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Contents contributed and discussions participated by susan strube

susan strube

Technology and Education Online Discussion Forums: It's in the Response - 0 views

  • Technology and Education Online Discussion Forums: It's in the Response
  • However, web courses that include online discussion forums maximize student learning in a number of ways, promote student involvement and feedback feedback, and may inadvertently provide an outlet for students to voice frustrations otherwise saved for program administrators.
  • time of actual participation in the discussion forum. This is coordinated with a separate web site for the readings and assignments of an online course. Making weekly participation in the discussion a requirement "institutionalizes" the discussion forum within the course.
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  • Enfranchisement is also an important pedagogical aspect of the use of the discussion forums
  • This particular use of the discussion forum, to negotiate and construct knowledge, is an example of using the technology as a cognitive tool and not simply as another kind of blackboard or one-way communication method
  • Cognitive tools and environments stimulate cognitive learning strategies and critical thinking (Jonassen, 1998). Students engaged with course content in discussions and group work with other students engage in generative processing of information. Jonassen draws upon the work of Rumelhart and Norman (1978) to describe generative processing as, "deeper information processing results from activating appropriate mental models, using them to interpret new information, assimilating new information back into those models, reorganizing the models in light of the newly interpreted information, and then using those newly aggrandized models to explain, interpret, or infer new knowledge" (Jonassen, 1998, p.3)
  • own teacher stories to relate to the course content. They read other student responses and interpretations and compare these with their own thoughts. This involves the processes of reflection and the construction and re-construction of domains of knowledge. The resulting kinds of learning from these processes are not a regurgitation of a lecture or reading. It is a negotiated interpretation of knowledge with student ownership. The learning is deeper and more long lasting and students refine their thinking and their voice
  • As Hopperton (1998) noted, participation in online discussion forums provides opportunities for responsibility and active learning through the expectation of regular participation in online discussions. This is not a scenario for a few prepared students to respond to a lecturer while the rest of the class sits back. Participation in the virtual conference demands that students become actively engaged with the course content and through the interaction with their peers, negotiate the meanings of the content. They construct knowledge through the shared experiences that each participant brings to the collaborative discussions. The online web courses about teaching offer deeper perspectives and opportunities to learn because the participants are teachers from school districts around the state and other states. This is not a narrowing of perspectives, but a broadening of the knowledge base as experiences are shared and compared relative to teaching issues.
  • . Many of our students are reticent under the timed constraints of an on-campus class. Those
  • Students quickly discover that their peers are also holders of knowledge and they initiate discussions and respond to one another's postings. The instructor is a facilitator in this environment and is not viewed as having all of the knowledge and the answers. Within this highly public, mostly text-based environment, social currency and value is accorded by response
  • Part of a course design should include a requirement that students respond to at least 3 or more students each week and at least 1 of those should be a student not previously responded to. This helps distribute the responses.
  • Instructors must be responsive. Feedback has long been recognized as critical to the learning process and timely feedback is potent. This is especially true in the online course. A student assignment, question or bid for response can come directly to the instructor via email or as part of a discussion forum posting. Feedback needs to be specific, personal, and within 24 hours of the posting. Students report checking back to see if there is a response. If they are left dangling for days on end, they lose a feeling of connection and begin to feel lost in Cyberspace. This is a negative loop that contributes to a lessening of participation in the discussions
  • Summary The discussion forum is a public place for discussion that allows time for reflection. While there is a flow of discussion and it is linear, it is not subject to the tyranny of the ever present "now" of the face-to-face classroom that doesn't allow the participants the benefit of an "instant replay." The discussion forum allows as many replays as a participant wants of what was said
  • Instructor response, student response are the key components to the construction of shared knowledge within the discussion forum. The deepest learning is in the writing and "talking" about the content of the course within the community of learners. It is a pedagogically sound practice, based on cognitive learning theories, to design and engage in discussion forums with our students. We provide more opportunities for students to become actively involved with the course content to construct their own deeper and lasting learning.
susan strube

ollie1reppert: Iowa Online Course Standards - 0 views

  • • Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
    • susan strube
      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.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences.
    • susan strube
      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.
  • 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
      Making my content, activities and assesments available to students on line has given the students greater awareness and control over their education.
susan strube

ollie1reppert: Iowa Online Teaching Standards - 0 views

  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • susan strube
      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
      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
      I think that is the purpose of this class.
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