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jessicamotto

PLE Articles - 0 views

moodlesw.aealearningonline.org/...view.php

shared by jessicamotto on 17 Feb 18 - No Cached
  • As such, teachers must learn to effectively incorporate these social media based initiatives into their lessons.
    • agoeser
      agoeser on 17 Feb 18
       
      I'm curious as to how many teachers are on board to incorporate this into their lesson. Are teachers embracing this or seeing it as a lot of work for them to get it structured?
    • crystalseier
      crystalseier on 18 Feb 18
       
      I think many teachers are nervous about handing over all of the responsibility of learning to students and computers, but I think technology is best utilized when paired with what is already happening in an engaging student-centered classroom.
  • Students loved the ability to personalize their Netvibes portals (themes, templates, layouts) as well as the pre-existing widgets available in Netvibes; they also liked that they could pretty much embed any kind of content in a way that the content really lived on their pages.
    • agoeser
      agoeser on 17 Feb 18
       
      I could see why this would really appeal to a student. If you have to read a book that is basically all beige, it becomes boring real quick. If a student is able to take technology and use the colors they like, put in the themes that interest them, I could see why students would want to engage in learning. They created something that they are interested in. From there, the sky is the limit!
  • students had to subscribe to news feeds and blogs, discern the value of social bookmarks, and set up the aggregator to manage all the Internet resources.
    • agoeser
      agoeser on 17 Feb 18
       
      Is anyone else concerned that students seem to be always plugged in? Between computers, cell phones, iPads, video games, etc, kids/teens are always staring at a screen. Any concerns?
    • christopherrush
      christopherrush on 19 Feb 18
       
      That is a concern I have as well. We seem to lament the fact kids just get together and scroll on their phones at restaurants or whatever, but somehow it is okay for the classroom now? I'm confused by that as well.
    • cgerbracht
      cgerbracht on 26 Feb 18
       
      I also have concerns regarding student's technology use. I teach first grade and I have seen a huge change in students' social an coping skills that I think is due in part to constant technology use. My students who are nearly "addicted" to technology have the most difficulty. I think it is important to remember that kids/ people still need human interaction.
  • ...22 more annotations...
  • Students engaging in networked learning have to learn to be more self-directed than in the typical classroom… they are required to take a more active role in the learning process. Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning.
    • agoeser
      agoeser on 17 Feb 18
       
      After reading this article, it got me wondering about two things...in the future, will some students be able to stay at home a few days of the week instead of going to school? Also, if a teacher implements this and calls in sick, is there a need for a sub? Think of the money a school could save on subs.
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      I agree, what is the need of school or classrooms if this can all be done on computers at the student's own pace?
    • bennettfr
      bennettfr on 18 Feb 18
       
      I think an important aspect of the educational system isn't just learning information, but also about learning to socialize, how to make friends, how to get along with others. I don't think you can teach those skills without face to face interactions. Maybe those skills could be taught by other means, but also parents need/want their children to go to school, so they don't have to pay someone to take care of them, while they work.
    • mriniker
      mriniker on 20 Feb 18
       
      I think teaching them to be self-directed in their learning is important. This is a life skill. We want an autonomous learning environment but also our students to have a growth mindset, be gritty. It is about finding a balance but teacher guidance is still necessary, we are an important part of their support.
    • cgerbracht
      cgerbracht on 26 Feb 18
       
      While computerized learning programs do offer great opportunities for students, I don't think teachers can ever be eliminated from teaching/ learning. Not all skills lend themselves well to computerized learning. Also, students need multiple experiences with material to fully master and for the students that need interaction to learn, computers will not be the answer. Lastly, children need to learn social skills and computerized learning at home will not help them learn that.
  • Students now have access to desktop computers, smartphones, tablets, smart TVs and game systems that connect them to free online tools that are always available.
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      Here is my problem. as a teacher in a district in need, not all students have this technology available tomake this happen.
    • aaronpals
      aaronpals on 18 Feb 18
       
      This is still an issue for many districts, even the more 'affluent" districts have pockets of need that are difficult to navigate when it comes to internet based activities.
    • ashleyteunissen
      ashleyteunissen on 19 Feb 18
       
      I realize that many students have access to these devices, and there are great resources for learning on these, but they are also rich with distractions to learning.  I struggle with my own children in this area, I have to MAKE them use the learning apps, because if I don't they will wander to Youtube.  
    • mriniker
      mriniker on 20 Feb 18
       
      Although many students have access to these tools not all districts/ students do. This creates a gap in student opportunities, learning, and success. Until this year I did not have access to 1-1 computers. This has changed my classroom a great deal and lends to far more opportunities in the past. Also not all students necessarily have these resources or internet at home. Working in a rural community and with mostly at-risk students this is a concern.
  • Many students in the first class that tried Symbaloo today commented that they liked the clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      This all sounds very exciting and I hope this course enables me to use this technology in the classroom. With a little, or maybe a lot, I hope to be successful/
  • When you register to use Symbaloo, you gain access to a slick user interface that allows you to create webmixes of your favorite Web sites
    • jessicamotto
      jessicamotto on 17 Feb 18
       
      The examples show a huge variety of Web sites. What if a student isn't familiar with more than a few sites, wouldn't they be handicapped?
    • ashleyteunissen
      ashleyteunissen on 19 Feb 18
       
      Seems to me that this tool will take practice to learn how to really use it and utilize it's features.  I had never heard of it until now, and looking it over seems like it could be useful, but takes time to get used to it.
    • mriniker
      mriniker on 20 Feb 18
       
      Jessica, Since we can create more than one webmix I think it would be feasible to have another webmix for these students. Those who can handle the resources could have a larger mix, those who need a simplified version could have another with the important websites. Although it shows a large variety we are ultimately in charge of how vast we want it to be for our students.
  • Teachers, she explains, are no longer the primary or even the best source of information available to students, and our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners.
    • bennettfr
      bennettfr on 17 Feb 18
       
      Although I agree that teachers are no longer the primary or even the best source of information available, I fear that many students are so accustom to being spoon fed information, they view learning as a spectator rather than as an active participant in the process.
    • cgerbracht
      cgerbracht on 26 Feb 18
       
      Students often want to "ask Google", which I personally encourage. However, they aren't able to critically examine a source yet. Many adults also cannot examine sources well. This is an important piece missing from education.
  • Instead of a teacher providing resources that everyone uses, students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious.
    • anonymous
      anonymous on 18 Feb 18
       
      In many cases don't teachers (especially in elementary school) still need to provide these tools? Or at least introduce them and be knowledgable about them as students gain access to them?
  • Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
    • anonymous
      anonymous on 18 Feb 18
       
      Building in that home to school connection as well as creating a platform that parents can be involved in is really spectacular!
  • I decided to create a base information dashboard
    • anonymous
      anonymous on 18 Feb 18
       
      This idea I love! I can really see this as a user friendly way to incorporate PLEs to existing classroom research and projects.
  • learning toward facilitation of students’ “active role in the learning process” and teachers’ provision of the right balance between structured lesso
    • anonymous
      anonymous on 18 Feb 18
       
      This is kind of what I've been looking to hear. In much of this reading about personalized learning I think about a group of 28 elementary aged students and think- "oh my gosh how could some of them ever do this!" The fact is young children still need to learn how to use these tools, process information from them, and then use it to demonstrate their understanding. It is good to hear that teachers are still necessary for the role and students are not completely on their own in their learning! There is a balance.
  • The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
    • crystalseier
      crystalseier on 18 Feb 18
       
      This is an area I would like to do some practice with my students in. Collaboration plays a big role in my classroom but we haven't done much with online peer collaboration aside from Google Docs. I would be interested to see some examples of how other teachers incorporate collaboration with online resources.
  • they can create, publish, and share their topic webmixes with their peers so that they can collaborate and discover information sources through this form of networking/information sharing
    • crystalseier
      crystalseier on 18 Feb 18
       
      During our research unit, I think this would be a great way for student to collaborate and share resources they have found helpful.
  • These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles. The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • bennettfr
      bennettfr on 18 Feb 18
       
      So many of my students haven't had bad experiences at school, that they have "given up" on school. I think if they could experience school through personalized learning, they would re-engage and find learning valuable and maybe even fun.
  • A PLE is the method students use to organize their self-directed online learning, including the tools they employ to gather information, conduct research, and present their findings.
    • crystalseier
      crystalseier on 18 Feb 18
       
      I know this seems simple, but having this definition of a PLE spelled out like this is a big 'ah-ha' moment for me. I just adds clarity to exactly how I could see myself using a PLE in my classroom.
  • PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness. Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners.
    • bennettfr
      bennettfr on 18 Feb 18
       
      This is the part of PLE's that truly scares me. As I've said before, I feel that students often view learning from as a spectator rather than as an active participant. Which makes me curious how I could get these students to take on such responsibility?
    • ashleyteunissen
      ashleyteunissen on 19 Feb 18
       
      I think parents also need to know and feel how important it is to support the students in this type of learning, and to take some responsibility for overseeing the work and ensuring the use of devices isn't being abused.
    • christopherrush
      christopherrush on 19 Feb 18
       
      Ashley, that is a great point. While computerized personal learning sounds like it has great benefits, its uniqueness is totally separating the children's school experiences from the parents', and while that may be a good thing in one sense, the parents now have even less involvement in their own children's education, and as a parent and educator, that idea is very unappealing.
  • These tiles give you access to Web pages or other webmixes.
    • aaronpals
      aaronpals on 18 Feb 18
       
      I do not have a Symbaloo yet, but I will soon. My wondering here goes to my current learning management system and whether or not this tool would be easily integrated. Sounds like it would, but I have yet to try.
    • cgerbracht
      cgerbracht on 26 Feb 18
       
      I have been using Symbaloo with my first graders for the last two years. (However, not in the same way described here.) My students do not create their own. My school is 1:1 with Chromebooks, so my first graders use Symbaloo to find resources they can use during literacy or math. It works well with any LMS, because students can set their homepage to it or can bookmark it for easy use.
  • Because Symbaloo is web-based, you can access your favorite webmixes from different computers. You also can make Symbaloo your start page on any given computer.
    • aaronpals
      aaronpals on 18 Feb 18
       
      So I could feasibly ask my students to make this their start page/homepage, as well, right?
  • turn that content into knowledge.
  • In addition, teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
    • aaronpals
      aaronpals on 18 Feb 18
       
      When they say "meaningful way" here, who should it be most meaningful to? When student driven learning happens, to what degrees should it be meaningful to me as the teacher and to them as a student?
    • christopherrush
      christopherrush on 19 Feb 18
       
      Good question - a lot of these articles have a lot of advertising-like buzzwords, but not a lot of substance. Is "speed" the highest value or a determiner of "meaning"?
  • day-to-day activities and interests both inside and outside of the classroom.
    • ashleyteunissen
      ashleyteunissen on 19 Feb 18
       
      I think hitting on interests inside and outside the classroom is important, especially for male students that feel a real working job is more important than on the surface classroom learning.  
  • What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
    • mriniker
      mriniker on 20 Feb 18
       
      I have already made several changes to my webmix since I have begun. I love that I can make this easily accessible to students. The automatic update means I can update the classroom webmix to pertain to our learning while eliminating things that become irrelevant. There is nothing more frustrating when a link is embedded and then it no longer works.
  • notion of a PLE for students, grounding them intentionally in an environment of information tools and productive applications, is a great way to seek, develop, and structure that balanced approach.
    • mriniker
      mriniker on 20 Feb 18
       
      I think equipping our students with opportunities to learn and providing different options to meet their learning styles is a great place to start.
  • Truth be told, I could stand to be more savvy in my own organizing of online learning and networking: I’ve been slow to use tools and develop skills for managing online resource, such as the use of vehicles like Symbaloo, Evernote, or Diigo
    • jessicamotto
      jessicamotto on 01 Mar 18
       
      I could have written this statement myself! I hadn't even heard of Symbaloo or Diigo before this course. Both seem like they will be extremely useful once I master them.
christopherrush

Adaptive Learning System Articles - 0 views

moodlesw.aealearningonline.org/...view.php

shared by christopherrush on 17 Feb 18 - No Cached
  • l. 7% of high school students drop out
    • christopherrush
      christopherrush on 17 Feb 18
       
      I'm a bit confused by this: the anonymous Edudemic author is trying to get us to think a lot of students are dropping out of school, but the link provided intimates we are at an near-golden age of student retention until graduation. Similarly, the next sentence appears to be criticizing the fact non-traditional students drop out and pursue online learning ... but isn't that a good thing? Isn't the point of Adaptive Learning to help us realize "traditional" learning has its limitations and we should utilize new methods and technologies to break away from tradition simply for tradition's sake and allow students to learn the best way for themselves?
  • teachers can keep up with each student’s progress
    • christopherrush
      christopherrush on 17 Feb 18
       
      "Progress" through what, though? What skills and learning are being measured? I realize my ignorance is showing, but that's why I'm asking - I would genuinely like to know what learning is going on here. What fields of academic endeavor are suitable for such individualized, data-driven situations?
    • anonymous
      anonymous on 19 Feb 18
       
      This is a great question to ask, especially if you are not familiar with ALS. My school uses a program called Lexia which is reading based. So some of the skills students work on fall under the areas of phonics, vocabulary and comprehension. The reports that we can look at will show us how students are progressing (or digressing) in each of those areas. It's actually pretty handy!
    • christopherrush
      christopherrush on 19 Feb 18
       
      That does sound good for the grammar school level, especially.
  • What would it enable you to spend less of your class time doing, and what else would it enable you to spend more of your class time doing? How might it impact your students’ preparedness and change the kinds of conversations you could have with them? The answers to these questions are certainly different for every discipline and possibly even for every class. The point is that these technologies can open up a world of new possibilities.
    • christopherrush
      christopherrush on 17 Feb 18
       
      Well, then, what are the answers? Is the goal of learning "getting through as much content as possible"? Surely not. What should we be doing in the classroom instead? Will students respond positively not only having to keep up with the regular homework but also continually quiz themselves through adaptive computer programs if that is necessary? or would the adaptive tutoring programs "be" the "homework"? When do students have time for all this? (I'm sincerely asking, not criticizing.)
  • ...5 more annotations...
  • math and science courses
    • christopherrush
      christopherrush on 17 Feb 18
       
      I can easily see why these subjects would benefit from such adaptive learning/tutoring programs, as these fact-driven courses are pretty objective in the goals and assessment of "getting it." Can we foresee a growth in this potential for, say, foreign language acquisition? Will we get to the point with interactive technology students can "converse" with adaptive learning AI?
  • it is a lot harder
    • christopherrush
      christopherrush on 17 Feb 18
       
      I've had many interesting conversations this year with a wonderful Turkish student about why I circled some things on her paper even though the computer told her to make those changes. Perhaps part of my reticence over adaptive technologies comes from growing up during the age of "Wikipedia can't be trusted" and "grammar checks don't help." A lot of older teachers seem to still be in the '90s, technology-wise (just an observation, not a criticism).
  • Adaptive technology can follow a student’s progress as they work and recognize which concepts they’ve mastered and in which areas they need further instruction.
    • anonymous
      anonymous on 19 Feb 18
       
      My school uses a program called Lexia with all students and when I relate this sentence to that program I complete agree. Lexia is nice because it automatically spits out reports to teachers on what the students are doing well on and what they are struggling with. We can also go in and see exactly what "level" each child is on and what types of lessons/activities that are working on within that level.
  • A big part of what appeals to students about the possibility of online learning is being able to approach the material on their own time, at their own pace.
    • anonymous
      anonymous on 19 Feb 18
       
