Seven Things You Should Know About Collaborative Annotation... Collaborative annotation tools, such as Diigo, Reframe It, MyStickies, and Google Sidewiki, expand the concept of social bookmarking by allowing users not only ... net.educause.edu/ir/library/pdf/ELI7054.pdf
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Web 2.0 to support the nets - 6 views
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Love how this site is organized! It lists web 2.0 sites for teachers, but formats it to show how the tools support standards and learning outcomes, especially 21st Century skills.
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Study Shows Students Taking Online Courses More Likely to Fail : NEA Today - 8 views
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Search EDUCAUSE | EDUCAUSE - 3 views
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I just discovered that I could not highlight this pdf. I chose to hightlight the link to it instead. Some of the downsides include privacy issues, appropriateness of annotations, and access to information dependent on the annotation tool.
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Classroom Collaboration Using Social Bookmarking Service Diigo (EDUCAUSE Quarterly) | E... - 0 views
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Table 1 compares the main features of Diigo, Delicious, and traditional browsers.3
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As a very new newbie to social bookmarking, the table referred to in this sentence really helps me understand the similarities and differences between Diigo and Delicious. This is a good reference to help me choose which tool to use. -
I did not know that Diigo also allowed a collection of web pictures. I was using Delicious, but I really like the sticky not feature of Diigo
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shared by A Hughes on 02 Dec 11
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elearnspace › learning, networks, knowledge, technology, community - 0 views
www.elearnspace.org/blog
education blog elearning web2.0 technology e-learning learning edtech moodle_iowa
shared by A Hughes on 02 Dec 11
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The open access debate Wednesday, October 19, 2011 At the EDUCAUSE 2011 conference today, I had the pleasure of attending a lecture by Hal Abelson – founding director of Free Software Foundation and Creative Commons. He presented on the state of openness in education. While on the surface openness is gaining traction through scholarship and publication, content providers and journal publishers are starting to push back. During the talk, he used the image below (from this article – .pdf) to argue that journal publishers have a monopoly. The surface progress of openness belies a deeper, more dramatic period of conflict around openness that is only now beginning.
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As a librarian, I am very interested in the topic of open access. The image of the commercial Journal Publishers is very revealing. I did not realize that Elsevier owned so much of the academic content. I would like to know what other information I can find by Hal Abelson.
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Wikis for Everyone - Wikispaces - 0 views
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ollie1: Iowa Online Teaching Standards - 1 views
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• Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
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Anytime that I've taught a course to adult learners, I've found periodic feedback to be an essential component of continuous improvement and meeting students needs. This has always been anonymous. If I am to continue doing this throughout the course, I'll need to find a tool to allow for anonymous input. -
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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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This standard seems incredibly important because it drives home the point that computers don't teach, teachers teach and sometimes they use a computer as an instructional tool. Effective online learning still requires the continuous involvement of a qualified teacher (content and pedagogy), not just develop the content for someone else to put on a website and then let the computer do the teaching.
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I agree, if you don't have a qualified teacher on board how will you know " the multiple learning needs of the student" . Of course someone could design an assessment that would pinpoint the learning needs of the different students, then just plug in the different methods for each child and .............
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• 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)
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These statements go along with my previous comment about the need for online teachers to be involved in the online learning process throughout the course and to interact with their students.
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* I think this is important whether you are meeting face to face or online. Learning often takes place best when ideas and suggestions come from the experiences of those that are involved directly with the students. Establishing a means of communication to all those involve can enhance learning for everyone -
In one of my assignments to Evan, I expressed how important that I thought it was to have a very interactive, personal approach as the on-line instructor so that participants feel like they are part of something "real" and not so isolated. I also think that students open up more and share more when the atmosphere in a class is personal and safe and not just repsonses and assignments sent into virtual space.
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multiple assessment instruments
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It's very important to use multiple data sets, if available, to avoid making data based decisions on limited data. -
A key point that we stress to EC teachers is to use multiple sources of information to make data-based decisions.
