No reliable research has ever demonstrated that instruction designated as appropriate for any "tested" learning style is effective because it matches that style.
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The High Cost of Neuromyths in Education | Edutopia - 1 views
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I could ask though, if there is a difference between learning effectiveness by style and learning preferences. I prefer visuals for complex organizational structures over an outline. That's a difference and while I can do things in either order, that's my choice.
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Hence, we have "neurons that fire together" (the construction aspect of neuroplasticity) and its flipside, "use it or lose it."
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Free Technology for Teachers: Common Craft Explains Blended Learning - 2 views
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How do you deal with internet access issues with students? What workarounds work for you and your students?
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Free Technology for Teachers: Common Craft Explains Blended Learning - 9 views
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Dare I ask this question in a group of Moodle users? Has anyone had experience using the Otus mobile learning environment? - ...1 more comment...
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I'm interested to know if the degree that this video matches your vision of blended learning? Where does the description match your thinking? Where did it not match or push your thinking?
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The video does a good job introducing the basics of blended learning, including tools and potential options for implementation. The video does not address the challenges brought about by either inequality of internet access or variables of motivation among students, both of which are serious teacher considerations when planning for blended learning.
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I thought it was interesting that the video included a reference to the 1940s. It is very possible that blended learning is even more key here, not just as it is defined, but because some of the resources to understand that time period are found more easily as physical artifacts and not as digital artifacts. Knowing what you are teaching and linking to the best resource is as important as selecting the instructional plan.
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ALA - Webcast 2015 - Powered By WebcastInc - 0 views
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Andrew Carnegie Medal for excellence in children's video: Paul R. Gagne and Melissa Reilly Ellard, Weston Woods Studios, Inc., producers of “Me…Jane,” are the Carnegie Medal winners. This transcendent adaptation of Patrick McDonnell’s 2012 Caldecott Honor draws viewers into the childhood of a young Jane Goodall who, with beloved stuffed chimpanzee, Jubilee, is transformed by what she observes in her own backyard, a “magical world full of joy and wonder.”
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Archive webcast of award announcements including the Andrew Carnegie Medal for video. It went to "Me....Jane", available through AEA Digital Library. Get a persistent link at the site - http://www.aeadigitallibrary.org/media.aspx?id=7726
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Screencasting Tools for Tech Support | Cool Tools | School Library Journal - 4 views
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I've used Screen-cast-o-matic and really liked it. I'm wondering...has anyone used the AirServer that allows you to mirror your mobile device to a screen? Good? Other Options? Thanks!
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Deborah, Although I do not have any experience with AirServer, I can suggest another option. I use Reflector for wireless mirroring and have no complaints. (http://www.airsquirrels.com/reflector/)
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Thanks Kathy! I actually had reflector on my old device, but when I upgraded it disappeared and I couldn't remember the name. You saved me:)
3 things great teachers do with technology | eSchool News | eSchool News - 0 views
www.eschoolnews.com/...great-teachers-technology-072
4cs integration technology_integration technology integration
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geddit - 1 views
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Just started using this for formative assessment. I really like the check-in feature for kids who are afraid to ask questions! -
I will have to check this one out! With so many assessment tool choices out there it can seem overwhelming. Find one you like and use it.
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Anybody can learn | Code.org - 0 views
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While we are talking about engaging students online, what better place to start than Code.org. Curriculum tied to the Core in math, science, literacy, and technology already for anyone to use grades K-12!
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Reflecting on Reflection: A Habit of Mind - 0 views
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Reflection is a fundamental tenet of learning, and therefore a fundamental part of teaching. Why it happens is a matter of humility. But how and when it happens -- and with whom -- is less clear. This is partly because there are multiple sides to reflection -- length, width, and depth.
CIVICS RENEWAL NETWORK | A Republic, If We Can Teach It - 1 views
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Iowa Teacher Leadership and Compensation System - 1 views
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The Teacher Leadership and Compensation Online Community brings teacher leaders and administrators from across the state together to collaborate about school improvement and the teacher leadership compensation system. Navigate the community as a guest or enroll in the community to sign up for notifications and participate in activities.
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I have recently been hired to facilitate this online community. A couple of my short-term goals are to drum up interest and membership in the community and then add resources that would be useful to TLC schools. If you have ideas to help me with either of those goals please let me know. I will be very appreciative of any input you'd like to make.
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Collaborative Online Continuing Education: Professional Development Through Learning Co... - 1 views
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Teachers learn technological skills while developing online learning modules. Credit: University of Maryland Today's technological tools make it possible to teach in new ways -- to do things differently or even to do entirely different things.
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technology rocks. seriously. - 0 views
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Great site with links to many web 2.0 tools, printables & technology related thoughts
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Lesson: Articles on Visual Design - 5 views
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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.
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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". -
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.
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White space is used around text and between sections to allow the page to breath
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Instead users satisfice; they choose the first reasonable option.
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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.
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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
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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.
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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.
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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. -
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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Visual design must strike a balance between unity and variety to avoid a dull or overwhelming design.
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This is the tricky part- finding a balance between unity and variety- I will try to find this balance as I create my lessons.
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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.
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This is going to be my focus as I develop lessons. If the lesson is not usable, there really is no point.
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Without knowing ANYTHING about these circles, you were easily able to rank them. That’s visual hierarchy.
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Interesting! I have never really thought of it this way- what catches my attention is more important and cretes a hierarchy!
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Here’s what the golden ratio looks like:
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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.
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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!
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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.
