ollie1-cohort8: Iowa Online Teaching Standards - 11 views
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6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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Assists students with technology used in the course
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With so many tools available, this one could be tricky. The instructor has to have content and pedagogical knowledge, while also being savvy with technology. That can be a tough mix for some.
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Videos are one way to walk participants through some of the technology tool issues. One trick I've learned is to try to be generic in my videos. This way I can reuse them in different courses. I've even shared some with other instructors to use in their courses. I wonder if it would be worthwhile to create some general criteria that technology tutorials need to include and then post them in a community space (Agora?) so that we could swap video tutorials. Hmmm...
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Technology is so important in our classrooms today. I believe that teachers need the TPACK knowledge in order to teach content and technological knowledge.
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It can be difficult to address the myriad of technology issues for a course, but having a working knowledge of the technology used and knowing where to find the answer is key. Also, it is important to stay updated on new technologies so you can be flexible with the changes.
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Selects and understands how to evaluate learning materials
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With so many tools to use available, this is one of the hardest things for me. It's important to remember that the tool just has to "get the job done" sometimes, not necessarily be the flashiest or most current. If it works, use it, right?
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Agreed - I am doing this on a personal computer because I cannot load software to my work laptop that is connected to the state network.
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The criteria seems to be addressing specifically materials (such as online lessons or resources) that you might use in the classroom. Just because a resource is labeled "coolestthingever" doesn't mean it fits within your class. Though it might not be addressing technology, per se, we have to align our tech use with our objectives as well. In this case, not only do we want the tool to get the job done, but also do it in a way that is simple for students (as Barb mentioned... can't be having too fancy tools when you can't install them)
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Has experienced online learning from the perspective of a student
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So important! This is one of the benefits of taking the OLLIE courses. I have already been able to realize some things that I should change, just based on being an online student now instead of the instructor. Great standard.
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I'm going to admit I had a similar experience. I actually interviewed for my job at Heartland thinking it was for technology integration (the positions that Tyler, Marisa, Erica, and Alex have). Then they mentioned it was for online learning. Small problem... I had never taken an online course before. So now, I was "helping lead" agency policy on online learning with no experience whatsoever. I took an online class... an awful one, and learned a few things of what not to do. But taking other online courses has helped me tremendously in being better versed for what makes good online teaching.
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Understands student motivation and uses techniques to engage students
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It seems that choice has a big part to play in this standard. Having lots of tools available with technology helps the instructor to provide this choice.
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I agree having choice increases engagement, however, as this is stated, I would rather have technology increase authentic engagement not compliance.
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Choice does increase engagement and students online need to know that they have choice about how they are learning and what ways they can show what they have learned from the content. Writing may not be everyone's strong suit and videos may fit best for others.
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Continuously uses data to evaluate the accuracy
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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I think of this as formative assessment. This seems to be one of the most effective tools we have for student learning.
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In essence, it is. Some people define formative assessment to be all about helping assess the student. This is about self-assessing your work as a teacher (and the teaching that you are doing). The tough part here is gathering data that allows you to evaluate effectively.
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
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Understands the differences between teaching online and teaching face-to-face
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We want to give students an experience that is even better than face-to-face. In other words, we don't want to given them less or be missing anything they would be getting from face-to-face instruction.
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This is so important!! I get so frustrated with people who say "I teach this face-to-face so I can just put it online" Not everything is appropriate in every venue!
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I agree that not everything can be taught in an online fashion. There are just some areas that need to be face-to-face but yet there are others that can easily be adapted to online teaching. I think about a lot of science courses that would require lab work so that would require some face-to-face time. I took this into consideration when thinking about what course I was going to put together. I really wanted to do something with Team Teaching but I don't think it is really appropriate for an online course but it could be done if thought about for awhile.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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It is very important that students share what they are learning with both the instructor and each other.
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Yes! building the social interactions (so very important for adult learners) can easily be done in an online format, but must be done with intention!
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I have received several comments from course evaluations that the best part of the course was assignments that allowed them to share their experience with other participants and learn from each other.
