C.
Learner Engagement
Contents contributed and discussions participated by Gina Rogers
Pear Deck - 0 views
ol101-s2021: Iowa Online Course Standards - 0 views
-
-
• Technologies are chosen that are accessible to students
ol101-s2021: Iowa Online Teaching Standards - 0 views
-
Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
-
I think having a wide range of online instructional strategies is so improtant. An online course can easily feel very repetative. I know that is feedback that I have recieved for online courses that I have facitilated. Having a wide range of strategies for allowing students to interact with the content is importatant.
-
Article(s): Self- and Peer-Assessment Online - 0 views
-
At first these can be provided by the instructor; once the students have more experience, they can develop them themselves. An example of a peer editing checklist for a writing assignment is given in the popup window. Notice that the checklist asks the peer evaluator to comment primarily on the content and organization of the essay.
-
For example, a student may agree to work toward the grade of "B" by completing a specific number of assignments at a level of quality described by the instructor. Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners.
-
Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas.
- ...1 more annotation...
ollie-afe-2021: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views
-
during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals
-
They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
-
This is the single most important part of the learning progression learning that we have done. When you find the sub-skills that are needed for students to get to the large skill, you know where and what formative assessments need to be built in. It also helps you stay focused on what the formative assessment should be actually assessing. This helps you keep the formative assessments short and focused and makes the feedback manageable.
-
-
This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria
- ...1 more annotation...
ollie-afe-2021: Building a Better Mousetrap - 1 views
-
the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
-
A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews)
Implementation in a Secondary Classroom (Articles) - 1 views
-
“You have to have a principal who understands that when he walks into a room and it’s not silent, it’s okay. And luckily we have that—a principal that supports innovative learning.”
-
Now they have access to the full unit from the beginning, so they can gauge their own pacing and get practice in time management. Completion rules also give me the freedom to have small-group or individual conferences to assess learning and make choices about future instruction
-
For example, when a teacher assigns a research project, some students will prefer to have a broad range of topics, others will prefer a small list of options, and yet others will prefer to be told what to do. Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
- ...1 more annotation...
Adaptive Learning System Articles - 0 views
-
The simplest way to think about adaptive learning products in their current state is as tutors.
-
I agree with this statement - to an extent. I feel like tutors yes do help reinforce already taught. However, my kids experiences with adaptive learning programs is that there is a limited number of "practice problems" for students to engage in. For example, in Lexia, my kids would get an answer wrong, go through a reteaching of the skill and then get the same practice problem. I feel like a live tutor would have a deeper well of questions or checks for understanding for students to learn from.
-
-
1. Help teachers adapt lessons.
-
I agree with this. Additionally, I feel that adaptive online learning platforms help teachers adapt the instruction that they provide in the classroom based on the data that they are provided in the platform For example, if a teacher is seeing that three students in a 9th grade class are struggling to find the main idea in a text the teacher might create a small group to reteach that topic to just those students who need that targeted instruction.
-
-
Important to note, of course, is that in-person instruction does not fall out of the picture in most cases; in fact, it many strengthen instruction as faculty take on a more supporting, coaching role, with less time devoted to delivery of content, which students may or may not already have mastered, and more time focused on one-to-one student engagement and self-paced guidance through a curriculum.
- ...1 more annotation...
"Personalized" vs. "Personal" Learning - 1 views
-
mass customized learning,” meanwhile, may sound Orwellian but it’s not really an oxymoron because what’s customized is mass-produced – which is to say, standardized. Authentic personal learning isn’t.[6]
-
I love this passage so much - the mass customized learning and reference to Orwellian doublespeak are fantastic. I do think that personal learning does become somewhat bastardized when you focus so heavily on the platform, or the program, or the technology that is going to make thee learning happen. That is not personalized learning, that is algorithmized learning or learning that measures me against some predetermined set of criteria but doesn't take into account what I am interested in, what dispositions I have, etc. It is kind of a double edged sword though becuase in order to efficiently make learning personal (given our current human resources constraints in our current models of education - 1 teacher, 31 - 150 kids, prepping for multiple classes/subjects) you need to have some kind of technology to help support.
-
E-Learning Tutorials - SoftChalk - 3 views
ollie1-cohort7: Iowa Online Teaching Standards - 0 views
-
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)
-
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
- ...2 more annotations...
1 - 14 of 14
Showing 20▼ items per page