      I think this is great for some kids but not for all. I know for sure that I have a few students that would not succeed if they are given an "open timeline" to finish an activity. I agree - that for a lot of students it is very appealing to work on things on their own time. That is what is most appealing to me as I continue with my Master's +15 via all online courses. But when I think to my elementary students, I don't necessarily think that this is the best for them. They don't yet have those self-driving responsibilities to fully take charge of their learning.
    • christopherrush
      christopherrush on 19 Feb 18
       
      That strikes me as a very valid concern. We are dealing with young kids whom we know are not developmentally able to make these sorts of decisions, with almost no world experience. What abilities do they have to do this self-directed learning well? (Not to sound pessimistic, but my wife teaches 3rd grade, and if she were to give this option to her grade schoolers, chaos would reign.)
  • adaptive does promise to significantly innovate teaching and learning in remarkable ways
    • anonymous
      anonymous on 19 Feb 18
       
      I am unsure how expensive some of these adaptive programs are, especially when purchasing them for an entire district as large as I teach in. However, I think the payoff in the end is priceless. The students enjoy any chance they can get when it comes to using technology, whether it's for a learning purpose or not. I know the purchase of Lexia for my district can't be cheap, but I definitely support it and think it is worth it based off the growth I've seen in my own students.
christopherrush

5 Tools And Strategies That Support Personalized Learning - 1 views

www.teachthought.com/...-support-personalized-learning

shared by christopherrush on 18 Feb 18 - No Cached
  • Rather than listening
    • christopherrush
      christopherrush on 18 Feb 18
       
      I can't tell if the author is going for irony or sincerity?
  • 2. Project-Based Learning By its very nature, Project-Based Learning requires a significant role for the student. They take on authentic roles by documenting, capturing, reflecting, imagining, managing, and communicating. They actively choose topics and media, audiences and challenges, research sources and project timelines.
    • christopherrush
      christopherrush on 18 Feb 18
       
      This is exactly why I've taken this course, to learn more about this. Why is this the shortest, least developed idea filled with buzzwords and generalities?
crystalseier

Implementation in a Secondary Classroom (Articles) - 0 views

moodlesw.aealearningonline.org/...view.php

shared by crystalseier on 20 Feb 18 - No Cached
  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less. You really have to be on top of things to allow the students choice since now there is more than one “right” way of doing something in the classroom.
    • edgerlyj1
      edgerlyj1 on 20 Feb 18
       
      I agree with this 100%! It takes a lot of time on the front end to set something like this up, and then the teacher has to be ok with some chaos in their classroom as students go in every which direction.
    • christopherrush
      christopherrush on 03 Mar 18
       
      That's one of the basic infrastructural needs that seems to get overlooked: actual space to do this. Our classrooms barely have enough room for tables and chairs, let alone stations for multiple learning environments.
  • One of the things I had to learn recently was to let go and allow the kids to experience the consequences of their choices. And maybe there’s a failure. Maybe a kid was trying to do a vodcast and he couldn’t get the video to work correctly on the computer. That’s a learning opportunity for that child. Because it was his choice, he’s going to try to figure out a way to make it work—sometimes with the help of a fellow student.
    • edgerlyj1
      edgerlyj1 on 20 Feb 18
       
      This control is hard to give up! When I know we can learn something in less time and in a more "clean" fashion, it's hard to let students get messy, but sometimes it's worth it!
    • crystalseier
      crystalseier on 03 Mar 18
       
      I agree that it can be difficult to release complete control and avoid jumping in and pointing out an 'easier' way. It is worth it though to see students take so much ownership and pride in their learning!
  • Now she says, “One of you needs to move. You decide.” It is less stressful to her and focuses the students on what they need to do to regain control.
    • edgerlyj1
      edgerlyj1 on 20 Feb 18
       
      I also use this strategy. It makes it less personal and the students decide between themselves who is going to move, rather than it seeming like I singled one of them out.
  • ...19 more annotations...
  • It makes them feel that they are part of the process, not powerless
    • edgerlyj1
      edgerlyj1 on 20 Feb 18
       
      This is such a huge component! Part of our purpose as educators is to empower students, so this a great way to do that!
    • crystalseier
      crystalseier on 03 Mar 18
       
      I completely agree! The ideas and themes of this article also help to illustrate the point that giving students ownership can happen in small steps and strategies, which makes it seem much more attainable and less intimidating for teachers.
  • motivation is integrally connected to achievement
    • mriniker
      mriniker on 20 Feb 18
       
      Grit!! We learned the importance of motivation in learning achievement in another class. I have also discussed with 5th and 6th graders the importance of grit, ultimately they have to take charge of their learning. Here is a link to a Ted Talk https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance
  • Ongoing assessment of performance at every level of the system is needed to successfully personalize teaching
  • unique needs and preferences
    • christopherrush
      christopherrush on 03 Mar 18
       
      I keep seeing "individual needs" and its variants, but no one seems to be able to define it or give specific examples. Is it just "deficiencies in basic educational content and/or skills"? And preferences ... are we still talking supplemental or the entirety of a class/curriculum? I am probably wrong, but I keep getting the impression Personalized Learning keeps getting put up on this pedestal because of its potential when done well, but not too many proponents seem willing to comment on the pitfalls beyond "well, you need everyone on board" and "it will take time to get used to it" and other ancillary notions.
  • Although it is not the focus of a student-centered classroom
    • christopherrush
      christopherrush on 03 Mar 18
       
      It isn't? Everything we've been looking at indicates computers and tablets and the like are essential to do this (except for the million-dollar grade school classrooms that have a dozen "dive into whatever you want to do" stations). I would love to hear more about how technology is not the focus of enabling student-centered learning.
  • because it’s an important skill
    • christopherrush
      christopherrush on 03 Mar 18
       
      But is it, though? How much longer before college application essays go by the wayside? The author seems to be saying this with all the enthusiasm of a weary teacher saying "we should still teach how to balance check books." Don't get me wrong, I'm a huge fan of essays and articles and papers and theses, but I've also sat through Teacher Workshops in which experts told us only English classes should be doing papers, since students should basically learn the skill and do more enjoyable things in other classes. Sort of like this article here. But, if it's a "skill" only for one class, and a class fewer and fewer are taking in college or 'needing" after school years, why are we saying it is still important?
  • videos are better than face-to-face lectures because they can skip forward
    • christopherrush
      christopherrush on 03 Mar 18
       
      I don't want to have a Jim from The Office eye-brow raising moment here, but it's difficult not to. This sounds all great, especially the "rewind" until mastery notion, but are students so capable of handling video lectures they will truly utilize them correctly? I still fear the temptation to treat computer-driven learning as less real than in-person/in-community learning. And I don't say that to be the Keeper of the Lecture Stronghold. Everything on the computer/Internet is designed to be fast, flashy, shallow ... why would they consider school stuff less so? Sure, the "good students" will, but they would regardless of the medium, wouldn't they? If this continues, is there a need for us to even be teachers? Why not just put all our courses on pre-packaged flashdrives and download sites and implement a pay-by-the-class access fee? Have we taken the notion of "teaching ourselves out of a job" in the wrong direction?
  • continuously
  • to a story
  • research process
    • christopherrush
      christopherrush on 03 Mar 18
       
      So is this an "English" class? It's all been so vague, it's been hard to tell except for a few notions about reading a story above. The generalities have been wholly unhelpful. Where are the specifics? Instead of saying "I use videos to create meaningful experiences and Web sites to beget actionable feedback opportunities," I would have rather read about actual tools and programs and in-class activities. Does anyone outside of the English/Research world find this practical?
  • discover authentic ways
    • christopherrush
      christopherrush on 03 Mar 18
       
      This is exactly what I'm talking about above. What does this even mean?
  • The students won’t get a real grant, but they will receive public recognition for the winning project.
    • christopherrush
      christopherrush on 03 Mar 18
       
      How is this better? I'm not saying I'm opposed to effecting "real change," but as with so much of this article, the heart of the issue is either implied or missing. How has the change of format demonstrated an improvement in the general abilities of students to demonstrate research/writing skills?
  • I mean it is easy for me to learn because I can pick assignments that let me do my best work.” I strive to make my classes that kind of “easy” for every student I teach. Across the board, my students acknowledge that they feel better prepared for college or jobs because of our use of collaborative technology. I feel that I am on this blended learning journey with them, and I truly believe it has made us all more engaged in our work and more focused learners.
    • christopherrush
      christopherrush on 03 Mar 18
       
      And again, this is just ambiguous enough to sound good, but what does it mean? Busy work is still busy work regardless if students are "engaged" or bored. By "assignments that let me do my best work" are we talking "I can do things I'm already good at"? I fear that is an area of Personalized Learning many students will exploit (for lack of a better term). If they are given the opportunity to do things they already like or are good at, why would they ever challenge themselves to do anything else, learn anything else, risk anything else? Are we prepared for Speech Classes in which students do Screencasts or Prezzis all semester long and never stand up in front of an audience and look people in the eyes? Is that the "genuine learning" PL and technology are giving the next generation of politicians, lawyers, doctors, teachers, diplomats, and the rest? (This is where you tell me how far afield I am. I would genuinely be glad for some alleviation.)
  • When they are given the option to decide what they’re going to do, whatever the product is, it’s theirs—giving them ownership and responsibility for their own learning.”
    • bennettfr
      bennettfr on 03 Mar 18
       
      I think as teachers, we all want our students to take ownership and responsibility for their own learning, but I question if simply giving them a choice is enough to accomplish this. I've often given students a choice in my math class, such choose five problems or you pick the odds or evens.
    • christopherrush
      christopherrush on 03 Mar 18
       
      That's a good point - if it isn't a meaningful choice, it's not really any choice at all.
  • I worked with Modern Teacher to understand the shifts in pedagogy necessary to transition to blended learning. And I compared my lesson structure to those I saw on a trip to the iZone (Innovation Zone) in New York City.
    • bennettfr
      bennettfr on 03 Mar 18
       
      I'm going to have to check out theses two resources for myself and see if they can help me.
  • While choice can be a powerful motivator, on some occasions it can also have an adverse effect. In other words, not all choices have a positive effect on motivation and achievement.
    • bennettfr
      bennettfr on 03 Mar 18
       
      This is exactly what I was referring to in my post on the first article. Is simply providing choice enough to motivate? Now I know it's not always enough and hopefully will get some sense of what else I can do!
  • people who believe they will succeed during challenging activities tend to be more motivated. However, if tasks are perceived to be too difficult, motivation is likely to suffer.
    • bennettfr
      bennettfr on 03 Mar 18
       
      This is often the most challenging aspect of motivation. As many of us know, math is often the class perceived to be the most difficult. I know even for myself, math was challenging when I was in school. Students who have failed over and over again, often move into the arena of learned hopelessness and figure it is better to not even try, then to fail again.
  • “You have to have a principal who understands that when he walks into a room and it’s not silent, it’s okay. And luckily we have that—a principal that supports innovative learning.”
    • crystalseier
      crystalseier on 03 Mar 18
       
      Allowing quiet time for students to reflect is important, but I have found that classroom noise (more often than not) is a product of student discussion and processing information together. Silent learning environments aren't a reality nor should they be.
  • When done right, it meets several of the ISTE Standards for Students and Teachers while leading to a more rigorous, challenging, engaging and thought-provoking curriculum.
    • crystalseier
      crystalseier on 03 Mar 18
       
      This statement helps to clarify that personalized learning is so much more than just giving students access to technology. When done purposefully by well-informed teachers, personalized learning can help maintain high expectations for students.
aaronpals

Implementation in an Elementary Classroom (Articles) - 1 views

moodlesw.aealearningonline.org/...view.php

shared by aaronpals on 23 Feb 18 - No Cached
  • physical redesign of your classroom based on different examples of learning zones and flexible learning spaces
    • mriniker
      mriniker on 23 Feb 18
       
      I recently obtained my own room after sharing for several years. I finally could design learning zones and reevaluate our current flexible seating. It has definitely changed our learning for the better.
  • We introduce the different types of classroom learning environments.
    • jessicamotto
      jessicamotto on 25 Feb 18
       
      When trying to introduce different classroom environments we must sometimes deal with less enlightened administrators. We can not always get what we want/need.
    • anonymous
      anonymous on 28 Feb 18
       
      I agree - more flexible learning environments is not always ideal in some situations. The resources needed to make Personalized Learning effective are not always available to us. What do we do then?
  • Inquiry-based instruction, a teaching technique rooted in questioning —
    • jessicamotto
      jessicamotto on 25 Feb 18
       
      I have always thought that this is the best form of education and have used it whenever possible, sometimes to the head shakes of administrators. It really works well with students of all ages and abilities.
  • ...18 more annotations...
  • Marcon tracked children from preschool through the third and fourth grades and found that those with “overly academic” preschool experiences struggled in their later elementary years when they were expected to “think more independently and take on greater responsibility for their own learning process.
    • jessicamotto
      jessicamotto on 25 Feb 18
       
      Agree, but we must be careful that academics are not forgotten completely. I have encountered students who have come into kindergarten very independent and lacking the ability to spell their pwn names.
    • aaronpals
      aaronpals on 03 Mar 18
       
      Definitely something to be wary of...guided play might be a better term that would make me more comfortable in this case. I think with the right prompts they can have freedom to play with an end in mind, as well.
  • In an ideal world, someone would tell you any important details from a child's school record before she arrives in your class. But in reality, you may need to do the research yourself.
    • jessicamotto
      jessicamotto on 25 Feb 18
       
      In an ideal world, someone would do the appropriate assessments and then include them in the student's file. Research is key, I try to observe my future students in their current class room whenever possible.
    • mriniker
      mriniker on 27 Feb 18
       
      Student PEP's (personalized education plans are a great tool to ensure the next teacher or school knows the most important things about a student. This means the teacher can better meet the needs of the student quickly instead of re-learning what another has already discovered. Unfortunately, it is rare to receive that kind of information and we must dig further which sometimes requires a lot of work and time to get answers.
    • ashleyteunissen
      ashleyteunissen on 01 Mar 18
       
      This is especially true for students with IEP's already in place from another district.  Reading it before can give you background and an idea of how to approach the student to assess where they are.  
  • Read students' files. In an ideal world, someone would tell you any important details from a child's school record before she arrives in your class. But in reality, you may need to do the research yourself.
    • mriniker
      mriniker on 25 Feb 18
       
      Creating personalized education plans for students or some sort of information that passes on from one school or teacher helps us get a better start with students. If we can start with a student knowing they do better in certain environments or with accommodations we do not need to re-learn over weeks what someone else has discovered. This allows us to meet students needs quickly. Unfortunately it is rare that we see that information without spending time digging for it.
  • inventory assessment of existing resources and from a repository of tools and apps that support learners in your classroom.
    • anonymous
      anonymous on 27 Feb 18
       
      I have been wondering about this! It has been clear that students are supposed to have control over their learning topic and resources. Form an elementary perspective it is necessary to preteach about theses learning resources. I'm glad to finally read this.
  • Although her natural inclination is “to help my students when they’re stumped or confused, I need constantly to remind myself that when I supply an answer or even suggest a method for finding an answer, I’m not truly helping.”
    • anonymous
      anonymous on 27 Feb 18
       
