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Storybird - Tour - 1 views

storybird.com/tour
shared by ksteingr on 15 Sep 10 - Cached
  • ksteingr on 15 Sep 10
     
    Sharing this site with the class - Kristin
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chemicalparadigms » About the Blog - 1 views

blogs.saschina.org/...about-2 moodle_iowa blogging chemicalpardigms
shared by ksteingr on 15 Sep 10 - Cached
  • ksteingr on 15 Sep 10
     
    What should we have students blog about? Really interesting list here to consider and it's not just about chemistry. How could we use this in science in general?
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Ewan McIntosh's Blog - 1 views

edu.blogs.com/edublogs moodle_iowa
shared by Leslie Roberts on 11 Oct 10 - Cached
  • Leslie Roberts on 11 Oct 10
     
    Ewan McIntosh is a teacher, speaker and investor, regarded as one of Europe's foremost experts in digital media for public services. He has been an educator for over 25 years and has some interesting articles and personal reflections on his blog
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Teaching on the Web - Exploring the Meanings of Silence - 1 views

ultibase.rmit.edu.au/...benfield1.htm
shared by Pam Buysman on 06 Jan 11 - Cached
    • ksteingr
      ksteingr on 06 Jan 11
       
      Issues to confront - 1. designing learning that will engage students 2. choosing material that is suitable for the web 3. pedagogy in the online environment
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      Teaching an online class for the first time would be much like teaching your first group of students F2F.. In Iowa we provide mentors for new teachers. It only makes sense to provide a mentor or some kind of support system for "newbie" online facilitators as well. At the AEA, we do a support system of sorts in place. We have enough AEA people trained that can offer support to one another.
  • There are numerous major educational issues to confront and resolve when delivering learning material on the Web -- like designing learning tasks that will engage students, and choosing material which is suitable for delivery via the Web. However, these are not the subjects of this brief discussion. I want to deal with a substantive issue that is too easily ignored or trivialised -- pedagogy in the online environment.
  • The need for support of teachers and academics in these early days of online delivery cannot be underestimated. Early adopters of new technologies can easily find themselves isolated, ignored and problem solving in an intellectual vacuum.
  • ...28 more annotations...
  • establish relaxed, free-flowing and open communication within the class.
    • ksteingr
      ksteingr on 06 Jan 11
       
      Use threaded discussion facility - not finding success.
  • There’s just this awful, sort of silence.
    • ksteingr
      ksteingr on 06 Jan 11
       
      Discussion breaking down.
  • One of the hardest things to orient to in online teaching is the radically different tempo of communication.
    • ksteingr
      ksteingr on 06 Jan 11
       
      The change?
  • How long do you wait for a response in an online threaded discussion?
    • ksteingr
      ksteingr on 06 Jan 11
       
      Key question!
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      As I'm reading this article, I'm wondering if the facilitaor has established any kind of guidelines like we currently have. The initial post is due by Friday and two reponses are expected by Sunday. I really think a timetable needs to be established, because otherwise I do think you might wait forever for some students to respond. Without the timely response, it really isn't possible to create any conversations. Without the conversations, I think learning will be compromised. Of course if a student doesn't respond, you need to try to contact them. Yet if they don't respond to you, I see no alternate but adhering to the guidelines you've established for your threaded discussions. So, I guess I'm saying, you don't wait. You have expectations and you make allowances if necessary, but at some point in time, you need to look at class expectations.
  • What replaces them?
    • ksteingr
      ksteingr on 06 Jan 11
       
      What does replace the brief encounters?
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      You use available technology applications or resources. It is possible to email the student, call, skype, or create a chat room. Any or all of these can be used to create some kind of personal contact with the student. It seems as if we are looking at adult learners. At some point, learners need to take some responsibility for their own learning. Again, without structure there will be no conversation and much learning will be lost.
  • The online teacher can and does know if a particular student has logged on, when they do and which pages in the online subject they visit. But it doesn't feel that way to the student user. It will only become apparent to them later, when or if the teacher e-mails them asking if they are having difficulties.
    • ksteingr
      ksteingr on 06 Jan 11
       