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I think students in online classes really like the opportunity to share, but it isn't a given that sharing = meaningful experience. Sometimes, sharing is just posting and others are ignoring it (or replying "I agree!"). Creating activities that elicit good collaborative feedback are challenging to do, but the payoff is that the course is highly meaningful.
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This is one of my favorite aspects about teaching online. I love the team collaboration. As teachers and professionals, we need to learn from each other. No one knows all the answers and what might work for one person might work for others. I am always willing to share new ideas and would hope to instill that on my students that would be taking my class.
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I think this is especially important in online courses. Teachers need to consciously incorporate opportunities for collaboration into any course (online or face-to-face), however it is even more important in online courses. A certain amount of collaboration will always occur in a face-to-face course, even if it is not facilitated by the instructor. However, an online environment places a few more limits on the opportunities for collaboration unless they are incorporated in the course.
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I believe online learning has a lot of potential for effective differentiation. The teacher doesn't have to be the one to deliver all of the instruction. Students can have access to different tasks and resources depending on ability, interests, and work habits.
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Online learning can be leveraged in ways that allow students to access their own resources and their own learning opportunities. However, there is a law of diminishing returns here. If there are too many opportunities or too little guidance and delivery from the instructor, it can become the wild west. Every time we offer this course, many participants comment that the Cool Tools site is so overwhelming. That is in the context of a guided lesson and a guided activity by the teacher, for adults. I can see how K-12 students can easily be wandering without quite a bit of guidance.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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Moodle offers a safe controlled evironment that fosters collaboration with other students. Even when students are working outside the walls of a school they are still can be learning along side others. It is important to embrace that feature.
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This is a good point. It is the "walled garden" approach, allowing you a lot of freedom to learn/explore/collaborate within, but keping you safe from things outside. There are places where you want students to interact with things "outside", but those have to be well thought out.
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• 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
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This is important both both face to face and in an online learning environment. I believe it is easier to provide it online because they can provide so many more resources guided towards their needs and interests.
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It does require the instructor to pay attention to posts and requests, and to do some specific questioning of participants to provide the appropriate resources.
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A well crafted online course can absolutely meet the different needs of students, learning styles, interests, and students with special needs, but it is a lot of front-end work. What's great about the online classroom is that you are aware that your students are connected and being in the connected environment allows for greater flexibility on the fly.
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course evaluation and student feedback data
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As Evan had mentioned before, especially with changing technologies, it is more important than ever to evaluate and continually improve our courses
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We'll look at improving our courses through revision more in Instructional Design (and a bit in Assessment, Feedback, and Evaluation for those who take it as well). This course will help reinforce for us the need to continuously evaluate our use of technology, including the new updates within the tools themselves.
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I've not been in an online environment where I was the sole instructor and desired evaluations and student feedback, but I have sought this information in my face-to-face classes and found it to be extremely valuable.
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Selects and uses technologies appropriate to the content that enhance learning
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The lesson "Introduction to Online Tools" has helped me sift through some of the most popular tools and their primary functions/purposes. For example, one time I was using a wiki in a course...when a discussion forum would have been much more effective. When i go back and review the purpose of a wiki it became a lot easier to see that I had chosen the wrong tool.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
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Building rapport with participants is so important. It will prevent participants from falling through the cracks.
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If a participant feels comfortable contacting the instructor for guidance at the beginning of the course, the supportive attitude will continue throughout the course.
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The instructor does need to be available to answer questions and allow flexibility (depending upon the learning group). The instructor should take into consideration the students, their environment, and motivation to learn the new material.
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Another crucial aspect to being an online instructor. You must have an online presence that establishes the rapport that you would typically do in the face-to-face classroom. However, I think norms must be established because being online 24/7 is not a reasonable expectation for the instructor. A set of online office hours might be important or a dedicated time to communicate via a #edchat or something might be a good way to connect with your students.
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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Setting clear expecations on assignments and assessments will help you get the evidence of learning that you need and also help ensure student success.
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I agree that having clear expectations is key to student success. We have always posted a detailed syllabus but found students still had a lot of questions - so, we added a webinar in the first week of the course that explains the course policies and requirements and always time for questions and concerns. This webinar has been very well accepted and has reduced the value of individual questions.