      This is so true! I am constantly facing this challenge. Another important challenge faced with inquiry based learning is time... unfortunately it is a reality that lessons and units have time limits. It makes it hard to always follow your desire to use these practices.
  • “Giving them directions all the time takes away from the creative process and imagination, which a lot of my kids are lacking,” she says, “because they’re so used to being spoon-fed information that they can barely critically think.”
    • anonymous
      anonymous on 27 Feb 18
       
      Sadly, our traditional education system does take out this play time and creativity. I've been a teacher for 7 years and I started during the beginning implementation of the Common Core Standards. There has been such focus on rigor and DOK that learning experiences have become so bland and structured. Students have almost been trained to wait for instruction to do anything.
    • mriniker
      mriniker on 27 Feb 18
       
      I agree! When I began to let my students select some of their learning they had no idea how to approach it, they wanted me to tell them what to do. In a world with so many opportunities our students lack the ability to really begin outside the box thinking.
    • cgerbracht
      cgerbracht on 01 Mar 18
       
      I taught kindergarten for six years. Over that short amount of time, I saw a decline in critical thinking as we constantly pushed content on students. As a first grade teacher, I continue to see this decline, as well as a major lack of social/coping skills.
  • Practice procedures for independent and collaborative work. Forest Lake's rule of thumb is that each procedure needs to be practiced 28 times to stick. When you introduce a new activity, such as independently listening to an audio book, give students enough practice to become adept at it. Then add another. Eventually, you'll be able to work with a small group while the other children learn without your constant supervision.
    • anonymous
      anonymous on 27 Feb 18
       
      This really emphasizes how long it takes to establish a learning environment that works for personalized learning. Especially in elementary everything needs to be pre-taught and prepared.
    • anonymous
      anonymous on 01 Mar 18
       
      I'm still going back and forth on how I could even begin to structure my own classroom environment to implement personalized learning. It seems like so much work, not that it wouldn't be worth it, time and energy to teach expectations with no definite outcome. I don't know how my students will handle it. Will they take it and run with it? Will they struggle being self-directed learners and make it seem like I've restructured my classroom for nothing?!
    • cgerbracht
      cgerbracht on 01 Mar 18
       
      I'm also struggling on where to start. I'm trying to decide which "baby steps" will be the most beneficial for my students. Like you mentioned, it will be a lot of work, so you want to make sure that it will be beneficial.
  • Arrange desks into collaborative clusters or stations. The key is to give your classroom flexibility and enable varied work to go on at once. Include options for sitting on the floor, which is better for kids who don't learn as well while sitting still in a chair.
    • mriniker
      mriniker on 27 Feb 18
       
      This is something that really changes how students work. We have different types of learning areas and the kids can work together or in a quiet space if that is there preference. We also have a variety of flexible seating, students love having choices and seem to be more focused when they are comfortable. Days are long when sitting in a chair all day and they get squirmy.
    • ashleyteunissen
      ashleyteunissen on 01 Mar 18
       
      Absolutely agree!  Sometimes (especially with special education students in my experience) they just need to refocus and moving to a different area with different seating works so well! 
  • continually resist the temptation to lead her students through lessons
    • anonymous
      anonymous on 28 Feb 18
       
      I feel like this would be the hardest part of personalized learning for teachers new to the implementation process. Stepping back from leading students through how to do something and letting them explore/learn on their own. The teacher part of me would want to constantly interject to see where they need help or how they are doing!
  • If we don't give kids a chance to experiment, they may not know they're good at something or like it
    • anonymous
      anonymous on 01 Mar 18
       
      This statement is very interesting to me and I feel like this has happened to me several times before. For example, I've had several experiences when a student struggles with place value but then excels when we get to our multiplication unit. In place value I don't tend to use a lot of manipulatives but when we get to multiplication it is taught very visually to begin with. Maybe that's what a child needs in order to excel - a chance to manipulate and experiment. I need to look into ways other than base-ten blocks on how I can add in manipulatives with my place value unit.
  • s Thinking Maps,
    • cgerbracht
      cgerbracht on 01 Mar 18
       
      This is a new idea to me. After I looked into it, I realize many of the eight "Thinking Map" are graphic organizers I am familiar with, I am not using them with my first graders. This is something I want to begin to do.
  • if there’s no place for play in the classroom, “then there’s no place for children in the classroom
    • cgerbracht
      cgerbracht on 01 Mar 18
       
      What a powerful quote!! Something important for all educators to remember--no matter the age of the child!
  • With young children, you can have them draw a smiley or sad face in response to questions like, "Do you like drawing pictures?" Then you'll be better armed to play to their passions and strengths.
    • ashleyteunissen
      ashleyteunissen on 01 Mar 18
       
      I love this idea in order to survey younger children, I always struggle with how to give them more input for personalized learning.
  • You can check instantly using a simple thumbs-up/thumbs-down question-and-answer or, if you have them, electronic remote clickers. Forest Lake curriculum coordinator Marian Scullion suggests using an exit slip; after a lesson, have students write their answers to a quick question about what they've learned. Then, use that feedback to plan for the next day.
    • ashleyteunissen
      ashleyteunissen on 01 Mar 18
       
      These are examples of "Total participation techniques"- the AEA offers a class covering this technique in getting students more involved in their learning, and to help teachers better assess student progress in order to tailor teaching to reach all students.
  • Share planning duties with a fellow teacher. Find someone at your school who shares your passion for differentiated instruction and join forces. Divide up the work; each of you can devise different versions of a lesson for different learning styles and abilities. Plus, once you get a few people excited about this effort, it can be contagious.
    • ashleyteunissen
      ashleyteunissen on 01 Mar 18
       
      Such a great idea!  I see so much competition in some teacher relationships, when if they would work together it would benefit the both of them!  I also feel students can better collaborate when grade levels do similar activities, so even when friends or siblings are in different sections, they can still support one another because they are doing similar or the same skills.  Grade level sections who work together seem to be happier and have greater success with students.  Two heads are better than one! 
  • This is a simple chart on which each student writes what she already knows ("K") about a given topic, what she wants to know ("W"), and then -- to be filled out at the end of the lesson -- what she actually learned ("L"). You can use these charts like cheat sheets to spot strengths or gaps in students' base knowledge.
    • aaronpals
      aaronpals on 03 Mar 18
       
      Or a pre-test, especially if you might be work on an adaptive OLP. One of the programs I was looking at allowed teachers to assign targeted lessons as starting points if they knew what their student's skills were.
  • You can also provide struggling students with leveled text -- less difficult reading that contains the same content."
    • aaronpals
      aaronpals on 03 Mar 18
       
      This reminded me of something you could put in The Google. A quick search of non-lingual representations could provide useful ideas for ESL and students with IEPs.
  • gives them a lot more than what I can give them teaching straight from a textbook all day.”
    • aaronpals
      aaronpals on 03 Mar 18
       
      And a chance to exercise social skills beyond a completely structured set up.
agoeser

Implementation in Advocacy/Guidanace/Post-Secondary Preparation (Articles) - 0 views

moodlesw.aealearningonline.org/...view.php

shared by agoeser on 25 Feb 18 - No Cached
  • This riddle lets us in on the secret that every child knows –that in school, teaching matters more than learning.
    • agoeser
      agoeser on 25 Feb 18
       
      I taught an international business college class. They had a huge project to work on that was due in 3 weeks. I asked them if they wanted me to go over the material in the book or if they wanted to work on their projects. I didn't think it was fair to have to get together outside of class for this. So I allowed them class time. They voted unanimously to work on projects instead of listening to me lecture. I didn't care either way. Then when the evaluations came around, I was slammed with the students saying I didn't teach the material. I was quite shocked!
  • The LTI is based on the premise that adolescents need to learn in real world settings and interact effectively with adults.
    • agoeser
      agoeser on 25 Feb 18
       
      One thing I've always wondered...if a student is interested in welding, they go out and learn all they can about welding. That's great! But if interests change after graduation, then what? They've missed out on other areas learning. Are these students exposed to a wide variety of other areas and not just what they think they want to learn?
  • At the same time, these teachers are often pressured by school administrators, policymakers, and politicians to raise graduation rates.
    • agoeser
      agoeser on 25 Feb 18
       
      Several years ago, the CBPS hired a lady as their superintendent. Her ultimate goal was to raise the graduation rate. When she was hired, their rate was one of the lowest in the state. Five years later, their graduation rate was 10-15% higher. It's a long and slow process, but it takes people to care and not let students fall through the cracks. It's in all of society's best interest to have every student graduate.
  • ...2 more annotations...
  • As freshman, students learn about and become part of a community; as sophomores, they explore what it means to serve within and through that community; as juniors, they use their service experience to provide leadership to younger students; and as seniors, they risk it all, moving beyond their immediate community to explore new ones.
    • agoeser
      agoeser on 25 Feb 18
       
      This just seems so obvious. It simply amazes me how so many schools have blinders on. They teach from a book and call it a day. Times are changing!
  • An environment without risk fails to prepare students for life outside the classroom, a world of risk taking. Allowing students to experience measured risks, in a supportive community, models the real-world paradigm where choices naturally entail risk.
    • agoeser
      agoeser on 25 Feb 18
       
      So what is it going to take to get all schools on board with this idea? Change is coming but we are doing a disservice to students because the change is coming at such a slow rate.
Evan Abbey

ol101-s2018: Iowa Online Teaching Standards - 4 views

moodlesw.aealearningonline.org/...view.php

shared by Evan Abbey on 12 Mar 18 - No Cached
  • Provides and communicates evidence of learning and course data to students and colleagues
    • staudtt
      staudtt on 12 Mar 18
       
      This is a very important part of course development and also provides valuable feedback to students.
  • best enhance student learning
    • staudtt
      staudtt on 12 Mar 18
       
      This seems like it could be a challenge. Some students prefer things presented in different ways than others. Instructors need to use best practices but meeting all student needs seem like a challenge.
  • online collaboration group work
    • staudtt
      staudtt on 12 Mar 18
       
      I feel this is a key component of online learning. Finding a way to make assignments valuable and collaborative is an important balance in an online course.
  • ...6 more annotations...
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • jhazelton11
      jhazelton11 on 17 Mar 18
       
      Sometimes I feel like I'm shooting in the dark- trying to anticipate how to design something but not knowing if it will work until we try it. Oh wait- just like regular teaching :)
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • jhazelton11
      jhazelton11 on 17 Mar 18
       
      One thing I've taken away from these courses is to assess more, but grade less.
  • Has experienced online learning from the perspective of a student
    • jhazelton11
      jhazelton11 on 17 Mar 18
       
      I don't love online learning, but I do see some benefits to it for myself.
    • jhazelton11
      jhazelton11 on 17 Mar 18
       
      I think it's important to understand our own limitiations before we can be really good at something. And know that just because it does/ doesn't work for us, doesn't mean it won't/ will work for someone else.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • jhazelton11
      jhazelton11 on 17 Mar 18
       
      Building relationships with students is important to me, so I will need to work hard to incorporate that in the online setting. I struggle wrapping my mind around the how, though.
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
    • Evan Abbey
      Evan Abbey on 17 Jan 19
       
      Comment
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Evan Abbey
      Evan Abbey on 17 Jan 19
       
      Best Comment Ever!!!
staudtt

Explain Everything | Interactive Whiteboard App - 0 views

explaineverything.com

moodle_iowa ollie_iowa

shared by staudtt on 12 Mar 18 - No Cached
  • staudtt on 12 Mar 18
     
    This is one Tech Tool that I want to use and learn more about.
jhazelton11

ol101-s2018: Iowa Online Course Standards - 0 views

moodlesw.aealearningonline.org/...view.php

shared by jhazelton11 on 17 Mar 18 - No Cached
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • jhazelton11
      jhazelton11 on 17 Mar 18
       
      It's overwhelming to try to anticipate what these will be.
Jill Carlson

"Personalized" vs. "Personal" Learning - 3 views

moodlesw.aealearningonline.org/...view.php

shared by Jill Carlson on 30 Mar 18 - No Cached
  • all children don’t learn the same way and personalization seems to honor those differences
    • krcouch
      krcouch on 30 Mar 18
       
      we need to personalize learning for students so they can grow as learners.
    • dassom
      dassom on 04 Apr 18
       
      I like the part about honoring the differencees, When we ignore the difference in our students we are not really doing that great job of teaching. Sometimes it may be more work, but teaching the same way or in the same style everyday is also not fair to our students. Mix it up some days even if you can't fully commit to personalization.
    • carlarwall
      carlarwall on 06 Apr 18
       
      There are many things teachers can do on the daily to make learning different for students. The important thing to remember is to start small and not overwhelm yourself by trying to do too many new things at once.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
    • krcouch
      krcouch on 30 Mar 18
       
      agreed we need to have students with different mindsets and be able to grow as learners, Not just doing the same as all other kids
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      Right. No longer are the majority of our students needing a certain skill set which allowed them to return to the farm as soon as possible. So much discussion that our school system still operates as it did 100 years ago. We must address this.
  • “personalization,” “engagement” and “flip.
    • krcouch
      krcouch on 30 Mar 18
       
      Love the idea of all of these. I think the wave of the future is flipping the classroom and personalizing students' learning.
  • ...51 more annotations...
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests
    • krcouch
      krcouch on 30 Mar 18
       
      love this idea
  • master a set of skills mandated by people who have never met them
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      A learner profile is a fundamental element of a personalized learning system. The use of this technique is preferred over "one size fits all" approaches to learning. Many do not want things to be mandated to them and we know that relationships are an integral part of positive learning experiences.
  • but meaningful (and truly personal) learning never requires technology
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      This is sage wisdom/advice that we can't forget. Some folks try to make it seem like you need the tech when in fact you don't. As public servants, we have to think carefully and choose wisely when it comes to decisions on software/hardware and the cost/benefit involved.
    • dassom
      dassom on 04 Apr 18
       
      When using anyone else's resources it's important to be skepitcal. The resource has the obvious puprose of teaching or informing the student of something or teaching tem something, but technology is not necessary to perzonalize the learning, the method or way to personalize learning my be very low-tech.
    • anonymous
      anonymous on 24 Apr 18
       
      This really moves personal learning up in Bloom's taxonomy. Allows students to analyze and create with or without technology.
  • it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      The empowered learner can create their own educational opportunities. Not many people like to wait in lines, anywhere. Definitely not in school and without personalized learning, we put our students in positions at times where they have to wait for others to come along or for some other external factor beyond their control.
    • carlarwall
      carlarwall on 06 Apr 18
       
      It is so interesting to think about the possibilities that personalized learning could provide to so many students of all abilities.
  • We often say we want creativity and innovation
    • hansenn
      hansenn on 01 Apr 18
       
      Sometimes when I give students the freedom of choice it motivates them to learn and others students lack curiosity and need guidance to spark innovation.
    • brarykat
      brarykat on 03 Apr 18
       
      Too many choices can also make it confusing for students.  I hope this class will provide strategies to use with those unmotivated students.
  • student moving through a prescribed set of activities at his own pace. The
    • hansenn
      hansenn on 01 Apr 18
       
      Even this personal learning at your own pace would be difficult if students were interacting with other students in forum. Forums would need to be done at some set time.
    • brarykat
      brarykat on 03 Apr 18
       
      Personalized learning should have flexible pacing, within reason.  Classes should still have deadlines and set expectations providing framework for students to succeed.
    • carlarwall
      carlarwall on 06 Apr 18
       
      There is certainly a difference between personalized learning and working on a set list at your own pace.
  • Technology was strikingly absent from these conversations. I
    • hansenn
      hansenn on 01 Apr 18
       