      How do we let students know we are aware of their patterns online?
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      We ask questions in the forum. We email students sharing that we have noticed that they have not logged on. We gently remind them about expectations. We can try calling. In short, we use whatever means we have to communicate with them.
  • ‘get to know each other sessions’
  • If you expect students to use CMC, rather than private e-mail, as the primary mode of communication with you, you have to tell them so.
  • If you expect the students to check their bulletin boards regularly, you have to let them know how often. If your expectations are not being fulfilled you have to follow up with e-mails or phone calls. Communication is critical. It is the strength of the online mode, as opposed to broadcast media like print, radio and video. The rule is, actively avoid isolation.
    • ksteingr
      ksteingr on 06 Jan 11
       
      the key!
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      I agree. You need to tell your students what you expect!
  • o 'community'.
  • Because the general tempo of interaction is slower online, it may take longer.
  • E started telling her students about relevant upcoming public lectures, TV programs, useful or just plain entertaining Web sites she had come across, and so on.
  • But what sort of ‘character’ do you want to convey online, and how will you convey it with a keyboard?
  • ‘I do think that having a sort of classroom rapport, a very sensitive style, which I think I've got in some ways in the classroom, is very important online. But getting it across is ... well, it’s very hard.’
    • ksteingr
      ksteingr on 06 Jan 11
       
      having a sense of online style is one thing - making that clear is quite another!
  • There isn’t any right way to do it, just as there isn’t any one teacher’s ‘character’. You do have to define your own online persona and then think quite carefully on various occasions about how to convey it.
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      I couldn't highlight this because it already was. However, I like this and would have highlighted this text if possible.
  • One of the great advantages of the threaded discussion is the time it allows for reflection, and the possibility for editing/refinement of one’s remarks.
    • ksteingr
      ksteingr on 06 Jan 11
       
      I had not thought about editing, but it is important.
  • This may mean that, for some students anyway, threaded discussions are not conducive to thinking out loud, to tossing out ideas for testing, to speculation.
  • The casual conversation with a student after class, the brief encounter in the corridor, the snippet of social conversation in a workshop or tutorial -- these do not exist in the same way online.
  • What 'right' does EM have to force a timetable on to them?
    • Pam Buysman
      Pam Buysman on 06 Jan 11
       
      The teacher has every right to force a timetable. Learning will not occur without structure.
  • The visual, audio and tactile cues we take for granted in our everyday teaching, and which we rely on as guides to our action, are utterly absent in the online environment.
  • The teacher in this scenario is at the behest of her students' actions (or lack of them). The centre of control has moved markedly away from the teacher, to the students.
  • Yet the establishment of a sense of community is often one of the chief objectives of a teacher with any class. The achievement of it is a milestone in the progress of a given class in the mind of the teacher.
  • It is almost embarrassing to say so, but there are other things to ‘talk’ to students about than the course material.
  • Others may find that the time they get to reflect and compose their comments invests them with a power they don't ordinarily feel in face-to-face communication.
  • Failure to respond promptly to a student request or other communication could be catastrophic. It is disarming, even alarming, to invest the time to post a message and then get no response.
  • strong conscious effort, planning, forethought, time
  • ksteingr on 06 Jan 11
     
    like designing learning tasks that will engage students, and choosing material which is suitable for delivery via the Web.
  • Pam Buysman on 06 Jan 11
     
    like designing learning tasks that will engage students, and choosing material which is suitable for delivery via the Web.
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Rubric for Online Instruction - 1 views

www.csuchico.edu/roi rubric onlinelearning resources
shared by Marcia Jensen on 11 Jan 11 - Cached
  • Marcia Jensen on 20 Dec 11
     
    This site is designed to answer the question being asked: What does a high quality online course look like? It is ourhope that instructors and instructional designers will use this site to learn more about the Rubric for Online Instruction, and be able to view examples of exemplary courses that instructors have done in implementing the different components of the rubric.
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iowacorescience / Science Essential Skills and Concepts - 1 views

iowacorescience.pbworks.com/...-Essential-Skills-and-Concepts moodle_iowa Science Education
shared by r kleinow on 24 Jan 11 - No Cached
  • r kleinow on 24 Jan 11
     
    Teacher support for implementing the Iowa Core in Science
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google doc's - 1 views

www.google.com/...ServiceLogin moodle_iowa
shared by Bob Pauk on 07 Feb 11 - Cached
  • Joe Brekke on 07 Feb 11
     
    The place to create Google documents of a collaborative nature
  • Bob Pauk on 06 Jun 11
     
    Our students probably use this site more than any other. Very effective for collaberation.
2More

Oovoo - 1 views

www.oovoo.com moodle_iowa Web2.0 collaboration
shared by Valerie Jergens on 08 Feb 11 - No Cached
  • Valerie Jergens on 08 Feb 11
     