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Shannon, I like your example here. This is a good illustration of how it takes multiple approaches and some customizing by the teacher to make things most effective.
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Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
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Including course policies is a good idea. Hopefully, they aren't needed, but in the event that an issue pops up it is good to have course policies to fall back on.
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Agreed, it's better to have developed policies in advance rather than not have a plan to deal with problems if they arise.
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AUP are important for online courses. I think they should be short and sweet and should be easily accessible in case of an issue that needs to be resolved.
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align with course objectives and assessment
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Is knowledgeable and has the ability to use computer programs
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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
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6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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This is very important early on in the course to assure student success throughout the course. Often the student is so afraid of not meeting course requirement, they just need a little boost of confidence. Once they settle into the routine of the course they gain confidence and can focus on digesting the content and collaborating with others.
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Creates a safe environment, managing conflict - Participants need to feel comfortable competing assignments and commenting back to each other. I have received comments on course evaluations from participants who stress about assignments that ask them to provide suggestions to other students. Shannon Hafner
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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This is exciting and frightening since new technologies are developed so frequently it's difficult to stay current.
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Agree. Technology is changing everyday! One thing I have found helpful is to develop a network of a variety of educators with different areas of expertise. We formed a Voxer group. They are my "go-to group" when I have questions about tools, their use, new advancements, etc... Twitter is also a good source to stay current. (Kathy Perret)
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Iowa Teaching Standards
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Provides and communicates evidence of learning
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Online learning must include ways to communicate and learn with and from others (just as this DIIGO assignment is asking us to do!)
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This is an important point. As the points above mention the importance of data in evaluating courses and instructional strategies, this provides evidence (data) of student learning. This data demonstrates the level of learning, which is important for students and can also contribute to the evaluation of instructional strategies implemented within the course.
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Designs the structure of the course and the presentation of the content to best enhance student learning
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Networks with others involved in online education for the purpose of professional growth
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Networking is a critical component of any online learning - whether it be a formal course or being a connected educator through tools like Twitter, Blogs, Voxer, etc... Learning needs to be dimensional and collaborative! (Kathy Perret)
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My ISU cohort has been an essential part of my learning during my Master's program. I believe that a cohort has been the best way for me to go through my master's program because I developed relationships with individuals from across the state and nation. These individuals have supported and challenged my thinking.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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It is important to build skill not only to work with willing learners, but learners who push the limits. Effective online learning utilizes effective classroom management practices. (Kathy Perret)
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This is something I had not really thought about. How to deal with inappropriate technology use. I look forward to learning how to deal with these situations.
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These situations are a part of my everyday job. We have an AUP but making sure students, teachers, and staff are following through with these expectations is difficult at times. Appropriate consequences for the behavior are also important.
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Provides substantive, timely, and constructive feedback to students
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Timely feedback is an essential part of online (and face-to-face) learning. (Kathy Perret)
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Providing descriptive, timely feedback is a necessity in any course. Learning is limited without feedback. Relevant feedback promotes more learning from a task and helps to limit misunderstanding of content and/or the expectations of the teacher.
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and understands how to teach the content to students
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The "and" is extremely important here. Both understanding the content and being able to deliver it in a way that is understandable to student is essential for any course.
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I believe that this has the biggest impact on student learning. Instructors (whether online, face-to-face, or some other hybrid) must understand effective instructional practices or students will not learn the material. Content knowledge is obviously important, but it does not result in student learning without a solid understanding of best practices in instruction.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
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multiple learning needs
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Applies research, knowledge, and skills
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privacy
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assessment
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multiple assessment instruments
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s ability to enhanc
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I shared this annotation because having been a student in online courses since high school, I've found this learning standard is often overlooked. The community aspect is crucial to making everyone feel a part of the learning environment and for keeping students engaged in the learning process. I've had professors/instructors who maintained little online social presence and consequently, I felt disengaged and disjointed from the course. On the other hand, I've had professors/instructors who were deliberate in attaining this learning standard and the end result was much more positive.