      To me technology or blended learning would have to play some role in getting away from the one-size fits all model. Technology allows students to explore on their own and offers many resources to do so.
    • brarykat
      brarykat on 03 Apr 18
       
      Technology also allows time to be part of student choice.  The flexibility of doing online assignments provides more options with programs, research, and making .connecting world-wide.
  • standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms.
    • hansenn
      hansenn on 01 Apr 18
       
      The skills needed for real life jobs and situations cannot be accessed by standardized tests. Students should be learning about how to be innovative and creative to solve real problems.
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Teachers feel the pressure to follow districts curriculum so closely that they are scared to get away from teaching traditionally and giving students the opportunity for personalized learning.
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      I think it all starts with the empowered learner and follows with the teacher's ability to guide as necessary, the learner has to be at the center and making the majority of the decisions around the learning plan with support as needed.
  • flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own education.
    • bbraack
      bbraack on 03 Apr 18
       
      I agree flipping doesn't always help students become better learners of their own education, but I think it does help students learn the lesson since they are able to view videos and then do more deeper problem solving. But it doesn't drive their own learning, we are still telling them what they need to learn.
  • “’Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.
    • bbraack
      bbraack on 03 Apr 18
       
      When something is "Personalized" for a student, I feel we still have given the student what they need to learn what they are interested in, the technology, the resources, etc. If learning is supposed to be about what the student wants to learn, then they should be the ones to find the technology and resources they need to learn. That way, it is more personal to the student.
    • carlarwall
      carlarwall on 06 Apr 18
       
      I completely agree with this statement. Many students will still need that adult guidance and supports and then the teacher can step back and allow students to work toward their next steps.
  • personalization only comes when students have authentic choice over how to tackle a problem
    • bbraack
      bbraack on 03 Apr 18
       
      If a student doesn't have a choice or a limited number of choices in what they want to learn or how to tackle a problem, then it truly isn't Personalized. The teacher still had some say in what or how the student was to go about learning the information or problem and how to solve it. Students need complete control and/or choice in the way they go about learning their interest.
  • We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,
    • bbraack
      bbraack on 03 Apr 18
       
      It is true we always ask students to be creative and innovative so that they feel like they have control of what their end product is, but when we have the state and districts tell us what needs to be taught and then give standardized tests, the personalization has disappeared.
  • control and compliance.
    • brarykat
      brarykat on 03 Apr 18
       
      Standardized testing and required assessments do not jive with personalized learning.  They are ways to assess student understanding of concepts but are examples of the control and expected compliance in our current educational system.
  • truly personalized learning experience requires student choice
    • dykstras
      dykstras on 03 Apr 18
       
      Here lies the sticking point with most teachers ... giving students a choice. Finding creative ways to do this, along with meeting standards and expectations will be the challenge of today's generation of educators.
    • blockerl
      blockerl on 03 Apr 18
       
      I agree with you. It is challenging to provide choice with all of the expected standards and CFAs, etc. How do we honor all things? I love to give my students choice, but it isn't always easy. Is it only the content where they don't get much choice? Can we vary our process and product options to allow for choice there?
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      I think it would benefit us to see lesson plan or video examples where student choice is present while still addressing the standards. I think we talk a ton about the why but then struggle when coming up with concrete steps.
  • That was flipping the curriculum, but it still wasn’t flipping the control of the learning.
    • dykstras
      dykstras on 03 Apr 18
       
      Unfortunately for me, this describes my 'flipping' experience as well. In my mind, they should be learning the material at home by reading, watching videos, and doing research and practicing, applying, and extending their learning at school. In reality what I have experienced is that only truly motivated learners want to learn this way and experience success. Forcing it on someone does not work ... and in the sense of this article is nowhere personalized learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      Agreed Shawn. "We" the teachers are still in charge of the students learning. We haven't given over control to the student yet.
  • “delivery of instruction.”
    • dykstras
      dykstras on 03 Apr 18
       
      Interesting how the connotation with this phrase has changed over the years. One might argue in my early teaching years this was number 1 on the list of things a teacher better be good at. Today 'good teaching' is more about being a facilitator of knowledge and not the delivery boy of it.
  • The main objective is just to raise test scores
    • dykstras
      dykstras on 03 Apr 18
       
      I long for the day when this isn't even a consideration! Until then, this topic must appear in every article like this. Ironic timing...we give the Iowa Assessments tomorrow and guess what, my boss(es) aren't asking me for my personalized learning plans, but rather what tactics were recently employed to raise test scores and show growth.
  • while making sense of ideas is surely personal, it is not exclusively individual because it involves collaboration and takes place in a community
    • dykstras
      dykstras on 03 Apr 18
       
      Excellent advice to end with, personal does not equal individual
  • resource rich
    • blockerl
      blockerl on 03 Apr 18
       
      I'm interested to see what "resource rich" looks like. If students are in charge of their own learning, what are the best resources to provide them? Is it that we have a lot of options like databases for them to draw the information, or is it the teacher's job to do some of that curation?
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves
    • schma3
      schma3 on 03 Apr 18
       
      We spend too much time doing things TO kids. And not giving students ownership.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      This is a critical step to get our students started. This is just like swimming. We could throw them in the deep end and see what happens or we could start in the shallow end and give them the tools and skills needed to be successful. I vote for the later!
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I agree with both of you. Educators do spend too much time doing things TO kids instead of guiding them to learn it for themselves. The critical step is to get them started by encouraging them to try and fail at new things. Students don't know a world without devices but they don't know how to utilize those devices as learning tools. That is the starting point in the shallow end of the pool (or as I know it - elementary school.) It is just as important to give them the skills needed to use the tools as it is to give them the tools.
  • short term.
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
    • schma3
      schma3 on 03 Apr 18
       
      So true....putting technology in front of a student, does not magically make a student learn.
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I agree. They need to be exposed to the skill sets needed to utilize the technology as tools for learning.
    • carlarwall
      carlarwall on 06 Apr 18
       
      The challenge some teachers see with this idea is that using the technology is the easy way to get kids engaged. There were ways to engage students in learning before schools went to the one to one concept.
  • moving ownership of learning away from the teacher and more toward the student
    • schma3
      schma3 on 03 Apr 18
       
      Who's doing the work? Flipping has become a very surface level strategy- as he said, taking care of those mundane housekeeping tasks, not really taking advantage of the possibilities!
    • jwalt15
      jwalt15 on 05 Apr 18
       
      Well said! Flipping a classroom doesn't change learning ownership. It is just a different way to do the same teacher led lecture. It is not any different then creating or scanning a worksheet to do on the computer.
    • schma3
      schma3 on 05 Apr 18
       
      That's a great way to think about that...who own's the learning? We haven't changed instruction or how the instruction is given.
  • for
  • A term like “mass customized learning,”
    • schma3
      schma3 on 03 Apr 18
       
      Wow...someone really thought this phrase was a good idea??
  • kids spend much of their time learning with and from one another.
    • schma3
      schma3 on 03 Apr 18
       
      Thinking about how adults learn best- isn't that how we learn? Collaboratively with others? Rarely do I learn in isolation.
  • tandardized way
    • dassom
      dassom on 04 Apr 18
       
      It's important that you have a standardize way of addressing the personalization. You need to know the end goal and the different pathways they can get there. If you jump into this without proper preparation you could loose some kids along the way.
  • Our systems and assessments assume that neither content nor access to teachers is widely available, and that we must deliver a proscribed, fairly narrow curriculum to each child because if they don’t have it in their heads when they need it, they will fail at the task
    • schma3
      schma3 on 05 Apr 18
       
      I think about how much I have learned outside of a classroom or a course. In education we have to get over ourselves thinking that once a student leaves our high schools they know everything they need to know and will never learn again (outside of school). Unfortunately- our assessments drive this. If a student is proficient, they are "good". :-)
  • huge disruption
    • dassom
      dassom on 07 Apr 18
       
      I forgot about this phrase from our previous learning. Maybe it was in our Blended Book? I think it's a important phrase to keep in mind. If you are being true to updating your classroom/curriculum to match modern students it MUST be a disruptive environment.
  • skeptical
  • flipped classrooms, flipped teachers, flipped texts. For the uninitiated, the flipped concept suggests that we can now use technology to offload many of the more mundane classroom tasks
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      This is such a large issue. People use technology and say they have flipped their classroom when in essence all they did was digitize their paper documents.
  • It requires the presence of a caring teacher who knows each child well.
    • blockerl
      blockerl on 04 Apr 18
       
      It is important for me to know and understand my students. I think sometimes, after having new students year in and year out, we forget to do the little things that helps us to really know our students. I always appreciate the reminder.
  • “monitor students’ progress,” we should immediately ask, “What do you mean by progress?” That word, like achievement, often refers to nothing more than results on dreadful tests.
    • blockerl
      blockerl on 04 Apr 18
       
      Umm, I can't help but think about the CFAs we are creating in our teacher teams. Are we doing things wrong?
  • You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I think this is a very powerful statement. Every learner, whether they are young or old, will be more engaged in their learning if they are given the opportunity to decide their own courses of study with others who share their passion.
  • A suffix can change everything. When you attach -ality to sentiment, for example, you end up with what Wallace Stevens called a failure of feeling.
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      This is part of the discussion as to why the new ISTE standards reflect roles rather than actions. For example, instead of "digital citizenship" the standard now describes a "digital citizen", and I think this makes all the difference.
  • Will Richardson
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      I wonder if we asked our students what skills they thought they should acquire via school if they would be anything remotely resembling our state standards...
  • synthesize and analyze information into original productions.
    • carlarwall
      carlarwall on 06 Apr 18
       
      This type of personalization also adds the higher order skills from Bloom's Taxonomy and is more rigorous for students.
  • nothing to do with the person sitting in front of you
    • emmeyer
      emmeyer on 21 Apr 18
       
      PERSONalized learning is all about the person sitting in front of you, not what is easy for the teacher.
  • allows students to work at their own pace and level, meets the individual needs of students
    • emmeyer
      emmeyer on 21 Apr 18
       
      When students are able to work at their own pace and level, they thrive. They are able to complete and correctly practice the skills that are being taught to them.
  • But as is so often the case in education, I’m not sure we as a community are spending enough time digging to parse what those words really mean, especially in the context of what deep learning now requires in a connected world.
    • emmeyer
      emmeyer on 21 Apr 18
       
      This is sad, but true. Often in education, we jump in without fully understanding what makes something truly effective. Or we put our own spin on it to make it easier/ "more effective."
  • And while they come from the same root, those two words are vastly different
    • emmeyer
      emmeyer on 21 Apr 18
       
      This is a very important distinction. Personal learning teachers students to become lifelong learners!
  • personalized environment gives students the freedom
    • anonymous
      anonymous on 24 Apr 18
       
      Students would love to have "freedom" in a classroom.
  • with access to the sum of human knowledge in our pockets
    • anonymous
      anonymous on 24 Apr 18
       
      Who needs to learn any more when we can "Google" the answer? I've heard this comment time and time again. So now we need to set a new standard in how students learn.
  • promote and give opportunities
    • anonymous
      anonymous on 24 Apr 18
       
      Yes, give the students opportunities for personalized learning. Students can choose their opportunity, it's not owned by the teacher.
  • bits of information, not the construction of meaning.
  • word
  • only choice
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      When students are given choice, learning is more meaningful to them.
  • eave little room for the kind of authentic, whole-child personalization many teachers dream of offering
  • many school district leaders require public school educators to teach a specific curriculum
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Teachers want to provide personalized learning but are not always allowed the freedom they need. Teachers feel the pressure of 25+ students in one classroom meeting the standards they need to meet.
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Each school district will need to have a conversation about what personalized learning is to be on the same page.
dsnydersvjags

What Do We Really Mean When We Say 'Personalized Learning'? | KQED - 1 views

www.kqed.org/...n-we-say-personalized-learning

shared by dsnydersvjags on 02 Apr 18 - No Cached
  • personalized
    • brarykat
      brarykat on 02 Apr 18
       
      Personalized learning does give students freedom. Freedom of choice, flexibility of time, and what complete projects will look like.  
  • challenges of personalizing learning
    • brarykat
      brarykat on 02 Apr 18
       
      I think personalized learning can be very challenging for teachers.  It could be seen as out of comfort zone for some teachers.  Providing training and clear expectations of student and teacher goals is imperative for personalized learning to be successful.  
  • leave little room for the kind of authentic, whole-child personalization
    • brarykat
      brarykat on 02 Apr 18
       
      I agree with this statement.  It won't work unless a school district sees value in implementing personalized learning with integrity.  Time, training, and continued support for personalized learning to be successful.
    • Heather Whitman
      Heather Whitman on 02 Apr 18
       
      I agree that this cannot be done with integrity without a lot of support and training. I wonder what would this look like in math, gym,or grammar? I see this happening with more ease in the area of reading, science, and social studies that naturally allow research.
  • ...6 more annotations...
  • everyone they work with is on the same page
  • everyone
    • brarykat
      brarykat on 02 Apr 18
       
      This is another good point about personalized learning. For a successful outcome, staff members need to be informed and commit to making it work.  It would easily unravel without a majority of the staff understanding and "selling" it's value to students, parents, and themselves.
  • “It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.
    • Heather Whitman
      Heather Whitman on 02 Apr 18
       
      I truly think the majority of teachers over many, many years have believed this statement and want to offer more choice. I think technology has increased the ability to meet these goals. How about kids who don't read near grade level or with mental health issues? What does this look like in the elementary? I believe in this statement and 100% in the philosophy of it but wonder how it can be done at a large level.
  • control and compliance
    • Heather Whitman
      Heather Whitman on 02 Apr 18
       
      I think these are the heaviest words in the entire article. Schools need some kind of curriculum which by nature pushes more control and compliance. I think we need to really think this through. Assessment gets even tougher. How do you create a truly good rubric that doesn't "push" our agenda and control/compliance but allow students to meet our goals with freedom?
  • system of accountability
    • Heather Whitman
      Heather Whitman on 03 Apr 18
       
      I think accountability can be looked at as a dirty word, but it definitely is necessary. Results must be evaluated for improvement, refinement, and celebration, just as we do for our students. Often, we have fidelity checks by various people across the district, principals do walk throughs, we have TCLS in Iowa with walk throughs and diccussions with different people. What would this look like in an online world and how would people look at 30 different students work? When it comes to accountability, people are going to need to start looking more at the product and process and not be able to collect data as much on the fly as we can with more traditional face to face. How exciting...could we create some how to for administrators to help guide this?
  • it is clear that all children don’t learn the same way and personalization seems to honor those differences
    • dsnydersvjags
      dsnydersvjags on 17 Feb 21
       
      Finally!! Someone at last admits that education isn't a one-size fits all prospect! Now - can we do away with CORE?
Jill Carlson

PLE Articles - 3 views

moodlesw.aealearningonline.org/...view.php

shared by Jill Carlson on 05 Apr 18 - No Cached
  • I could stand to be more savvy in my own organizing of online learning and networking:
    • krcouch
      krcouch on 05 Apr 18
       
      This is so me! I really need to create a personal learning environment for myself with everything in one place.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      I know that I do not take full advantage of these and I should! It just needs to be my go to and make it a habit. It totally makes sense to have everything in one place.
    • dykstras
      dykstras on 06 Apr 18
       
      Right on sisters! I wonder how many of us DON'T feel this way?!?!?
    • brarykat
      brarykat on 07 Apr 18
       
      For me taking the step after doing more of my own PLE would be to help my staff.
    • tifinif
      tifinif on 08 Apr 18
       