    Skype gets a lot of attention but some schools that I work with are using Oovoo instead. They think it gives a smoother transfer with less camera jumps.
  • Erica Larson on 12 Feb 11
     
    Valerie, I would be a willing Oovoo partner. I will download it now and seek a connection with you next week. Erica
1More

PSDtechPD Cell Phones in the Classroom - 1 views

psdtechpd.wikispaces.com/Cell+Phones moodle_iowa Web2.0 cell_phone phone collaboration
shared by Valerie Jergens on 08 Feb 11 - Cached
  • Valerie Jergens on 08 Feb 11
     
    This Wiki contains more than cell phone use ideas but iPod Touches and other handhelds.
1More

Wiki In Elementary Classroom Example - 1 views

mrsibrahim.wikispaces.com moodle_iowa
shared by Jeny Schoenhard on 09 Feb 11 - No Cached
  • Jeny Schoenhard on 09 Feb 11
     
    This is a great example of a variety of ways that wiki can be used in the elementary classroom.
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Which Wiki to Use? - 1 views

edutechation.wordpress.com/...which-wiki-to-use moodle_iowa
shared by Jeny Schoenhard on 09 Feb 11 - Cached
  • Jeny Schoenhard on 09 Feb 11
     
    Compare and Contrast on Wikispaces and PBWiki
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4Teachers : Main Page - 1 views

4teachers.org technology resources education tools web2.0
shared by Eldon Bird on 09 Feb 11 - Cached
  • Eldon Bird on 09 Feb 11
     
    This site helps teachers locate and create ready-to-use Web lessons, quizzes, rubrics and classroom calendars
1More

Join Me: Screensharing and Conferencing - 1 views

join.me moodle_iowa screensharing conferencing
shared by Martha Condon on 10 Feb 11 - No Cached
  • Martha Condon on 10 Feb 11
     
    This site allows you to screenshare and audio conference with multiple people for free!
1More

Technology news for today's educator - 1 views

www.eschoolnews.com/ moodle_iowa
shared by Sue Runyon on 11 Feb 11 - Cached
  • Sue Runyon on 11 Feb 11
     
    This site had some great info on 1to1 schools.
1More

Prezi - 1 views

www.prezi.com moodle_iowa
shared by Kelsey Bova on 11 Feb 11 - Cached
  • Kelsey Bova on 11 Feb 11
     
    This is a great presentation website that you can use for free if you are an educator. I have used this in my classroom and the kids love it! I just give them my username and password so they are able to use it freely.
2More

Google Apps Education Training Center - 1 views

edutraining.googleapps.com google
shared by Deborah Ausborn on 14 Feb 11 - Cached
  • Steve Bartlett on 14 Feb 11
     
    This is an online learning environment dedicated for educators and students to learn how to effectively use Google Apps in an educational context.
  • Deborah Ausborn on 13 Jun 11
     
    google infor
1More

educational-origami - Bloom's Digital Taxonomy - 1 views

edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy moodle_iowa blooms
shared by Lisa Jacobs on 15 Feb 11 - Cached
  • Eldon Bird on 15 Feb 11
     
    You might like this resource for planning online. It is a digital version of the Bloom's Taxonomy.
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The Theory Underlying Concept Maps and How to Construct and Use Them[1] - 1 views

cmap.ihmc.us/...heoryUnderlyingConceptMaps.htm concept map online assessment conceptual storylines
shared by Erica Larson on 15 Mar 11 - Cached
  • Erica Larson on 15 Mar 11
     
    Joseph D. Novak & Alberto J. Cañas Florida Institute for Human and Machine Cognition Pensacola Fl, 32502 www.ihmc.us Technical Report IHMC CmapTools 2006-01 Rev 2008-01 (click here for a printable PDF version: small filesize (998K) or high quality 6.6MB)) Introduction Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as + or %, and sometimes more than one word is used. Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement. Sometimes these are called semantic units, or units of meaning. Figure 1 shows an example of a concept map that describes the structure of concept maps and illustrates the above characteristics.
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New English File Elementary Cloze Generator - 1 views

www.oup.com/...elem Read-aloud Think-aloud Alouds
shared by Drinda Williams on 27 Mar 11 - Cached
  • Drinda Williams on 27 Mar 11
     
    Do this cloze activity to see how well you understand the difference between a Read-aloud and a Think-aloud.
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