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Understands and uses data from assessments to guide instruction
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It's important to understand the context of data to make quality decisions about how and when to use it.
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Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
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Online learning is a great opportunity for professional growth. I think it is essential for an online instructor to experience online learning from the student perspective. Taking this class right now is giving me perspective on several things: Time needed to engage in the class, wide variety of tools availalble, the necessity of students being able to problem solve technological issues and confusions both on their own and through a network of both students and the online instructor. -
Hi Lynn, I would agree that taking this class as a student is helping me to become a better on-line course instructor. I know that Ami and I are always asking ourselves after we add content to our Moodle course..."If I were a student, would I be able to understand these on-line directions or If I were a student, would I be able to find this link on our site? etc. Having a couple of perspectives is a good thing.
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I would absolutely agree to these comments above. This is my first official Moodle course and it has been a real challenge for me. I feel like I am often just roaming about aimlessly, and am having to take very baby steps. I wasn't sure how I would respond to an online course as I am very much a visual and auditory learner. I do best to see it modeled for me first and could not imagine how that could happen in Moodle. The step by step tutorials are the only things allowing me to move forward!! :) Having this experience as a student I would say is CRITICAL prior to ever offering one as the instructor.
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. Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)
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This standard is the one that would absolutely drive my professional growth plan. I have so much to learn about using appropriate visual web design techniques and selecting technologies appropriate to the content. I am both overwhelmed and excited by the prospect of learning to use these technologies as I build my class
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Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varve
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Online learners need to understand the difference between discussions during a face to face course and posting to an online forum.
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Selects and uses technologies appropriate to the content that enhance learning
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The key words for me in the criteria are "enhance learning". The list of technology available is endless and new ones are being developed as I type. As an online instructor, I need to understand and know how to use the variety of tools available and always learning about new ones.
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Agree completely Maureen. So many choices available, just need to decide which one is the best and the most beneficial.
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Knows and aligns instruction to the achievement goals
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* All teachers and instructors need to be familiar with the Standards and Benchmarks that have been adopted as the guidelines for instruction. The Iowa Core has been adopted to help teachers know the expectations for each grade level or grade span in all content areas. Early Learning Standards have also been developed to help teachers of preschool understand the skills and topics that students will need. Common Core and Early Learning Standards are designed to help all students learn
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knowledgeable and has the ability to use computer programs
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Ami, I highlighted this one, too. I think it gives a pretty clear picture of what competence looks like and it also enables me to build a personal timeline for getting the "education" I need to be competent.
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2• Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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using patterns in lesson sequencing,
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Using patterns in online course design seems like a very effective and efficient way for participants to interact with the content...very "brain-friendly"!
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Promotes learning through online collaboration group work that is goal-oriented and focused
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Using online collaboration as a way of meeting diverse student needs is an area that cannot be overlooked. It seems like it would be easy to put online collaboration in a course, however, without careful consideration to purpose, it could loose it's effectiveness...Teachers must still create the structure for all students to learn.
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Knows the content of the subject to be taught
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This seems like a no-brainer, but I've sat in college classes where the instructor is clearly just a day ahead of the class. I'm glad the Online standards requires that we know the content. Is there any verification of knowledge? -
Some states required teachers to pass content assessments. It is difficult to assess a teacher has a level of understanding to provide for flexiblity in teaching the content and modeling the content within a context. -
Even passing a content evaluation is no guarantee that a person really knows the content well enough to teach it. It is a basic step, but knowing and teaching are two different things.
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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Always good to know what the expectations are. Some folks absolutely have to have them for their piece of mind. Rubrics are very popular. They do provide a means of defining levels of acceptable performance without listing specific skills or testing.
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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As this Ollie course suggests, being knowledgeable about what technology is out there is crucial to today's digital learning environments. Whether we are learning side by side with our students or learning ahead of them on our own, it will be the only way to keep up with the future of education.
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learning theory appropriate to online learning
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My view of on-line learning is that it is very interactive. Without an understanding of what it can do and can be, teachers may revert back to teaching in the same old way - only in an on-line fashion.