      Exactly. How is it that I can create a Symbaloo and resources for teachers but can't find the time to do it for myself. I feel like a chicken with my head cut off some days trying to remember all my favorite places and websites that I use for different lessons.
    • dassom
      dassom on 08 Apr 18
       
      I am terrible at this to. I have lately been creating folders on my bookmark toolbar to get more organized. There are so many resources that we have learned about from each other and this course that I have forgotten about and I wish I would have come up with some way to organize them as I was learning about them.
    • carlarwall
      carlarwall on 08 Apr 18
       
      DITTO! I find myself going through many bookmarks on my computer daily. Need to get things organized and manageable.
  • ou can embed media (images, videos, and Slideshare presentations) in a tile, as an instructor, you can make a webmix quite interactive.
    • krcouch
      krcouch on 05 Apr 18
       
      Love that this can be done especially so kids don't have to go to various websites all the time and try to navigate which can be tricky even for us adults at times.
    • brarykat
      brarykat on 07 Apr 18
       
      Symbaloo has improved options since I was first introduced to it.  I'd like to help staff create their own!
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I agree with the ease of it and having others use it. I think it is imperative they have a full hour or more to work with it. I would recommend they come with sites/images/links they definitely want to include before work time. They may spend more time on that and not finish it. Suddenly, it gets pushed back and not used.
  • allows students to direct and manage their own learning experience while pursuing educational goals.
    • krcouch
      krcouch on 05 Apr 18
       
      Nothing says great learning more than this...they decide how to reach their educational goal. great!
    • brarykat
      brarykat on 07 Apr 18
       
      Agreed.  It makes sense that students with invested interest in their education and ability to make choices will be more successful.
    • emmeyer
      emmeyer on 21 Apr 18
       
      Exactly. This would motivate the students more than anything else.
  • ...31 more annotations...
  • Learning isn’t germane to structured classroom environments alone; it occurs in both formal and informal settings.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      This has been true for centuries, yet our schools still function with the thought that things must be learned in the classroom. That thought is starting to shift and progress has been made, but we still have a long way to go to change some mindsets.
    • brarykat
      brarykat on 07 Apr 18
       
      I love getting updates from friends teaching through outdoor classrooms or non traditional settings.  They always share the successes but also acknowledge any difficulties.  Trouble shooting is key for those making shifts to PLEs.
  • The employ of PLEs in the classroom can go horribly wrong if teachers fail to prepare students and set usage parameters. PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      These are critical steps! We can't just assume students know how to do it. We have to teach them the skills either at first or as you go along. Throwing students into the situation is setting them up for potential failure.
    • dykstras
      dykstras on 06 Apr 18
       
      Agreed Kim! I also made a comment earlier about student motivation factoring into this too
  • What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      I use symbaloo for my library resources. I am able to embed it on my library page. What I like is that it gives the students the direct link to many of the resources without them having to hunt for them. There are times that I want them to do that, but sometimes it just needs to be quick and Symbaloo works well for that.
    • brarykat
      brarykat on 07 Apr 18
       
      I like the links readily available for a teacher's specific unit. Symbaloo helps students stay connected to assignments and increases efficiency of finding information.
  •  I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      I really like this idea. I have never really explored Symbaloo enough or thoroughly enough to use it with students. I would like to explore that possibility more as part of my personal learning plan
    • brarykat
      brarykat on 07 Apr 18
       
      I thought that was an interesting idea also.  We've discussed Symbaloo for years but I hadn't considered students creating their own.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I like the clean look of it. People get easily lost in many online sites. Symbaloo forces you to find the key sites. This can really force you to find the best of the best.
  • Students engaging in networked learning have to learn to be more self-directed than in the typical classroom
    • Kim Foley-Sharp
      Kim Foley-Sharp on 06 Apr 18
       
      This is definitely a concept that we need to teach our students. Cooperative/group learning was something that I did not like growing up as I was usually the one most responsible in the group and ended up doing most of the work. We need to teach all of our students how this concept works so that it can be successful for all.
    • brarykat
      brarykat on 07 Apr 18
       
      Very true for this to be successful.  I think a step before that is to do an in-depth training for staff.  So many times new methods and teaching tools are dumped in our laps without training, supports, or guidance.  PLEs could have lasting, powerful effects on students so I'd make sure it's all staff not just teachers to benefit from training.
  • A PLE is the method students use to organize their self-directed online learning, including the tools they employ to gather information, conduct research, and present their findings.
    • dykstras
      dykstras on 06 Apr 18
       
      Interesting ... a PLE isn't a physical environment at all, but rather a method ... hadn't thought of it that way before reading this article.
    • blockerl
      blockerl on 08 Apr 18
       
      I think what is also crucial to think about is how to get students to effectively research. We find this as a battle a lot. I wonder, though, if students are picking their own path that we would have more time to teach and reinforce these skills with them.
  • These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles.
    • dykstras
      dykstras on 06 Apr 18
       
      What? You mean our kids don't like to physically come to school, sit down, listen and learn anymore? And we are to adjust our 'teaching' to best fit their learning, including the delivery methods and mediums?!?!? Now that takes a GROWTH mindset!
    • brarykat
      brarykat on 07 Apr 18
       
      Lol!  I have a small group of students everyday.  Because of the numbers I let them choose where we work each day - comfy loungers, table with rigid seats… I also let them make decisions on as many things as possible every period.  I like to think these students feel empowered, valued, and appreciated because of these simple tweaks to my teaching style.  However, realistically I believe this would be more difficult for me in a class of 30.  I want to learn strategies and then help other teachers to take the leap.
  • This encourages students to apply their learning in different venues which creates a culture of lifelong learning.
    • dykstras
      dykstras on 06 Apr 18
       
      This to me seems like the greatest benefit to a PLE, but still relies HEAVILY on learner motivation. If a student is not motivated to learn (individually or otherwise) a PLE seems like it could be a way lose touch with that student
    • brarykat
      brarykat on 07 Apr 18
       
      I agree with this also.  Motivated students are not my concern.  It's my middle school students that project their lack of interest, refuse or struggle to learn in the traditional setting, and those that show apathy toward any aspect of learning.  These students may benefit the most from PLEs but how to convince them in a class of 30+ is daunting.
  • facilitation of students’ “active role in the learning process”
    • dykstras
      dykstras on 06 Apr 18
       
      I think a lot of modern day teachers (will) struggle with this ... moving from the keeper and giver of knowledge to facilitator of knowledge. We don't 'teach' them anything anymore that they can't learn on their own ... if they WANT to (even the quadratic formula). The challenge to me is how do we motivate and teach today's kids to WANT to learn on their own?
    • brarykat
      brarykat on 07 Apr 18
       
      Yes, how do we instill the intrinsic value of personal growth and learning?  I see one way is connecting to real-world implementation.  Students ask "why learn this" and "when will I ever use this".  I agree that some or many teachers will struggle shifting from keeper to facilitator because it's out of comfort zone and control issue.
    • dassom
      dassom on 08 Apr 18
       
      I currently have a few students that would be ready and do well with this learning environment. How do we change the mindset of those other students that think school is useless and would do nothing all day long if given the opportunity? I'm afraid the "active" role may need to be more facilated that what we have been reading about so far.
  • The concept of PLE is not a way to replace classroom learning, but to enhance it.
    • bbraack
      bbraack on 07 Apr 18
       
      I think this is important because some people might think that having a PLE for a student, then the teachers role is done. The teacher still has to provide what students need to learn, standards, but it is the student who decides how and the teacher is there to be a facilitator.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I second this comment. This concept would take a lot of background and professional development. Teachers may feel threatened and some may worry about losing jobs as the internet can replace everything. Understanding it is not meant to replace is essential.
    • carlarwall
      carlarwall on 08 Apr 18
       
      So important to know that the teacher still plays an important role in this type of environment. Especially as students who are so used to the traditional learning environment move to a PLE.
  • Teachers, she explains, are no longer the primary or even the best source of information available to students
    • bbraack
      bbraack on 07 Apr 18
       
      This is so true! With all of the ways students can find information using technology, the teacher is more there to help or facilitate a students learning if needed. Unlike "back-in-the-day", when students relied on the teacher or library for almost all of the information or learning.
    • emmeyer
      emmeyer on 21 Apr 18
       
      Truth. While the teacher's job has changed greatly, they are still very necessary. Now however, the need to teach students how to find the information and find good and trustworthy information.
  • Not every student is ready for this responsibility,
    • bbraack
      bbraack on 07 Apr 18
       
      It would be nice if all students would be able to have a PLE, but some are not mature enough or motivated enough to work independently. Some students still need to be "pushed" to get work done and stay on task.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      There has never been one way for students to learn. We have to be flexible and offer different ways. I agree, this does not fit all students. We can still integrate pieces of this for students but use traditional means as well!
    • dassom
      dassom on 08 Apr 18
       
      The concept of PLE's seems really appealing to "lazy" teachers and it will unlikely work. For those of us that use technology frequently in our daily instruction you know that it takes a lot of pre-planning to incoporate technology appropriately. If you add the element of a student not being ready to take this step you either have teachers never try or really really fail.
    • carlarwall
      carlarwall on 08 Apr 18
       
      I agree that some teachers may think that using the PLE will be an easy out for them in regards to planning and instruction. If it is done well, the teacher who is part of the PLE actually should have more work to do as they monitor students on their individual work.
    • emmeyer
      emmeyer on 21 Apr 18
       
      Even while this does not work for all students, a modified version would still beneficial for all students. Some would need more guidance while still setting goals and completing projects.
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      I would totally agree that not every student is ready, but isn't this the point of personalized learning?
  • PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field.
    • bbraack
      bbraack on 07 Apr 18
       
      I think when students are able to customize their learning, then they take more ownership of it and are more inclined or motivated to do it, share and work with others wanting to learn the same thing or similar things.
  • clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
    • tifinif
      tifinif on 08 Apr 18
       
      I'm in an elementary school and use Symbaloo in my library site. The kids and teachers love how easy it is to use and find the sites that they use quickly. I even have teachers accounts linked to our school page so that specific ages can go to their own class symbaloo.
    • blockerl
      blockerl on 08 Apr 18
       
      That's smart! I bet it is really helpful for the elementary students! :)
    • carlarwall
      carlarwall on 08 Apr 18
       
      I have been out of the classroom for a couple of years. I would love a chance to share these ideas with some of the new teachers I coach in my work.
  • Because Symbaloo is web-based, you can access your favorite webmixes from different computers.
    • tifinif
      tifinif on 08 Apr 18
       
      Teachers and kids love this at my school. I even give families the link so that they can use at home. They know that if I put a resource on it, that it is safe to use and they don't have to be roaming around looking for stuff that may end up being inappropriate.
  • Instead of a teacher providing resources that everyone uses, students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      This is such a win, win. The students are finding what interests them, helping others, and also helping the teacher. All too often teachers spend a large amount of time finding the resources. This works much better in the upper levels as it is essential to talk about reliability and good sources. I think it is essential to look at databases provided by the AEA and others purchased. These are reliable and good places to go. In the elementary, I send them here for reading levels and as they don't have the same ability to search online.
  • PLE by creating blogs, wikispaces, prezi presentations and photo collages as final projects; thereby diversifying instruction.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      This is where I get frustrated in the elementary. Most sites are for students ages 13 and up. I won't allow them to create their own prezi, animoto, powtoon, etc. accounts. So I have them use my login & password which is likely breaking copyright rules. These social media platforms (including Pinterest), need to create student friendly ones for ages 7 and up (just threw out an age) so that we can integrate similar style of teaching.
    • dassom
      dassom on 08 Apr 18
       
      I agree. If we wait until they are in middle school to have them "appropriately" use websites they have already developed their sense of digital citizenship without the proper instruction we know they need.
    • schma3
      schma3 on 15 Apr 18
       
      Heather- I did some digging into Symbaloo's privacy policy and it looks like as long as you have obtained parental permission, students under the age of 13 can create an account- but I would look into a creating a pro account. I know I'm going to check it out! "By making any such personal information available to Symbaloo, you acknowledge that you have obtained the consent of a parent and/or guardian of that individual to provide such personal information, and that you have taken reasonable precautions to prevent individuals under the age of 13 from falsifying such consent"
  • Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      Organizations/schools have always tried to increase communication. Parents have always continued to want more understanding of what students are learning. Using this type of format and inviting them into the learning is crucial. They can give feedback, see how to help, and also feel confident in what students are learning and the type of projects/products. The trick- how do we integrate families without internet? That is not impossible (especially if they come pick at school and allowing access in the library), but something to seriously think about. Rural areas can't go to McDonalds 20 miles away to do homework. We must have a policy to help those without internet.
  • supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners
    • Heather Whitman
      Heather Whitman on 08 Apr 18
       
      I was elated to read this quote. I think we can focus too much on the what verses how do we grow and improve our resources. The sheer number of resources is overwhelming and can cause people to shut down. I think the key is to teach how to evaluate a resource and think about if it fits the current need. Curating is not like liking or making comments everywhere. We need to teach people how to decide.
  • teacher centered classrooms to more learner centered classrooms
    • dassom
      dassom on 08 Apr 18
       
      When we can get teachers to put the focus back on what the student needs, ideas and classroom revolutions like PLE's or flipped curriculum become much more likely.
  • teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
    • blockerl
      blockerl on 08 Apr 18
       
      This is extremely important. If we want to do something well, we must have good support and good training. It makes more sense for the teacher to initiate the training because there will be more buy-in.
  • I decided to revisit Symbaloo, which I first discovered about a year or so ago through my colleague and friend Wendy Drexler.
    • blockerl
      blockerl on 08 Apr 18
       
      Our teacher librarian uses Symbaloo to organize the library resources like databases, the library link, etc. It's a nice visual.
  • Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play
    • carlarwall
      carlarwall on 08 Apr 18
       
      I think it is great that this type of learning will help to shift the mindset of the students to one in which they think learning can happen anywhere.
  • Study group resources
    • schma3
      schma3 on 15 Apr 18
       
      I saw this being used with Freshman- this was a way for them to organize their resources for a research paper.
  • Symbaloo EDU
    • schma3
      schma3 on 15 Apr 18
       
      I was doing some research on Symbaloo EDU and it looks like they have created something called Learning Paths- https://www.symbalooedu.com/learning-paths/ This would be a way for students to move through learning at their own pace.
  • You can share with the public or with a select group of individuals (via email).
    • schma3
      schma3 on 15 Apr 18
       
      I like how easy it is to share web mixes with others. You could use Google Classroom to share different symbaloo's with different sets of students.
  • let’s never forget it is an ongoing balancing act. 
    • emmeyer
      emmeyer on 21 Apr 18
       
      This is true of teaching in general, especially when they are doing PLE!
  • sharing with others.
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      This reminds me of the first grade blogs, I used to have my students do years ago. They loved the feedback from their parents and grandparents.
  • The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      What would be the best social media platform to use for lower elementary students?
  • Symbaloo
    • Jill Carlson
      Jill Carlson on 04 Jul 18
       
      I love Symbaloo and the fact that it is user friendly enough for first graders to use!
anonymous

Adaptive Learning System Articles - 1 views

moodlesw.aealearningonline.org/...view.php

shared by anonymous on 06 Apr 18 - No Cached
  • adaptive learning products in their current state is as tutors
    • brarykat
      brarykat on 06 Apr 18
       
