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Contents contributed and discussions participated by Kathleen Goslinga

Kathleen Goslinga

Lesson: Articles on Visual Design - 5 views

  • The basic elements that combine to create visual designs
    • Kathleen Goslinga
       
      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
       
      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
       
      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.
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  • Color contrast
    • Kathleen Goslinga
       
      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
       
      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
       
      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
       
      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
       
      Great point!
  • The best images follow the rule of thirds:
    • Kathleen Goslinga
       
      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.
Kathleen Goslinga

mollie3-1: Lesson Planning: The Missing Link in e-Learning Course Design - 2 views

  • An IDP may also include information about the technical requirements — both software and hardware — for taking the course.
    • Kathleen Goslinga
       
      This is very important. I learned the hard way that you cannot assume participants have what is needed for system requirements. This was evident when teaching the integration of online resources course. I assumed teachers had been using the resources and were taking the class to further their individual learning. I found out most have not even logged in before and the baseline information needs to be provided in the welcome which includes: general login (username and password) along with detailed instructions for set-up of individual teacher accounts for development of unit portfolios. I find myself continually making revisions for ease of understanding and delivery.
  • Once the appropriate stakeholders approve the IDP, instructional designers start the storyboarding process. Designers (or their managers) often expect to move effortlessly between creating an IDP and developing storyboards from it.
    • Kathleen Goslinga
       
      I can see the importance of storyboarding every possible item so that you can reduce or eliminate a rough beginning. This may result in working at the lowest level to be assured all participants are starting at the same point. An example: In the introduction there would be general login (username and password) along with teacher account set-up information. If the participant has completed this previously then the step can be bypassed.
    • Kathleen Goslinga
       
      My example is in reference to the Online Resources course currently being offered.
  • Another convention in the example requires informing the learner of the approximate time it takes it complete the instruction.
    • Kathleen Goslinga
       
      The pacing chart has been very helpful especially when time can be a factor. The approximate time allowed at a quick glance to see what could be accomplished during that session. This is something I have started to develop for inclusion in my course to better inform students.
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  • • Instructor may model or learner may model • Needs to be visual and verbal
    • Kathleen Goslinga
       
      This is a great point and one that I need to incorporate more often. I appreciate they way our instructors have modeled PoodLL and the forums.
Kathleen Goslinga

Article(s): Self- and Peer-Assessment Online - 1 views

  • Students individually assess each other's contribution using a predetermined list of criteria.
    • Kathleen Goslinga
       
      It's important to have a "predetermined list of criteria" that has been identified by the teacher. Followed by a practice peer assessment being completed as a group for practice. This will serve as a guide to the student(s) as they begin the peer assessment process for each other.
  • • Focuses on the development of student’s judgment skills.
    • Kathleen Goslinga
       
      Developing good judgement skills of a student takes practice and time. Small group work of 4-5 members on a couple of sample assignments will help in learning how to identify and offer good peer assessment.
  • 2) When assignments are low stakes
    • Kathleen Goslinga
       
      I can see peer grading being low stakes in the beginning. However, as students start to become more proficient in their skills the teacher might consider giving them the opportunity to work on a high stakes assignment as well.
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  • When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally. Before this class their self-assessment efforts were “relatively mindless.”
    • Kathleen Goslinga
       
      Interesting how the students see the value of the self assessment and prior to this class didn't put as much thought into their work.
  • Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.
    • Kathleen Goslinga
       
      I agree that if a student knows how to effectively complete a self evaluation of their work then chances are they will be able to work more collaboratively in a group situation.
Kathleen Goslinga

ollie_4-fall14: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views

  • receiving frequent feedback
    • Kathleen Goslinga
       
      Providing "frequent feedback" gives the student an opportunity to make adjustments as they progress instead of waiting until the assignment has been finished. Frequent assessments can result in the redirection of student(s) work especially if the assignment was misunderstood.
  • “two stars and a wish,”
    • Kathleen Goslinga
       
      What a great way for students to provide feedback. I've heard this stated a little differently but with the same general idea/outcome. All to often the focus is on the negatives and students become discouraged and lose interest. If we can focus on a couple of positives and then share what may need to be improved the students overall approach and attitude might be better.
Kathleen Goslinga

ollie_4-fall14: Building a Better Mousetrap - 4 views

  • Moreover, rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
    • Kathleen Goslinga
       
      When students receive the rubric for assessment prior to beginning their work this eliminates excuses a teacher may hear as everything is clearly stated and noted. A rubric serves as an excellent way for students to self assess their work and determining whether the goals have been achieved and at what level.
  • he criteria must be made clear to them
    • Kathleen Goslinga
       
      When developing a rubric one must remember to clearly state what makes the final product exemplary, proficient and may need additional work. Students can then evaluate or self assess at a more accurate level.
  • “think more deeply about their learning.”
  • ...17 more annotations...
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
  • “think more deeply about their learning.”
    • Kathleen Goslinga
       
      When possible I believe we need to include students in the assessment process. This gives them a voice and buy-in to their learning.
  • rubrics can be either “general” or “specific
    • Kathleen Goslinga
       
      I can see the benefits of both a general or specific rubric. This also gives teachers options as to where the focus might be along with the outcomes.
  • Pilot test your rubric or checklist on actual samples of student work
    • Kathleen Goslinga
       
      I like the idea of a pilot test. This could be done during a students first draft and would give the teacher an opportunity to make revisions prior to the final being assessed.
Kathleen Goslinga

ollie_4-fall14: Educational Leadership: The Quest for Quality--article - 13 views

  • Reasoning targets, which require students to use their knowledge to reason and problem solve.
    • Kathleen Goslinga
       
      I see this directly relating to higher order thinking skills where are students are being encouraged to think at a much deeper level and not settle for a single answer. We need to be questioning how and why certain things take place and this would be one way that students are being held accountable for their own learning.
  • Performance skill targets, which ask students to use knowledge to perform or demonstrate a specific skill, such as reading aloud with fluency.
    • Kathleen Goslinga
       
      The performance skill target provides students with another way to be demonstrate/share their understanding of a specific concept instead of a written test.
  • Product targets, which specify that students will create something, such as a personal health-related fitness plan
    • Kathleen Goslinga
       
      What a great way to differeniate instruction. Learning styles vary and its important to provide students with multiple options in completing an assignment.
Kathleen Goslinga

ollie1-cohort7: Iowa Online Teaching Standards - 0 views

  • Utilizes a course evaluation and student feedback data to improve the course
    • Kathleen Goslinga
       
      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
       
      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
       
      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.
Kathleen Goslinga

online1: Iowa Online Teaching Standards - 43 views

  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Kathleen Goslinga
       
      Students need to be made aware of the criteria established for assessment. The rubric provided should clearly identify what is considered to be above, below or meeting standards. Students will then be held accountable for the level or depth of individual learning.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Kathleen Goslinga
       
      Collaboration among students in an online learning environment needs to occur early in the course. Just we were asked to complete a profile that provided information as to position, interest, etc...the same hold true for other online courses. Students need to feel as contributing member on the group and fellow students need to be observant in responding to all over time so no single individual is omitted from feedback on their viewpoint of a question, etc...Successful collobration among students may lead to a richer discussion and depth of learning.
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