and face to face. I think that each instructor should be required to take an online class such as this to help guide them in how to be a more effective and helpful instructor.
207More

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

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

conversionxl.com/-principles-you-should-to-know
shared by lauralross on 06 Mar 16 - No Cached
    • jweinreich
      jweinreich on 06 Mar 16
       
      Blue, green, yellow, orange, I'm assuming. Size and placement were what guided me, although I think you could make a case for blue, yellow, green, orange.
    • jweinreich
      jweinreich on 06 Mar 16
       
      I will say that 'add to wish list' is an example from a previous article wherein the rollover doesn't always work for me, and I have to change what wish list I've put something on.
    • jweinreich
      jweinreich on 06 Mar 16
       
      These are concepts I only know by name...but it seems to me the golden ratio IS the Fibonacci sequence?
    • lauralross
      lauralross on 09 Mar 16
       
      I'm not sure if the golden ration is the Fibonacci sequence, but it reminds me of the "rule of thirds" used in photography, where you break the frame down into 9 equal boxes and use one of the 4 intersections for your focal point. 
  • ...7 more annotations...
  • A tiny button will become much easier to click when given a 20% size increase, while a very large object will not share the same benefits in usability when given the same 20% boost in size.
    • jweinreich
      jweinreich on 06 Mar 16
       
      interesting!
    • jweinreich
      jweinreich on 06 Mar 16
       
      Does right or left make a difference? I think I'd be more likely to push what's on the right, regardless of what it says, making the assumption it's "submit" and what I want to click.
    • jweinreich
      jweinreich on 06 Mar 16
       
      Just like photography. Easy.
    • jweinreich
      jweinreich on 06 Mar 16
       
      Um....no I didn't.
    • jweinreich
      jweinreich on 06 Mar 16
       
      I've always thought Craigslist to be poorly designed - too busy, way too many words, nothing stands out
  • While clean design is crucial to communicating a clear message, it doesn’t just mean less content. Clean design means a design that makes the best use of the space it is in. To make a clean design, you have to know how to communicate clearly by using white space wisely.
    • lauralross
      lauralross on 09 Mar 16
       
      Great!  Less pressure to feel the need to cram a page full of content. 
  • jweinreich on 06 Mar 16
     
    Effective web design is all about whether or not it can get the visitor to take action. Are you following these principles?
  • jweinreich on 06 Mar 16
     
    Effective web design is all about whether or not it can get the visitor to take action. Are you following these principles?
16More

9 Essential Principles for Good Web Design - Envato Tuts+ Design & Illustration Tut... - 0 views

design.tutsplus.com/...es-for-good-web-design--psd-56
shared by jweinreich on 06 Mar 16 - No Cached
    • jweinreich
      jweinreich on 06 Mar 16
       
      I'm reminded of that episode of the Simpsons where Homer eventually becomes this "gossip" of Springfield online. His first foray into creating a web site was to find all these weird, loud animations and throw them on a site. Then he got disappointed when no one visited the site. I'd hope I wasn't that poor of a designer, but it's so tempting to just use whatever's out there and difficult to discern what will add to the content and what will distract. (I tried to insert a link to the image, but it didn't work - just search Homer Simpson's first web page, if you're curious)
  • Position — Where something is on a page clearly influences in what order the user sees it.
    • jweinreich
      jweinreich on 06 Mar 16
       
      Wasn't there something in a lesson or another article about top left being a dominant position?
  • ...11 more annotations...
  • In fact the opposite is true.
    • jweinreich
      jweinreich on 06 Mar 16
       
      Hm. Just like poetry - the white space - the space not filled - can be just as meaningful or important as the space filled.
    • jweinreich
      jweinreich on 06 Mar 16
       
      Who the heck is David Carson? OK - I searched him and found his site, and it's really.....difficult to look at -- all tiny words and horizontal scrolling. Yuck. Not for me.
  • page and easy to identify. They
    • jweinreich
      jweinreich on 06 Mar 16
       
      And not open another page...and another page....and another page. I've been through more than a few LMS's that do this.
  • CSS layouts
    • jweinreich
      jweinreich on 06 Mar 16
       
      ?
    • jweinreich
      jweinreich on 06 Mar 16
       
      There's a new font designed to be good for those with dyslexia. Is this commonly available? Easy to use? Would it fit the bill for typography rules?
  • (think about how a newspaper lays out text).
    • jweinreich
      jweinreich on 06 Mar 16
       
      I've always wondered why that was...
    • jweinreich
      jweinreich on 06 Mar 16
       
      I skimmed this article - I'm still not sure where the author is going with this, but I'm also thinking it probably won't matter in SoftChalk.
  • jweinreich on 06 Mar 16
     
    article
  • jweinreich on 06 Mar 16
     
    article
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