      Interesting comparison that adaptive learning products are like tutors.  Comprehensive programming guides the student depending on correct/incorrect answers to questions on specific topics.  Teachers might not catch that a student would benefit from reteach or additional practice as quickly as a comprehensive program.  Thus freeing the teacher to monitor, facilitate, and assist students as needed while the program leads students through the lesson based on their understanding of the concept.  
  • adaptive learning systems are not magic.
    • brarykat
      brarykat on 06 Apr 18
       
      Important statement to remember adaptive learning systems are not end all - beat all.  They won't solve every problem but choosing best fit for school's needs can improve teaching efficiency and increase learning if implemented with integrity.
  • risk damaging the credibility of faculty while denying students support that could improve their chances of success
    • brarykat
      brarykat on 07 Apr 18
       
      Ahhh.. if we could get over ourselves and do what is best for students.  Each student should receive what is needed to help them succeed.  Personal health issues for me have cemented this more than ever.  I can't study, read, or complete work like I did before.  I choose to keep trying but without changing lighting on my screen or turning blue light off I wouldn't be able to read this article.  How much do our students struggle that have not been identified and receive adaptive technology?  
  • ...25 more annotations...
  • on-demand data aggregating that information.
    • brarykat
      brarykat on 07 Apr 18
       
      Isn't this what we have been talking about for at least a decade?  Let's get that data in the most efficient way so we can help students… work smarter not harder (that's said for students and staff).
    • Jen Van Fleet
      Jen Van Fleet on 08 Apr 18
       
      I once did a demo of GoFormative's ability to gauge students' progress toward or beyond mastery of learning targets, and a teacher in the room nearly hugged me in response to the potential of recouping some time going forward.
  • Students can also get a clearer idea of when they’re ready to move on.
    • brarykat
      brarykat on 07 Apr 18
       
      This is important to students but also to parents/guardians.  I had parents in my office yesterday with real, valid concerns about their child's grades.  Real-time response keeps everyone involved apprised of the learning or lack of it.
  • only communication they may have with students is via email and Skype
    • brarykat
      brarykat on 07 Apr 18
       
      I have benefited from synchronized meetings in classes during this program.  I can only imagine how much more students and teacher benefits from adaptive learning especially online.
  • they’ll be able to focus on the right work.
    • brarykat
      brarykat on 07 Apr 18
       
      This comment strongly resinates with me.  I cringe thinking of years I probably didn't have students working on right work because I didn't know better. Students that showed mastery early that should have been challenged with deeper level learning or some real-world application of the skill.  Big sigh… at least we know better now.
    • anonymous
      anonymous on 24 Apr 18
       
      I noticed this when I made the transition from my personal lessons to EverFi. They focused on what the students' needs were.
  • you should plan today for success with tomorrow’s technology.
    • brarykat
      brarykat on 07 Apr 18
       
      That sure hits it on the nail head.  Tech is changing and advancing every minute of every day.  We still work on computers considered dinosaurs, desktops that do not allow for being portable learners or flexible learning groups.  Funding is a major issue and willingness to plan for future tech could be difficult for change makers.  At least there are trailblazers out there leading the way.
  • Adding the tech makes it possible to personalize at scale
    • brarykat
      brarykat on 07 Apr 18
       
      That is a great statement.  I hadn't thought of it that way. Of course we, as teachers are/should be providing ways for individual students to succeed.  But adding tech and the ability to efficiently personalize needs (time, data-driven) in large numbers shows greater impact.
  • "We should build the technology around the teachers to empower them and put them at the center of the story.
    • brarykat
      brarykat on 07 Apr 18
       
      I personally have worked hard for my degrees.  I think Ben-Naim has a valid point in keeping the teacher center to learning.  Maybe the teacher needs to be intuitive enough to recognize when to be center, when to pull back, and when to facilitate.
    • tifinif
      tifinif on 09 Apr 18
       
      I think for more teachers to be on board with PLE we need to emphasize that the teacher is still key to the learning. Tech can be a great assistant in helping to suppliment what needs to be learned or give opportunities for enrichment.
  • The root of the problem is not the adaptive technology itself so much as the belief that a “good” education is entirely quantifiable and therefore manageable by computer.
    • Mike Radue
      Mike Radue on 07 Apr 18
       
      As with other issues in our culture, there is a tendency to take things to the extremes when what is truly needed is a balance somewhere towards the middle. The best education is leveraged with technology and teachers working in concert.
    • Jen Van Fleet
      Jen Van Fleet on 08 Apr 18
       
      Agreed. Not to mention that if as educators we put all our stock into an adaptive program and thus ourselves in auto pilot, we've teched ourselves right out of relevance. Teacher knowledge of students and the ability to craft an educational experience that could and should include but not be limited to adaptive technology is the key.
  • Adaptive learning technology helps online students make sure they use their learning time as efficiently and productively as possible.
    • Mike Radue
      Mike Radue on 07 Apr 18
       
      I think this comment speaks to one of the biggest benefits of adaptive learning which is maximizing learner's and teacher's time. Adaptive learning helps both parties zone in on what gaps need to be filled and what concepts expanded for example.
    • tifinif
      tifinif on 09 Apr 18
       
      Exactly! This keeps kids moving forward and engaged.
    • jwalt15
      jwalt15 on 10 Apr 18
       
      I agree with both of you. Adaptive learning zeros in on what the student knows and doesn't know about a concept. The data helps the teacher focus instruction on what the student needs.
  • To be clear, when we say “adaptive learning” we are referring to it as both a concept and a tool.
    • Mike Radue
      Mike Radue on 07 Apr 18
       
      This is a good way to describe adaptive learning. The concepts have been the subject of much discussion/research for years but as we know technology improves at a much faster rate. Our technical capabilities are expanding faster than we can apply concepts effectively one could argue. The proliferation of options, platforms, systems has given rise to a robust industry/economy related to adaptive learning.
  • "Our partners are the experts in their target market," noted David Kuntz, vice president of research and adaptive learning at Knewton. "They create the application and pass us the data. We process that data and make a set of actionable inferences about the students, and then pass those back to the application, and the partner decides how and when to render those for the student."
    • Mike Radue
      Mike Radue on 07 Apr 18
       
      I find this business model very interesting. Experts focused on a specific aspect of a project all contributing to supporting the success of learners. I marvel at the programmer's ability to write algorithms to make decisions and create learning pathways adapted to the learner's needs.
  • The better approach, from both educational and labor perspectives, is to examine each tool on a case-by-case basis with an open mind, insist on demystifying explanations of how it works, embrace the tools that make educational sense, and think hard about how having them could empower you to be a better teacher and provide your students with richer educational experiences.
    • Jen Van Fleet
      Jen Van Fleet on 08 Apr 18
       
      Definitely. It doesn't have to be an us vs them mentality. Allowing technology to automate some of the work that bogs us down on the daily allows us to use our face to face time with students in the best way possible.
  • especially at times when a professor isn’t available to give help.
    • Jen Van Fleet
      Jen Van Fleet on 08 Apr 18
       
      I love that our students/teachers with obligations after school can use adaptive tech to continue a shared mission despite schedules.
  • who is doing well, who is struggling on which concepts, and what areas are most difficult for the class as a whole.
    • tifinif
      tifinif on 09 Apr 18
       
      For this reason, I like that lessons can be adaptive. Think about the kid who has mastered the lesson who should be able to move on but can't because the teacher has to help those who don't understand. The kid that "has it" will become bored. This is a great way to challenge kids as well has help give help to those who need it.
  • tive tech can help them get past those hurdles with a little extra help, or can alert the teacher in time to step in, so those students are more likely to receive their diplomas.
    • tifinif
      tifinif on 09 Apr 18
       
      What adaptive technolies are offered at the college level? Are they free to students or do they pay? I can see this as being beneficial for those students who work jobs, go to school and even have a family to take care of.
  • Teachers won’t have to work individually with students for hours to assess which skills each student needs help with,
    • jwalt15
      jwalt15 on 10 Apr 18
       
      This is definitely a pro argument for adaptive learning because teachers can view student reports to learn what concepts in whichj students are struggling. Then they can target their small group instruction to those students and concepts.
  • The data produced by adaptive learning tech allows faculty to steer those conversations in the directions most important to helping the student succeed.
    • jwalt15
      jwalt15 on 10 Apr 18
       
      In online learning, this can be a real time benefit to both the teacher and the student. Questions and conversations can be focused on what is most important.
  • Personalization in teaching and learning happens best when content delivery, assessment, and mastery are “adapted” to meet students’ unique needs and abilities.
    • jwalt15
      jwalt15 on 10 Apr 18
       
      This statement does a good job of connecting personalized and adaptive learning. Content delivery, assessment, and mastery can be adapted and personalized to meet the needs of the student.
  • Imagine if every student in your class could have a private tutor, available to them at any time for as long as they need.
    • hansenn
      hansenn on 10 Apr 18
       
      Yes, adaptive learning products will act as private tutors for some of the students, but I don't think it will the same for all students. Some students would need that personal touch from a real person to get motivated. I think it would be more inportant for younger students to have interaction with a real person.
  • Do you trust the tutor to teach the right
    • hansenn
      hansenn on 10 Apr 18
       
      You would have to spend a while testing out the products to see, which one would work the best for your students and your class. Especially when some of them are so costly. Who would you have test out the products? I would think it would be teachers who have taught the material before.
  • Adaptive technology can follow a student’s progress as they work and recognize which concepts they’ve mastered and in which areas they need further instruction.
    • hansenn
      hansenn on 10 Apr 18
       
      The quick feedback would help the student to understand what they know and what they do not know. Teachers cannot provide feedback as fast and then change the instruction as the adaptive technologies. With larger class sizes it would be nearly impossible to provide quick feedback without the help of Tech.
  • Institutions around the world are engaged in serious explorations of the potential of an approach to instruction and remediation that uses technology
    • hansenn
      hansenn on 10 Apr 18
       
      I would think all kinds of companies would be interested in adaptive technologies to help educate their employees. If you added in some VR the adaptive learning tech could add in some real world learning like simulators.
  • Help teachers adapt lessons.
    • anonymous
      anonymous on 24 Apr 18
       
      I found this to be true with EverFi / Ignition. It serves as a supplement to my lessons.
  • next generation solution many institutions would benefit greatly from adopting
    • anonymous
      anonymous on 24 Apr 18
       
      It may be difficult for my generation to comprehend this. It's our students who will be the ones with the next uniquely better innovation.
  • adaptive learning is that it frees up faculty members to spend more time with students, to work with them in small groups and individually
    • anonymous
      anonymous on 24 Apr 18
       
      I can relate with this. Students who aren't afraid to fail will get the furthest with the least amount of teacher help. They work very well independently. Others who may have the "fear of failing" may need more teacher assistance. Adaptive learning frees me up to help those in need.
anonymous

Implementation in a Secondary Classroom (Articles) - 0 views

moodlesw.aealearningonline.org/...view.php

shared by anonymous on 08 Apr 18 - No Cached
  • give students choice
    • brarykat
      brarykat on 08 Apr 18
       
      Giving students choices significantly changes the dynamics.  The interview with these Finish educators was done in 2010, so eight year ago.  I believe most of what they mentioned has been introduced to us in these AEA courses or through district pd.  I'm glad to see our knowledge of how to implement has been nurtured even if we haven't had the opportunity to put it in action yet.
  • they are getting away with less work and effort
    • brarykat
      brarykat on 08 Apr 18
       
      I appreciate number of expectations being included in student choice.  Their perspective about work and exuding effort might change over time and experience. 
  • nto math class? It does fit
    • brarykat
      brarykat on 08 Apr 18
       
      Such a true opinion of Math not allowing students to easily make learning choices.  I appreciate their examples of how it can work.  I'd like to see more and in my age range.  
    • bbraack
      bbraack on 08 Apr 18
       
      I am also glad the article showed an example of how to use in math. Reading some of the articles in this course, I have always been wondering how I could use PL in my math classes. I am glad this article gave and example. I too would also like to see more examples for how to use it with my students in Algebra 2.
    • Jen Van Fleet
      Jen Van Fleet on 20 Apr 18
       
      This would be the content area with the biggest frequency of teachers asking how they could embed technology into their specific content area. Glad to see examples!
  • ...42 more annotations...
  • it makes for a less traditional- looking classroom
    • brarykat
      brarykat on 08 Apr 18
       
      Opportunities for teachers to shift into personalized learning through layout of classroom space, students taking active role in their learning path, and teachers allowing method of completed work to be student choice.  Implementing concepts can be done at comfort level of the teacher.
  • purposeful design of instruction to combine face-to-face teaching, technology-assisted instruction and collaboration to leverage each student’s learning style and interests for deeper learning.
    • brarykat
      brarykat on 08 Apr 18
       
      Robyn Howton identifies personalized learning isn't just putting a chromebook in the hands of students and saying "Ok, do whatever you want."  PLE takes time, planning, and dedication that students will benefit from choice and ownership in their learning.
  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less.
    • bbraack
      bbraack on 08 Apr 18
       
      I can understand how it would take a teacher to be more organized when students are choosing their own way to present material. The teacher in a traditional setting would have all of the students use the same method or material for learning, where now each student can have a different way to learn the material and present it. The teacher would have to have some knowledge of the different types of ways students could use to learn and present.
    • Jen Van Fleet
      Jen Van Fleet on 20 Apr 18
       
      Agreed, I think that teachers would have to look for more characteristics of presentations rather than a specific set of measurable criteria. You could try to set up a rubric based on criteria, but I still think teachers would need to be open should a student show up and do something that meets learning standards yet defies the confines of a rubric.
    • dassom
      dassom on 22 Apr 18
       
      I think this is where teaches shut down. Teachers think that Flipped learning or Personalized learning is less work, in reality it is a lot more work. It'd be easier to keep track of 20-30 kids on exactly the same path.
  • I use all of this data to inform adjustments
    • brarykat
      brarykat on 08 Apr 18
       
      Coming from an early childhood/elementary teaching background the idea of continual assessment makes sense.  Checking for understanding during informal situations can lead to students getting help sooner.  It might be just tweaking a thought or more in-depth reteach, but the student will  have the opportunity to "get it" and move on compared to a final grade at the end of the unit and never understanding a portion or whole concept.  That isn't providing our students the best learning environment.
  • choices that promote feelings of control, purpose, and competence are likely to be more motivating than choices that do not.
    • bbraack
      bbraack on 08 Apr 18
       
      When students have a choice, it does make them feel like they are a part of their learning and not just having someone else tell them what they are to learn and how they are going to go about learning the material. It gives them a reason to do the lesson and feel powerful in doing it.
    • Jen Van Fleet
      Jen Van Fleet on 20 Apr 18
       
      Yes. Not just for kids. When I'm not micromanaged and feel that my support system supports my learning and interests, I am much more inclined to be engaged, productive, satisfied, etc.
    • anonymous
      anonymous on 26 Apr 18
       
      We experienced that in our Personalized Professional Development this year. We were able to select an area of interest, learn about it, then present what we learned. We had very positive feedback and pretty motivated on PD days!
  • My next goal is to let them “test out”
    • brarykat
      brarykat on 08 Apr 18
       
      I think this is such a good idea.  It would take an organized, dedicated teacher to be willing to take this step.  How many behavior issues arise because students are bored because they already know the concept?  Give these students the chance to be challenged with deeper level of the topic.  The difficulty is it may take professional development, teacher willing to collaborate with global colleagues, and time.  Baby steps are still better than no step at all.  
  • I mean it is easy for me to learn because I can pick assignments that let me do my best work
    • brarykat
      brarykat on 08 Apr 18
       