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7. Don’t be afraid of the white space
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The basic elements that combine to create visual designs
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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.
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White space is an important part of your layout strategy.
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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.
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Dominance focuses on having one element as the focal point and others being subordinate.
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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
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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.
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Empty space seemed wasteful. In fact the opposite is true.
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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.
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bread crumb trails,
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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.
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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.
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I had know idea that font selection would send a different message. This is something to be aware of when designing a lesson.
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if text has an underline, you expect it to be a link
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The best images follow the rule of thirds:
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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.
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Hierarchy shows the difference in significance between items
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I find that a hierarchy can be very helpful in understanding how topics are related to one another.
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Web design can be deceptively difficult
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if there is a gigantic arrow pointing at something, guess where the user will look?
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Good "point." haha But, seriously, it's obvious, but an important idea, especially for the visual learner.
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White Space
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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.
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Golden ratio
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I believe it was originally discovered by Fibonacci. Just a little math trivia for you:-)
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mollie3-1: Lesson Planning: The Missing Link in e-Learning Course Design - 2 views
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Lesson plans are merely templates that can guide the development of good e-Instruction, saving much time and effort by minimizing revisions and misunderstandings.
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As a teacher, I use lesson plans as a way to outline my instructional steps, so this helps connect what I do to the online environment design.
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No matter how many examples of e-Learning courses my students review and critique, and no matter which text we use in class, many of the students’ initial attempts are sorely lacking when compared to the courses of more experienced designers. To put it simply, there is little or no instruction in the students’ e-Learning, and the “voice of the instructor”
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I find that I have to go over and over my online classes I create just to make sure I'm writing all the things I would say if I was teaching a face-to-face class. I often times have my husband or others go in and read my descriptions and lessons to make sure it makes sense to s stranger. I think when we are creating online lessons, we can get too close to it to see what's missing. It helps to have someone from the outside evaluate it for you. Mary Trent
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Though developing a lesson plan for e-Learning is similar in many ways to developing a lesson plan for instructor-led learning, there are also differences. IDs need to remember that there is no instructor present in self-paced e-Learning, and simple as this sounds, it does take some getting used to. This concept is especially difficult to grasp for experienced stand-up trainers and facilitators who are new to designing instruction.
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When creating a lesson, you have to have opportunities for review as well as extension activities. You also need to give students opportunities to get feedback from you along the way. It needs to be more than just "Good job." I like to use Zoom or Adobe Connect to hold virtual classroom meetings to answer questions and get to know my participants. It has proven to be very valuable. Mary Trent
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Mary: I would agree providing opportunities to connect virtually for meetings or questions has been beneficial. I like the idea of having a time that students can talk with you in the off chance they have questions but need more individualized support and may not feel comfortable asking in a group meeting.
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Detailed lesson plans help to ensure that there is adequate instruction — practice and feedback — for each learning objective.
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I think it is really important especially in online classes to stay in contact with your participants and give them quality feedback and aske probing questions. This helps to make connections and to develop the discussions.
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The graduate students’ learning products are not just mere “page turners,” they are lacking both in interactivity to hold the learner’s interest and to ensure that learning occurs, and in sufficient information to guide the learner through the lesson or course. I spend a great deal of time asking students, “How would the learner know that?”
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I definitely agree that most online courses are missing the interactivity to hold the learner's interest and clarity of instruction to help the learner know what is expected or the procedure to follow.
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Comparative lesson plans help to ensure that self paced e-Learning includes the “voice of the instructor.”
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Lessons that contain the "voice of the instructor" are key to connecting with the learner. It is important to provide adequate information to answer questions before they are asked. It is also important to give your instructions "personality" so the learner does not feel alone.
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Nancy: I appreciate when examples are given by the instructor if there might be questions for clarification. The way Evan and Kristen have given an example in the forum eliminate questions that may have occurred.
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And we assume that they know the limitations and possibilities of the course media. Detailed lesson plans are particularly useful for this last point. While we ask IDs to be creative in designing instruction, we also ask that they be cognizant of the appropriate use of media for instruction. Last, but not least, we also ask that they be mindful of the budget.
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I found the mention of being mindful of the budget something I had not considered while developing online lessons or courses. It seems easy to add media to a course without expense until you need to pay for cloud storage.
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The point of the template is to force a comparison between the two instructional delivery modes, and to make the differences between them explicit to the ID.
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I think this helps a new teacher to think through the similarites and differences before teaching the course.
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• Purpose — Why is it important? • How will it help them in the future?
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I like these questions! This is really great to remind us of the point of the lesson/learning!
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Developing instruction at the learning objective level also helps IDs to chunk information
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What do they need to know or do? How will they learn it? How will we and they know they know?
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Michael Allen’s Guide to e-Learning: Building Interactive, Fun, and Effective Learning Programs for Any Company, “Storyboards and design specifications are unacceptably weak in comparison to functional prototypes.” (
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Gain attention
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Inform learner of objectives Stimulate recall of prior learning Present stimulus materials Provide learner guidance Elicit performance Provide feedback Assess performance Enhance retention and transfer
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“R” in RID stands for “Rapid,” not “Rushed.”
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An IDP may also include information about the technical requirements — both software and hardware — for taking the course.
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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.
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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.
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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.
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My example is in reference to the Online Resources course currently being offered.
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Another convention in the example requires informing the learner of the approximate time it takes it complete the instruction.
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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
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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.
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As a teacher, I use lesson plans as a way to outline my instructional steps, so this helps connect what I do to the online environment design.
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