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Angie, I completely agree. Since the world of technology is vast, we need to look at multiple ways to provide content to participants.
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Tailors instruction to meet the different needs of students
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With growing class sizes and diversity, it's important to get to know the students and how they learn, in order to meet their individual educational needs. One size does not fit all. -
How is this possible? What research identifies ways to accomplish this? Classroom teachers struggle with formative assessment and meeting individual needs.
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At the GHAEA 21st century learning conference last friday, Kevin Honeycutt introduced a variety of ways to tailor instruction. Way cool! The nontraditional learner will have choices!
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techniques to engage students
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Educators must always be on the lookout for ways to keep students hooked. Disenfranchised student don't make good learners.
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Provides substantive, timely, and constructive feedback to students
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Students need feedback that is timelin and provides sutdents in learning the content.
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Identifies and communicates learning outcomes and expectations
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It is important to communicate to the course participants what the outcomes and expectations are before the course begins. I find this beneficial to myself as a participant and as an instructor.
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Is 1knowledgeable 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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Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
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Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
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As I begin to create my Moodle course, I do begin to wonder about the time commitment and what it really means to be "timely" in the on-line teaching world. I would imagine there would have to be some boundaries that you would have to create or you might be on-line (or maybe not) all of the time. I am anxious to make the comparison.
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understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
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Serving in my position as a mathematics specialist, it is, indeed, important to know the content of mathematics, but I think this second part of this statement - "understands HOW TO TEACH the content to students - is where I am able to truly be an instructional leader/coach. It is one thing to understand the mathematics involved, but it equally (if not more) important to understand the components of quality instruction that are required for students to obtain a deep understanding of the content taught.
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8. Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
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As online learning explodes, we need to continually remind participants their words are ever present. Additionally, if the content participants will be contributing to the course relates to their current school positions, the reminder of confidentiality is a must! As instructors it is our charge to remind and insist the practices within the content of the course are upheld to these standards.
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Demonstrates effective instructional strategies and techniques, appropriate for online education
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Participants in online courses deserve to have instruction presented in the most effective manner. As we embark on new technological tools, we have a vast amount of resources for education available at our fingertips. It is understandable that some tools are easier for all learners than others to utilize, but as an instructor it is important to understand the multiple tools available for instruction and utilize the tool with the most effectiveness for the coursework.
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How do we know how to present in the most effective manner? It seems that since learners vary in their knowledge and use of online tools, that as instructors we need to use a variety of tools. We will need to match the tool to both the content and our learning goals as well as our learners.
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Proposed Online Teaching Standards
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So glad these are available to us while we are working on developing an online course!
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Understands the differences between teaching online and teaching face-to-face
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How does one demonstrate that they understand the difference between online and face to face instruction
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These standards are an alignment of the Iowa Teaching Standards (ITS),
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I wonder if there will be any changes to these for AEA staff (or to the criteria) like the iowa teaching standards.
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instructional strategies
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ollie1reppert: Iowa Online Teaching Standards - 0 views
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-conten
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This is something that I really like about Moodle. Students have the ability to interact with content, with each other, and with the teacher.
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Has experienced online learning from the perspective of a student
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I have sat through too many inservices in which I thought "there is no way I could teach like this and expect my students to learn" or similar thoughts. Putting ourselves in our students' shoes can only help our effectiveness. -
It is good to get out of our comfort zone every now and again. This helps to find the areas that may be difficult for students in the future.
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Understands the differences between teaching online and teaching face-to-face
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This will be difficult for many teachers--making this change from face to face into online. This is why it took so long for people to accept classes taken online as being ok.
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I wholeheartedly agree. Our school is going 1:1 soon and I am quite nervous about it for this reason.
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I have taught a hybrid class-which is a combination of both face-to-face and online. That is the way I have dipped my foot into this environment.
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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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I can't stop thinking how students will have the ability to access class information and interact with it. This may help students who tend to struggle in class but excel using technology.