      To me this kind of reaction from students is one we should all be striving to receive.  Our world has changed and continues to evolve, we need to change with it.  
  • people who believe that they have control tend to be more motivated
    • brarykat
      brarykat on 08 Apr 18
       
      I think many of my students feel they have no control over anything.  This statement can be a powerful motivator used with integrity.
  • A sense of purposefulness or meaningfulness is also heightened if the activity strengthens relationships with others.
    • brarykat
      brarykat on 08 Apr 18
       
      I think this sentiment is true for all of us.  I am more motivated and engaged in assignments for these courses when I know the completed project has practical use with my students or staff.  Not many of us appreciate busywork to my knowledge.  We just don't have time for it.
    • anonymous
      anonymous on 26 Apr 18
       
      I am the same way.Time is precious and I want to spend time in things that are meaningful and that I can actually put to use in my classroom.
  • It is less stressful to her and focuses the students on what they need to do to regain control.
    • bbraack
      bbraack on 08 Apr 18
       
      When I have students talking too much during class or "goofing around", I have had them choose who is going to move. Like the article says, it is less stressful for me and the students usually end up apologizing and gaining control of their situation. Again, they feel they are a part of it and are taking ownership instead of someone telling them exactly what to do.
  • to use the students’ questions rather than her own to frame discussions,
    • brarykat
      brarykat on 08 Apr 18
       
      I do a middle school battle of the books requiring students to submit 2 questions from each book they read.  They are expected to read a certain number of books to participate.  It was a game-changer when I started using their own questions instead of mine.  They were more engaged, listened for their questions, and teams were more excited about participating.  It really works!
  • Choices like this honor divergent ways of thinking a
    • brarykat
      brarykat on 08 Apr 18
       
      Not only does it honor divergent ways of thinking, it also allows students to be exposed to another way of thought that they may not have considered.  Therefore helping students understand the concept even more and recognizing the creativeness of others.
  • schools must provide appropriate professional development opportunities, both from within and beyond the school setting
    • brarykat
      brarykat on 08 Apr 18
       
      I worked in a school district on the cutting edge of personalized learning.  The district ended up dissolving it back to traditional teaching.  I think a major factor in it's failure was this point… ongoing professional development and support have to be in place.
  • vision must pervade the organization, top to bottom
    • brarykat
      brarykat on 08 Apr 18
       
      Interesting… this was another reason it failed.  Our district was split - buildings had nontrad vs traditional teachers. It was tearing the system apart.  From my experience I believe the vision has to be realized and accepted by majority across all positions for success. 
  • this preparatory process
    • brarykat
      brarykat on 08 Apr 18
       
      I understand this isn't the end all solution, but using a process like this could have saved that program from failing.  
  • This is not a method, but an art and a talent
    • brarykat
      brarykat on 08 Apr 18
       
      Some teachers just have it… and others can learn aspects of it.
  • While choice can be a powerful motivator, on some occasions it can also have an adverse effect. In other words, not all choices have a positive effect on motivation and achievement. Therefore, it is helpful to consider a few factors that can help teachers design choices that have the potential to positively influence motivation and achievement.
    • Mike Radue
      Mike Radue on 14 Apr 18
       
      I think this is what concerns educators and the general public when considering the implementation of personalized learning practices. Left to their own devices, students may not select the most appropriate or rigorous activities/topics. The success of personalized learning will include the teacher's ability to challenge that process when necessary.
  • Therefore, personalized teaching is not an isolated, or isolating, phenomenon. Instead, it combats the deadening effects on learning that result from teachers’ isolation and anonymity in large school settings.
    • Mike Radue
      Mike Radue on 14 Apr 18
       
      While I'm glad and agree that personalized learning can help accomplish this, I think the reason provided could be true when implementing other programs/systems/philosophies. The more teachers collaborate, the better the respective learning environments.
  • Completion rules also give me the freedom to have small-group or individual conferences to assess learning and make choices about future instruction.
    • Mike Radue
      Mike Radue on 14 Apr 18
       
      Great example of the many benefits of personalized learning. In this case, personalized learning and the completion rules alluded to actually create time for the teacher to work more closely with students. This is a win-win situation.
  • Not every program lends itself to choice, of course, but even then there are opportunities.
    • Mike Radue
      Mike Radue on 14 Apr 18
       
      I think it's important to remember that flexibility and adaptability are important during implementation of personalized learning. Not everything will fit neatly and work flawlessly. If viewed as an opportunity or a challenge rather than a problem, the chances for success greatly improve. It always comes back to finding that right mix and balance of instructional practice and processes.
    • dassom
      dassom on 22 Apr 18
       
      If you have the opportunity to test this out in a face to face classroom I think it is important to not force this idea just because it's the new thing you learned about. If you want it to be successful it needs to make sense within the classroom and it needs to be authentic.
  • You really have to be on top of things to allow the students choice since now there is more than one “right” way of doing something in the classroom
    • blockerl
      blockerl on 15 Apr 18
       
      I agree that you have to be more on top of things, but I really think that it helps to ensure good communication with students. Those quiet students are less likely to fall through the cracks. Plus, if we weren't checking in on the students and their choices, we would be nagging them to get what they have not interest in doing done.
  • I decided to “release” one piece of the assignment at a time in an effort to control students’ pathway through the materia
    • blockerl
      blockerl on 15 Apr 18
       
      I really like the idea of starting small. It's the best way to do any transformation, but we often think we have to change all things at once. It's a nice reminder that we don't have to. A little at a time. :)
    • dassom
      dassom on 22 Apr 18
       
      I like the term they used a release because for this to be successful it is what the teacher has to do. They have to release control of the learning.
  • creating a website, or writing a script for a video that they then record.
    • blockerl
      blockerl on 15 Apr 18
       
      Great idea! Sometimes I think we essay kids to death . . . for what purpose? Don't get me wrong, essays and formal writing is important, but I don't know that writing an essay has to always be the only way.
  • students receive a digital review of the research proce
    • blockerl
      blockerl on 15 Apr 18
       
      I'd be interested to see more of what this digital review looks like. Does she have different videos for each step of the research process? This is an interesting concept.
  • Okay. Here’s a list of choices. Choose one. As long as you follow the steps in my rubric, you’re fine.’”
    • hansenn
      hansenn on 18 Apr 18
       
      You would just have to create a rubric that would cover all of the ways students could produce a final project. The rubric would have to focus on the learning targets not what the project looks like. I would assume students would be presenting this work.
  • “One of the things I had to learn recently was to let go and allow the kids to experience the consequences of their choices.
    • hansenn
      hansenn on 18 Apr 18
       
      What happens if a student does not work on the project? If the project takes a long period of time and they wasted too much time then They may not have time to finish it. I understand how student's might fail and that is part of learning. Middle School students need some time management help when keeping on track. It would be difficult to totally let go.
    • dassom
      dassom on 22 Apr 18
       
      I think this is where my hold up would be on a project. It's hard for me to see my students fail. Especially when the student is actively trying to succeed. Failure is a part of real life but I think I'd try to do too much of the work for the student so ensure success.
    • dykstras
      dykstras on 23 Apr 18
       
      I'm with you guys here. Real life has deadlines ... and consequences for not meeting those deadlines. Personal(ized) learning requires a total growth mindset from both the student and the teacher. I'm not sure I'm there yet. Can't relinquish that control totally. I've tried blending my instruction and that's not going the best. Turning them loose completely scares me.
  • they liked it because it was what they picked.
    • hansenn
      hansenn on 18 Apr 18
       
      Must students do enjoy the learning more if they have some choice. Some of the math class would have to be the same, but students would like choice where available. Or you could have students think how they might use a certain skill in their real lives.
  • One of you needs to move. You decide.
    • hansenn
      hansenn on 18 Apr 18
       
      Interesting idea, I would love to see a video of this in action. The teacher must have taught conflict resolution skills. Many students do not have the skills to complete this task. Maybe with the help of a peer mentor, on their own would be difficult depending on the age of the students.
    • dassom
      dassom on 22 Apr 18
       
      This is a cool idea. I would also like to know more about how this works in class. I think putting the uncomfortableness on the students might help improve the behavior more quickly.
  • Learn from others. I won’t lie. The journey from old school to new learning paradigm was bumpy at first. I tried blended lessons that took less time than planned, had technology failures, chose the wrong method of delivery for various types of content or skills, and generally made every mistake you can imagine. But I didn’t give up, and eventually I had more successes than failures. My students’ input and further pedagogical study helped me refine my lesson planning until I got it right.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 18 Apr 18
       
      This is HUGE! The whole thought can sometimes be overwhelming. I think the time and effort that it takes to develop this type of learning can be overwhelming, but once you have it done it is simply then managing and updating as needed.
  • Let students make choices. When I first embarked on this mission, I decided to “release” one piece of the assignment at a time in an effort to control students’ pathway through the material. Since then, I have learned that a more personalized approach to assignments — which is also aligned to the ISTE Standard for Teachers addressing digital age learning experiences and assessments
    • Kim Foley-Sharp
      Kim Foley-Sharp on 18 Apr 18
       
      Giving students choice - hard concept for teachers to grasp at times. We have always been the ones in control. Learning has shifted to more student driven. We just need to get our teachers there.
  • One strategy that many teachers use to foster higher levels of interest and engagement is choice. However, research in the past decade has revealed that choice is not necessarily a cure-all for lack luster motivation. While choice can be a powerful motivator, on some occasions it can also have an adverse effect. In other words, not all choices have a positive effect on motivation and achievement. Therefore, it is helpful to consider a few factors that can help teachers design choices that have the potential to positively influence motivation and achievement.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 18 Apr 18
       
      This is something I struggle with. I might have an amazing class setup, but if the student is not motivated by what I have setup how do I reach them? The struggle is real!
    • Jen Van Fleet
      Jen Van Fleet on 20 Apr 18
       
      Lately I've been studying some of the culturally responsive pedagogy discussion protocols that we'll learn more about next year, and the biggest factor that I see repeating is not only should the content be engaging, but some students need support in getting started. Some students need discussion protocols in order to feel like they have a valid voice. I think engagement and inclusion go hand in hand.
  • When you want to give students choice, it is often optimal to give them a limited number of options, but be as flexible as possible. Since motivation depends upon an individual’s perceptions of control, purpose, and competence, students may perceive the same set of options differently. For example, when a teacher assigns a research project, some students will prefer to have a broad range of topics, others will prefer a small list of options, and yet others will prefer to be told what to do. Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 18 Apr 18
       
      I think that it is okay to start out with fewer choices to get students use to the system and then add on as the students seem to be catching on. Too many choices might be overwhelming.
  • ore rigorous, challenging, engaging and thought-provoking curriculum.
  • Use the technology you have.
  • more to creating blended lessons than simply adding technology.
  • math had a purpose in relation to something they cared about.
    • dassom
      dassom on 22 Apr 18
       
      Changing the titles of graphs may help motivation but I struggle even in my 10 year of finding ways to gets meaningful connections. I find more success it making the math attainable to all the students so that it's not "too hard" to complete.
  • collecting data
    • dassom
      dassom on 22 Apr 18
       
      This is necessary to test if the learning is the same. Ideally the personalized lessons make it more meaningful, but if the kid is interested in learning but is not learning as much as a traditional classroom, is this okay? Is it acceptable?
  • This flipped learning setup frees up my students to use classtime to practice their skills.
    • dykstras
      dykstras on 23 Apr 18
       
      I have tried this two years in a row now and just can't get the kids and parents to buy in. In today's day and (digital) age one would think kids would rather watch videos on their favorite device as 'homework' and do their 'homework' at school where there are under lock down anyway. Why can't I get my kids to buy into this concept?
  • lack of motivation among students
    • dykstras
      dykstras on 23 Apr 18
       
      I see this as the biggest hurdle in this movement. You take an unmotivated learner and give them the autonomy to 'personalize' their learning and you risk totally losing them. You better have a system of tight checks and balances in place to keep them on track.
  • Units of study in each learning community are planned around the “big ideas” in each subject area and often have interdisciplinary ramifications.
    • dykstras
      dykstras on 23 Apr 18
       
      For those of you non-elementary folk (of which I am now a part of) this reminds me of the dreaded end of program thematic unit from the late 90's early 2000's. In order to graduate I had to produce a multi week, multi subject area unit covering math science social studies and language arts. Now I think that's easier to pull off when you are the sole teacher. Trying to incorporate something like this in a middle, or god forbid a high school, would be extremely challenging. But I have an idea that centers around baseball if anyone wants to join forces :-) An idea like this has lifelong learning implications.
  • believe they will succeed during challenging activities tend to be more motivated
    • anonymous
      anonymous on 26 Apr 18
       
      This is where we will see growth in student knowledge. They will be more willing to test things if they are motivated for success.
  • who, what, when, where, and how questions.
    • anonymous
      anonymous on 26 Apr 18
       
      These were questions we has when students were doing research for World Peace Day. These are also the base questions for informative writing.
Heather Whitman

Implementation in Advocacy/Guidanace/Post-Secondary Preparation (Articles) - 0 views

moodlesw.aealearningonline.org/...view.php

shared by Heather Whitman on 12 Apr 18 - No Cached
  • Schutlz’s fifth graders had cited nearly 100 issues
    • brarykat
      brarykat on 12 Apr 18
       
      Good example of ideas, thoughts, and solutions students can generate when given the opportunity to share their opinions.
  • They also reached beyond the immediate Graham community
    • brarykat
      brarykat on 12 Apr 18
       
      I see great benefit in this being part of a school/district expectation.  Students have more information at their fingertips than ever before, but are also at greater risk of isolation due to digital devices effecting communication skills.  What will happen if we don't instill a desire for safe, productive communities?  The outcome could be devastating.
  • An environment without risk fails to prepare students for life outside the classroom
    • brarykat
      brarykat on 12 Apr 18
       
      I read an article in Forbes back in 2015 titled Millennials Don't Want To 'Embrace Failure'.  Neil Howe shed light on a growing national concern with our young adults.  A failure to thrive as adults is going to take a toll in the working world, on our society. Providing opportunities for students to make choices and fail in a safe environment may help turn this trend around.   https://www.forbes.com/sites/neilhowe/2015/02/11/millennials-dont-want-to-embrace-failure/
  • ...9 more annotations...
  • the social costs of the dropout problem include an underskilled labor force, lower productivity, lost taxes, and increased public assistance and crime.”
    • brarykat
      brarykat on 12 Apr 18
       
      Then take all of these factors doubled or tripled if the children and grandchildren choose to also dropout. What becomes of a community as each generation fails to earn their high school diploma?  The ripple effect is staggering. As the article says, hopefully online learning will provide a way for students to succeed in a nontraditional setting.
  • the pressure to “do something”
    • brarykat
      brarykat on 12 Apr 18
       
      Veteran teachers have watched the pendulum swing, implementing the "fix-it" programs.  Many are tweaked and reintroduced after they've fizzled out.  I think in the flurry to "do something" school districts can take on too many programs.  We do too many and don't keep them long enough to see positive outcomes.
  • supports and defends decisions that are in the best interests of all students.
    • brarykat
      brarykat on 12 Apr 18
       
      One of my greatest disappointments in today's education - when students are not at the center of our decisions.  Too many factors are taking precedence.  The needs of our students should be brought back to the forefront of our mission.
  • Who’s still talking when everyone has stopped listening?
    • brarykat
      brarykat on 12 Apr 18
       
