ollie1sweetman: Iowa Online Teaching Standards - 11 views
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Maintains an online social presence
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Jean Bontemps on 13 Nov 11This phrase always makes me nervous today. I am definately on the side of cautious about how much you interact with students socially online. Even the phrase "online social presence" isn't clear on what that means. -
Nicholas O'Brien on 15 Nov 11I agree, every other day there is some hullabaloo about interacting with students or privacy issues. I really wish there was a little more clarity out there about social media and educators. -
Perry Bekkerus on 22 Nov 11Agreed: I've been communicating via Facebook with students for years, and have been using text messages for longer than that. Students don't use emails anymore. But then this fall, we were told that any texts to students need to be also sent to our AD. What a waste of time. And now we're going to set students up with their own gmail accounts??? We need to be giving them a lot more leeway with their cellphones and social networking sites.
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Has experienced online learning from the perspective of a student
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I think we are definatley getting that right now! I love learning more about online tools for students, but I do feel a little overwhelmed about the amount of information and how to use it best in my classroom.
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Agreed, there is a lot of stuff out there to keep track of, but at least as students we don't have to get it perfect. That's one of the up sides of being a student after all.
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I like being in the student's position so I can catch the pitfalls and hangups that will frustrate on-line learners. Hopefully, this will help me make a clear focus and transitions in on-line classes that I build -
Being a student within this course has definitely opened my eyes as to what makes sense and what is difficult to follow...
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Amen Perry! I think Moodle could be an entire coursework of class. I'd like to see our tech offerings to students get more up-to-date than simple word processing. The applications classes should also be more oriented to Google Docs, etc...
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• Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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I agree. I think more information on creating an annotation was needed. I spent WAY too long messing with this.
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
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Demonstrating growth isn't too tough, but picking the right emerging tech is.
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Even when we find a technolgy we like the time involved to develop for just class is huge.
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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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I don't think many teachers realize how difficult it is to monitor students online.
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Assists students with technology used in the course (Varvel III.C)
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This would be a good opportunity to use recorded screencasts so students can watch it over and over.
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Diigo has a lot of potential. I wish that this was like Zotero and would do a bibliographic citation with my note. -
I like the biliographic citation idea. I also wish the students had options to take courses like this during the academic year.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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I need to post the expectations as outlined in my syllabus into my moodle course.
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
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My students (teachers) are having a hard time with maneuvering around moodle.
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I am glad I am not trying to teach and use Moodle at the same time. I am having a hard time maneuvering around Moodle, too.
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4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4)
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I think this whole section is critical! A friend of mine has taken a couple of online classes from a jr. college in another state. While the courses had instructors, they were mostly all automated. The instructor told the students there is nothing she/he can do to effect the grade (all automated online tests) or even help them understand what they did wrong. Just because something can be put online doesn't mean it is good quality learning. A course MUST be designed differently for online.
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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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One of my favorite sayings is that "None of us is as smart as all of us." When it comes to professional development, there is so much that the partcipants can learn from each other! Creating a professional learning community online takes effort. I think this will be one of my greatest challenges.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
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Staying on top of this one will be a major effort - very connected to "7. Engages in professional growth". This will be something that is always ongoing, never finished.
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I agree, constant changing and revision. Online learning is a very fluid medium as well and ever updating
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• Creates or selects multiple assessment instruments that are appropriate for online learning
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I think moodle does a better job of allowing multiple assessment techniques. We are kind of stuck with what we get from the PLATO program
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Aligns assessment with course objectives
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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 used to be just the "sped" part of my job, but now we are all expected (rightfully) to differentiate.
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In my experience on-line learning actually makes this part of the job much easier. You can build in visuals, audio, and other instructional strategies and the students can spend as much time on them as they need to
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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This is getting more and more difficult as the immersion in technology continues. Students need direct instruction in ethics and technology, and heavy consequences need to be clearly stated by school boards for violations.
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Understands and uses data from assessments to guide instruction
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Very easy to use assement data and go back to "reteach" when the students can keep reviewing and make sure they've got the concept.
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Fair use and intellectual property rights have become so narrowly defined that practically everyone violates them in the education world.
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Selects and uses technologies appropriate to the content that enhance learning
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This is especially tricky when it comes to music--finding resources and designing resources that are appropriate and useful to enhance learning in music, especially at an appropriate level.
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Aren't there some things that don't work well with technology? And isn't that O.K.?
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integrity
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This is crucial for technology to remain a useful tool. It is why so many teachers do not allow Wikipedia.
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4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4) •
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Online learning works well with videos and pictures to illustrate the content. Uploading word documents that have been used in face to face content does not work well. The content needs to be transformed to a "lesson" format with font changes and graphics.
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• Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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• Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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• Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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Multiple methods of communication with the instructor are important in an online course. My outgoing e-mail was blocked for several weeks but Judy found other ways via Moodle to contact me.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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I think expectations need to be posted more often than as an overview /orientation.
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Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
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Net working with other teachers helps for personal development as well as professional. Others can really help problem solve.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
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I am trying to post a comment under the "maintains an online social presence...". This is difficult to do considering the situations that can happen when teachers and students communicate together thru various websites... It doesn't take too many days of watching the news to find another incident of inappropriateness between teacher and student.