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Is knowledgeable and has the ability to use computer programs required in online education
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I sometimes feel that I am learning on the go and tend to learn along with the students. The way that works best for me is to jump in and learn the computer programs, otherwise I find myself wishing I could do it.
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With technology, I think it is ok to learn with the students or let them learn the program. Teachers don't necessarily need to know all the ins and outs of all the technology!
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Has experienced online learning from the perspective of a student
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Assists students with technology used in the course (Varvel III.C)
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Most of the time I find that the kids are helping the teachers, when it comes to technology.
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Selects and uses technologies appropriate to the content that enhance learning
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It is important to look at the end outcome, then determine which tool will work for students the best.
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Provides substantive, timely, and constructive feedback to students
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I took an online course where the instructor left audio formative feedback in MP3 format. It was great. I got to hear the instructor's voice for the first time and heard the inflection in her voice. It made our connection much closer. I had her audio messages saved for quite some time (maybe still do!). I hope to use this feedback technique in my courses.
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Utilizes a course evaluation and student feedback data to improve the course
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In an online course I took, the university had us give feedback. The questions pertained specifically to the course we were taking. We were able to give constructive feedback on exactly what we did in the class. I thought that was good.
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Provides and communicates evidence of learning and course data to students and colleagues
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The online community (moodle) provides another means to communicate course standards, objectives and achievements to both students and other colleagues that you open the moodle up to. Great way to communicate course data
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Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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This moodle allows interaction to take place in and out of the classroom. By utilizing the message board and the ability to provide online feedback on course assignments, activities, and grades we can communicate effectively with students on their achievements.
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If as an instructor you are not able to engage the students then everything you have learned will have been a waste of time. The students have to see a purpose for everything that they are doing.
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SREB C.3, Varvel VII.A) •
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• 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)
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It is very important to continue to change and constantly refresh your technology skill in order to stay conntected with the students.
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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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ollie1reppert: Iowa Online Course Standards - 0 views
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Sufficient learning resources and materials to increase student success are available to students
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Having an online presence really makes this possible because you can easily increase the resources and materials available to students. For instance, on my Google site, I have links to other resources where students can go for help if they do not understand a concept, such as the textbook site, writing skills sites, and study skills sites.
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Academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism are clearly stated • Privacy policies are clearly stated. • The self-introduction by the instructor is appropriate and available online, and students are likewise asked to introduce themselves to the class. (CP) • The course provider offers orientation training.
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All four of these are very important, but I have to say that my course currently lacks each of these. I'm wondering if since my course is partially online and partially in person if all of these are necessary to have in the online component, or if it counts as long as it is covered at one point, whether it be online or in person.
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This is an area that often gets overlooked. It is a skill just like any of the technical skills--knowing the online etiquette, etc.
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The course makes maximum appropriate use of online tools outside of the CMS (including email, web 2.0, chat, videoconferencing, and whiteboard) to enhance learning
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So many times, you see schools that have their teachers use a CMS like Moodle and that is the extent of their technology use--it is only one way to utilize. There are many ways to deeply integrate these types of tools in the classroom.
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I have really started to think this year how to connect with students using my Promethean board at school.
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The course instructions articulate or link to a clear description of the technical support offered.
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got to have the technical support... learners will get discouraged or quit w/o it!
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The course is easy and logical to navigate, including self-describing links
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I think it is very important to remove potential barriers to learning. Confusion leads to shutdown.
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Technologies are chosen that are accessible to students
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It's important to remember when placing items on a website that are downloadable to choose programs that most students have. What I am thinking is when using the latest version of microsoft that some students don't have to convert to a pdf file.
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Specific and descriptive criteria, including rubrics, are provided for the evaluation of students’ work and participation
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I have really started to use more rubrics in my teaching and students find it useful. I really think when students are allowed to help create the rubric it makes their learning more powerful and gives them a sense of ownership.
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A clear, complete course overview and syllabus are included in the course
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This is the best way to start all classes. everyone knows what is expected and there ar eno questions as to what is going to be done in the class.
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Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson.