      What more needs to be said then that?  We need to change our teaching approach.
  • our primary responsibility as teachers is to give hope.”
    • brarykat
      brarykat on 12 Apr 18
       
      This is an example that far too many parents/guardians experience.  IEP meetings can be overwhelming, heartbreaking, and stressful.  I have great respect for Special Ed teachers that have given extra time and consideration to both students and their family member - ensuring they feel the student is receiving the best care and education as possible and the parent/guardian concerns are being addressed.
    • brarykat
      brarykat on 12 Apr 18
       
      I forgot to include: Not every parent/guardian has the ability to voice their opinions or be heard as did the parent in this example.  Being your child's advocate is difficult if there is a language barrier, not feeling confident to express thoughts in a large group of educators, or bad personal experiences with educators.
    • Heather Whitman
      Heather Whitman on 16 Apr 18
       
      I love this idea as we need to instill the need to be a part of organizations/communities/initiatives. What partnerships could be developed to push this for those going into the military, trades, and lifeskills students? I would love to see an idea of a plan of what this looks like.
  • these attributes can also remove the social stigma of credit recovery.
    • Heather Whitman
      Heather Whitman on 16 Apr 18
       
      Confidence is certainly an issue for struggling students. Why would they want to look different? I hadn't thought about the privacy of online learning in regards to people not knowing what was and wasn't done. If I need extra help, I can ask it in a different way and not look "dumb" or if I need time because I had to work all weekend,I can still meet expectations and push myself.
    • Heather Whitman
      Heather Whitman on 16 Apr 18
       
      Online learning helps with the digital divide and gives needed exposure to various online uses. We can't assume they have technology let alone know how to search and use online skills/tasks.
  • The advocate leader uses his or her influence and energy to protect students’ rights and interests
    • Heather Whitman
      Heather Whitman on 16 Apr 18
       
      This stood out at me. I am naturally reflective and always think what can I do better, what did I not do to reach a child when there is an issue. This can be tricky as some staff members may not feel the principal is backing the teachers/staff when he/she is advocating strongly for the students. This area is tricky, and you have to be there for the kids and always push for the best.
carlarwall

Implementation in an Elementary Classroom (Articles) - 1 views

moodlesw.aealearningonline.org/...view.php

shared by carlarwall on 12 Apr 18 - No Cached
  • observing or engaging in an event,
    • krcouch
      krcouch on 12 Apr 18
       
      Love the idea of engagement and observing...not just talking about it but doing it!
    • brarykat
      brarykat on 14 Apr 18
       
      Tactile and kinesthetic learners thrive in engaging with a concept… not just reading about it or hearing a lecture on the topic.
  • Inquiry-based instruction
    • krcouch
      krcouch on 12 Apr 18
       
      my favorite way to teach. I want them to explore and learn about the topic their way. and present their learning their way
  • The first thing we do is begin an ‘I see — I wonder’ exercise,”
    • krcouch
      krcouch on 12 Apr 18
       
      Love this idea...seeing what they want to learn and developing activities from there. Very personalized. Great idea
    • brarykat
      brarykat on 14 Apr 18
       
      Each of my students were given a clipboard to do this activity during every field trip. If I was coordinating field trips today I would give choice between writing it out with a clipboard or using a mobile device.  The field trip then because a true educational experience with expectations of sharing their experience/learning with classmates, blogs, and/or school social sites.
  • ...18 more annotations...
  • one of two key benefits of playing: promoting academic learning. The building of social emotional skills is the other. Play is, after all, the way children are wired to learn
    • krcouch
      krcouch on 12 Apr 18
       
      If only we promoted this more and allowed the littler kids to play and learn and develop at their own pace. Sorting on their own by just playing is great. My daughter does the same thing at 3 years old and I am amazed by things she knows...just from playing and watching...
    • brarykat
      brarykat on 14 Apr 18
       
      Early childhood classrooms usually include a discovery zone. Theme of items are changed out weekly, giving children exposure and ways to manipulate sand, water, snow, etc. It's amazing to watch their understanding of the world around them develop when given opportunities to explore.
    • tifinif
      tifinif on 21 Apr 18
       
      Play time is a great place for kids to also get away from using a device all of the time. They have to think for themselves, learn to communicate and use their imagination. All of the things that they might not be getting at home.
  • Start a faculty book club
    • brarykat
      brarykat on 14 Apr 18
       
      I have done this in different ways based on staff choice.  Meeting in person once a week (during lunch, prep, or outside of school) with one specific title of a book for fun; professional development book; or everyone sharing about the book they read individually.  Some staff have little to no time to meet outside of school so I created a staff book club on Google Classroom.
  • A modern educational tool Ms. Moore considers indispensable for effective inquiry-based instruction is the set of graphic organizers known as Thinking Maps, which help children categorize information in visually coherent ways. “Many teachers mistakenly assume kids know how to think,” she say
    • jwalt15
      jwalt15 on 16 Apr 18
       
      Thinking maps are a great way for children and adults to categorize information. I agree with the statement that teachers mistakenly assume that kids know how to think. Thinking is a very complex task that requires practice. Children need guidance in how to stay focused and concentrate on categorizing information.
    • carlarwall
      carlarwall on 24 Apr 18
       
      And through modeling and scaffolding with students, they will eventually learn how to do this skill more independently.
  • “Giving them directions all the time takes away from the creative process and imagination, which a lot of my kids are lacking,” she says, “because they’re so used to being spoon-fed information that they can barely critically think.”
    • jwalt15
      jwalt15 on 17 Apr 18
       
      This is such a powerful statement that I agree with wholeheartedly! I have noticed it more this year than in the past. Kids don't know how to think or interact well with each other. They need more time to play and less time on instruction and technology.
  • Incorporating free play, guided play or something in between may require some creativity on the part of educators, but the academic and social emotional learning benefits inherent in play are too vital to overlook.
    • jwalt15
      jwalt15 on 17 Apr 18
       
      Integrating play into personalized learning gives learners of all ages an opportunity to be creative and make better connections to current knowledge. It also allows students the chance to be in control of their own learning.
  • Introduce one new tech tool. Digital tools -- such as video cameras, drawing software, or Web applications like Google Earth -- can really expand students' options for learning and showing their knowledge (here's what this looks like at Forest Lake). Pick just one new thing at a time, and experiment with it for yourself before introducing it in class.
    • jwalt15
      jwalt15 on 17 Apr 18
       
      Learning new tech tools can be an overwhelming task especially if one grew up before the technology revolution. Picking one digital tool and focusing on that for awhile will help both the teacher and students become more confident and comfortable with using technology for personal learning.
  • They started small, and they've grown and honed their strategies each year.
    • tifinif
      tifinif on 21 Apr 18
       
      I think that this is important. How many times do we have a "new" program that we jump into with both feet and try to make it perfect over night. Things like this take time and if we want kids to be successful we have to take our time and learn as we go as well.
  • Stay current. Keep the discussion alive with colleagues in your school and in social networks (such as Twitter, Edutopia, and others) to find fresh ideas and avoid stagnating.
    • tifinif
      tifinif on 21 Apr 18
       
      This is key and we need more time to learn from each other. Some of the best in-services or meetings are the ones where we come away with something new to try the next day.
  • Free or unguided play is the most natural way to forge these connections.
    • tifinif
      tifinif on 21 Apr 18
       
      I just had my students complete a project using "play" time on their chrome books. Sometimes with technology the best way to learn is by playing. Kids love when they can show the teacher something new that they have learned.
    • emmeyer
      emmeyer on 22 Apr 18
       
      So true! My students always love it when they can teach me something!
  • Free or unguided play is the most natural way to forge these connections.
  • but opportunities to provide those benefits are on the decline.
    • emmeyer
      emmeyer on 22 Apr 18
       
      Sad but true. With our school schedule this year, there is no wiggle room for anything like play...other than their 10 minute recess. It's no wonder that I have so many behavior issues (over the silliest things), students haven't learned how to work things out on their own.
    • carlarwall
      carlarwall on 24 Apr 18
       
      I completely agree! Sometimes the most important skills of collaboration can be practiced and applied in play.
  • In 5 minutes you can
    • emmeyer
      emmeyer on 22 Apr 18
       
      Great quick tips for how to differentiate!
    • carlarwall
      carlarwall on 24 Apr 18
       
      I love these ideas! They can also be reassuring for teachers who think they are not doing any differentiation in the classroom and they probably have already started.
  • Make a scaffolding toolkit.
    • emmeyer
      emmeyer on 22 Apr 18
       
      Easier said than done (simply because it takes time to actually set up and maintain), but it is a great idea and would end up being a wonderful resource...especially to share resources with other teachers!
  • A Stage One PLE is teacher-centered with learner voice and choice
    • carlarwall
      carlarwall on 23 Apr 18
       
      This is a great way for new teachers to get started in PLE. Sometimes they are already doing these basic elements and don't even realize it.
  • how to unpack the Common Core State Standards with your learners,
    • carlarwall
      carlarwall on 23 Apr 18
       
      I LOVE how this talks about the standards and making the standards a part of the process of PLE. The standards should always be our main focus.
  • Expert learners and assessment as learning is the key for learners taking responsibility for their learning.
    • carlarwall
      carlarwall on 24 Apr 18
       
      Just another example of how and why assessment is so important in all types of teaching scenarios.
  • In terms of the tenets of inquiry-based instruction, she explains, when she answers students’ questions straightforwardly instead of asking questions to help the students find the answers themselves, she’s actually interfering with the learning process.
    • carlarwall
      carlarwall on 24 Apr 18
       
      This is such a hard thing to do, even as parents, it is sometimes easier to just answer questions for our children rather than letting them problem solve. It is such a good skill to have going into adulthood.
  • Practice procedures for independent and collaborative work
    • carlarwall
      carlarwall on 24 Apr 18
       
      Super important! Teachers can give up and quit something they have tried because they think it didn't work. Sometimes things do not work because students need more time to learn the procedure.
jbuerman

dol-2018: Lesson Planning: The Missing Link in e-Learning Course Design - 2 views

moodlesw.aealearningonline.org/...view.php

moodle_iowa

shared by jbuerman on 29 May 18 - No Cached
  • • Learners need to see examples of a product or a process
  • things that happen in between developing the IDP and storyboarding that designers often do not explicitly discuss, and even more often do not document.
    • mrsmeganmorgan
      mrsmeganmorgan on 30 May 18
       
      Happens frequently I find in unit design and collaborative design work.
  • Since introducing lesson plans as required deliverables in my e-Learning design courses, I have seen tremendous improvements in the work of my students.
    • mrsmeganmorgan
      mrsmeganmorgan on 30 May 18
       
      We cannot forget about planning a solid lesson. Even digitally it needs to happen.
  • ...2 more annotations...
  • Objectives — there is little difference between the delivery methods
    • mrsmeganmorgan
      mrsmeganmorgan on 30 May 18
       
      At least this is the same in both types of lesson planning and delivery.
  • instructional designers who only have experience with e-Learning and might someday have a need to develop face-to-face instruction.
    • jbuerman
      jbuerman on 15 Jun 18
       
      Since we are used to face-to-face learning, this type of plan seems good to compare the two.
Mande Alexander

Lesson: Articles on Visual Design - 2 views

moodlesw.aealearningonline.org/...view.php

shared by Mande Alexander on 06 Jun 18 - No Cached
  • t's about how much visual weight different parts of your design have.
    • Kristina Dvorak
      Kristina Dvorak on 06 Jun 18
       
      Have variety without overdoing it. The Yahoo example in the lesson was a great example of too much information that confuses the viewer.
  • Position — Where something is on a page clearly influences in what order the user sees it. Color — Using bold and subtle colors is a simple way to tell your user where to look. Contrast — Being different makes things stand out, while being the same makes them secondary. Size — Big takes precedence over little (unless everything is big, in which case little might stand out thanks to Contrast) Design Elements — if there is a gigantic arrow pointing at something, guess where the user will look?
    • Kristina Dvorak
      Kristina Dvorak on 06 Jun 18
       
      I would suggest looking at websites that you like, ones that feel easy to navigate. Look at what they do and use it as a guide when starting out.
    • mrsmeganmorgan
      mrsmeganmorgan on 10 Jun 18
       
      I think this is a smart idea. Our district is currently doing a redesign and started to discuss what the other UEN districts websites strengths and challenges.
    • Mande Alexander
      Mande Alexander on 13 Jun 18
       
      I would echo mirroring a site that you like. It's a perfect way to get ideas and then tweak as needed.
  • Web site is being unable to figure out where to go or where you are.
    • Kristina Dvorak
      Kristina Dvorak on 06 Jun 18
       
      Three click rule: If a user has to click on more than three links then they are most likely going to be frustrated and leave the site. Keep navigation simple!
  • ...13 more annotations...
  • So if there was a download button, for example, I would make a little download image. In the last year or so, I've switched to using CSS to make my buttons and have never looked back.
    • Kristina Dvorak
      Kristina Dvorak on 06 Jun 18
       
      This a good tip that I would like to try. I have always created buttons versus using CSS.
  • 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.
    • Kristina Dvorak
      Kristina Dvorak on 06 Jun 18
       
      The best advice yet! It makes sites easier to navigate, especially for novice users.
  • Exercise.
    • Kristina Dvorak
      Kristina Dvorak on 06 Jun 18
       
      This visual is very helpful. It also shows the power of an infographic to help a viewer understand the written content.
    • mrsmeganmorgan
      mrsmeganmorgan on 10 Jun 18
       
      This layout helps visualize all of the definitions that were listed above.
  • But as a general rule, putting space between text and the rest of the world makes it infinitely more readable and pleasant. White Space
    • mrsmeganmorgan
      mrsmeganmorgan on 10 Jun 18
       
      This makes sense so as not overwhelm the reader. It's about looking at other's use of white space and figuring out why it appeals to you.
    • jbuerman
      jbuerman on 15 Jun 18
       
      Too much run on makes it very confusing for the student - white space is essential!
  • Visual Hierarchy
    • mrsmeganmorgan
      mrsmeganmorgan on 10 Jun 18
       
      Is the most important the largest?
  • Users don’t read, they scan.
    • mrsmeganmorgan
      mrsmeganmorgan on 10 Jun 18
       
      With this in mind, how can we teach students to decide when scanning vs reading makes sense?
  • fter you’ve worked on a site for few weeks, you can’t observe it from a fresh perspective anymore.
    • mrsmeganmorgan
      mrsmeganmorgan on 10 Jun 18
       
      This s is so true. We need new audiences to look at our work.
  • Example of Pulling it all together
    • mrsmeganmorgan
      mrsmeganmorgan on 10 Jun 18
       
      This visual does a great job putting all of the definitions in context.
  • Design is marketing. Design is your product and how it works.
    • Mande Alexander
      Mande Alexander on 13 Jun 18
       
      This is so important! Design is more than colors and fonts - this is your baby! Think about the user experience because design can truly make that experience negative.
  • 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.
    • Mande Alexander
      Mande Alexander on 13 Jun 18
       
      Is any one else a font nerd like I am? The fact Google gives me unlimited choices in fonts is dangerous!
  • 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.
    • Mande Alexander
      Mande Alexander on 13 Jun 18
       
      Usability is crucial. So many educators and agencies have been under the microscope because we have continued to create things that are not ADA compliant and thus not usable to all end users.
  • Keeping your design crisp and sharp is super important in Web design. And when it comes to clarity, it's all about the pixels.
    • Mande Alexander
      Mande Alexander on 13 Jun 18
       
      YES! I will stop looking at a presentation or site if images are not crisp.
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