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The question then becomes what to do when some are ready to move on abd the others are not quite there yet. Stay with the topic and bore some, or go on and lose others.
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The course content and assignments are of sufficient rigor, depth, and breadth to teach the standards being addressed
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clearly state what the participants will know or be able to do at the end of the course
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I appreciate knowing upfront what I am expected to do and what I will learn in a course! Clarity is great!
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Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information.
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The issue that I see as a concern is that tutorials become outdated as soon as a tool updates and the interface/operations change. Keeping the tutorials current is another job for the instructor.
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The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material.
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The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction.
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The course instruction includes activities that engage students in active learning.
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The ability to utilize online resources and course work provides many opportunities for students to actively engage themselves and what they learn with in a course. Some hands on activities can be utilized within a moodle
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Instructions make clear how to get started and where to find various course components.
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This is one reason I truly enjoy utilizing a moodle with in my classroom. It limits handouts and creates a great opportunity for me to provide very detailed instructions about assigments, activities or projects. When students are absent they can access this information in order to be prepared for the next class.
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The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
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This is extremely important for AP classes. The students need to reach this level of thinking skills in order to perform well on the AP exam.
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This is extremely important so that the students know exactly what they must do. It is hard to get to the final destination if the map is unclear.
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The requirements for student work, including student interaction, are clearly articulated.
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shared by Dennis OConnor on 23 Nov 11
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E-Learning and Online Teaching Magazine | Scoop.it - 11 views
www.scoop.it/...e-learning-and-online-teaching
online teaching e-learning 'distance education' teaching e-learning jobs
shared by Dennis OConnor on 23 Nov 11
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Hi impact, curated magazine of articles and professional resources for those interested in e-learning and online teaching. Published by Dennis O'Connor, Program Advisor for the University of Wisconsin Stout E-Learning and Online Teaching Graduate Certificate Program.
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ollie1sweetman: Iowa Online Course Standards - 2 views
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Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
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This will become an integral part of the curriculum when you are using online classes. -
As it should be. The problem is going to be making sure there is enough teacher training in the right areas to assist with this process.
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• The course is organized into units and lessons. • 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.
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Do all courses would need to be set up week by week? Could a course be completed as you go with a deadline at the end. -
Courses could be completely independent except for the forum collaboration. The students would have to be on the same schedule in order to discuss.
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• The course structure includes a wide variety of assessment procedures to assess students’ mastery of content. • Specific and descriptive criteria, including rubrics, are provided for the evaluation of students’ work and participation. • Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson.
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This is a good standard and makes sure that we test students in a variety of different ways to make sure they are progressing. Frequent assessment will allow us to see if the student is ready for the next lesson. -
I agree that we need a variety of ways to assess them. I also like giving students rubrics ahead of time so they know exactly how they will be assessed.
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- ...4 more annotations...
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• The course is easy and logical to navigate, including self-describing links • Aesthetic design presents and communicates course information clearly throughout the course. • All web pages are visually and functionally consistent throughout the course. (CP) • The course meets universal design principles, ADA compliance, Section 508 standards and W3C guidelines to ensure access for all students.
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The teacher needs to do a good job of designing the page so the students can easily navigate from one item to another.
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Assessment strategies and tools, such as "self-check" or practice assignments, make the student continuously aware of his/her progress in class and mastery of the content beyond letter grades.
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This can be a problem or maybe a misundertanding that some students/teacher have about moodle. Some think they have fulfilled the requirements by completing the assignments. Should effort only be documented by time?
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21st century assessments
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This seems like a "buzz word," that may sound silly in a few years. It's kind of like hearing about the Sputnik science and math push of the 60s....good at the time, but horribly outdated now.
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accessible to students
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Does this mean "learnable" by students, or "available for use" by students? If it means "available," that is a major sticking point for many of my students. As fast as technology is growing, there is a definitely growing divide between those that have the advanced technology and those who don't.
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All My Faves | Education - 0 views
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This is a site I have come back to time and time again when I'm looking to do something new. It provides a list of favorites in different categories.
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