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rhoadsb_

Article(s): Self- and Peer-Assessment Online - 0 views

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

shared by rhoadsb_ on 14 Apr 19 - No Cached
  • The instructor must explain expectations clearly to them before they begin.
    • kmolitor
      kmolitor on 14 Apr 19
       
      I think this is such an important piece of peer assessment. Students need to understand what they are doing and providing a model of it can certainly help.
    • tmolitor
      tmolitor on 23 Apr 19
       
      I couldn't agree more. It is so important that everything is laid out clearly for the students before beginning anything.
    • mschutjer
      mschutjer on 27 Apr 19
       
      I too agree. This is a process and getting middle school students to do this constructively can be challenging.
  • Students can also benefit from using rubrics or checklists to guide their assessments
    • kmolitor
      kmolitor on 14 Apr 19
       
      Providing a rubric to students is a great way to help them peer assess, but it will definitely need to be written in student friendly specific language.
    • chriskyhl
      chriskyhl on 24 Apr 19
       
      I agree Kelley. This is an extremely important thing for student feedback and if done correctly will lead to better student performance
  • develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term
    • kmolitor
      kmolitor on 14 Apr 19
       
      Trust is such an important piece to giving peer feedback. Putting these groups together early and working on building those relationships prior to assessing will help the students give honest and constructive feedback.
    • mschutjer
      mschutjer on 27 Apr 19
       
      Sometimes I wonder at what age students will begin to take this seriously, and not just go through the motions.
  • ...77 more annotations...
  • In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • kmolitor
      kmolitor on 14 Apr 19
       
      This makes so much sense. If we have students develop goals for their courses and have them frequently reflect on those goals it would help increase their motivation.
  • Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time.
    • kmolitor
      kmolitor on 14 Apr 19
       
      Using portfolios with students is great. Students have the opportunity to see their progress over time and can make adjustments as needed. I think adding a place where they can look at their goals in their portfolio would be beneficial too.
    • chriskyhl
      chriskyhl on 24 Apr 19
       
      Think this is something I am going to try next year in classes is to have students build an online portfolio for each of my power standards to show mastery
    • mschutjer
      mschutjer on 27 Apr 19
       
      This is a great idea, but so very hard to maintain.
  • Represent a student's progress over time
    • zackkaz
      zackkaz on 15 Apr 19
       
      I like this idea of progress over time. Especially in an online learning atmosphere it encourage time management, and not procrastination.
  • • Students will have a tendency to award everyone the same mark.
    • zackkaz
      zackkaz on 15 Apr 19
       
      This is certainly a problem I run into with peer and group evals during projects. Students give everyone a 5/A in every category when it is patently false. Anyone have any solutions to solving that issue?
    • cathy84
      cathy84 on 18 Apr 19
       
      I have always had the same struggle. Feedback from each other just wasn't helpful most of the time.
  • provide quality feedback that can help students develop their writing and critical thinking skills.
    • zackkaz
      zackkaz on 15 Apr 19
       
      In terms of very high level education he may be correct, but when talking about materials we work with he is both right and wrong. I think it is important to remember that we are also learning from our students as well, and they may the a voice that is different, but fits the tone/time/assignment better than what we traditionally expect.
    • Wendy Arch
      Wendy Arch on 19 Apr 19
       
      The prompts also impact the feedback. If students are given extremely vague prompts, they won't be able to give accurate or usable feedback. However, if the prompts are aligned and geared to a student level, then the feedback will be more usable.
  • MOOCs that are not for credit
    • zackkaz
      zackkaz on 15 Apr 19
       
      What about grades not existing at all as Mr. Abbey has suggested?
  • own expectations.
    • zackkaz
      zackkaz on 15 Apr 19
       
      Life long learners! I never do it, but I should students's their goals in the class, unit, assignment, etc. I always think it will be a great idea but never get around to practicing it.
  • .
    • zackkaz
      zackkaz on 15 Apr 19
       
      Just curious if there is any research over non collegiate/PD courses. I would like to see the effectiveness of this with HS/MS aged students. Just curious.
  • include establishing their own assessment criteria through consultation with teaching staff
    • robertsreads
      robertsreads on 16 Apr 19
       
      I am a big fan of having students help develop their own rubrics, especially at the high school level. It helps them to be thoughtful about what they need to learn, and it gives them much more skin in the game.
  • Address improvement, effort, and achievement
    • robertsreads
      robertsreads on 16 Apr 19
       
      This is one of my favorite parts of a portfolio. It really allows students to look back and see how much they have grown over a semester/year/their high school career. It makes the hard work worth it when a student sees that it is making a big difference.
  • When learners have experience in learning and navigating within a networked setting [if the review is completed in an open and online setting].
    • robertsreads
      robertsreads on 16 Apr 19
       
      At the high school level, we work very hard with students to develop the vocabulary for giving meaningful feedback. I like to have a list of prompts they can use to start, and also a list of things they can and should look for.
  • These students reported that their ability to self-assess depended on knowing what the teacher expected
    • robertsreads
      robertsreads on 16 Apr 19
       
      It is impossible for a student to know if they have done well, if the teacher has not explained the targets the student should be hitting. They must know what is expected of them before they can be expected to assess themselves.
  • Rather than assessing whether the student learned from the assignment or not, this method seems geared to identifying any ‘slackers’ or those who sit on the side lines through the entire project, with minimal contributions.
    • robertsreads
      robertsreads on 16 Apr 19
       
      This is one of the truest things I have ever read.No matter what the level, it is frustrating when one perceives some group members as not doing their best or not participating, especially if one's grade depends on said participation.
  • One way to begin the process of introducing students to self-assessment is to create student-teacher contracts. Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades
    • mgast40diigo
      mgast40diigo on 17 Apr 19
       
      I like how this focuses on the student. Having some ownership and feedback from the instructor can be powerful. Plus contracts are relevant in the real world.
    • mistermohr
      mistermohr on 23 Apr 19
       
      While I understand the premise, I struggle with classroom contracts. They are frivolous...they really mean nothing. It downplays real contracts which have implications.
  • Emphasize what students can do rather than what they cannot do
    • mgast40diigo
      mgast40diigo on 17 Apr 19
       
      Very important for student confidence. I have a tendency to focus on improvement with my students and not enough on what they are doing correct.
  • Group work can be more successful when students are involved in developing the assessment process.
    • mgast40diigo
      mgast40diigo on 17 Apr 19
       
      What a great way to involve the students and see what criteria is important to them. They would become more active in the learning process and better results should follow.
    • mistermohr
      mistermohr on 23 Apr 19
       
      No kidding! Think of all the time teachers spend outlining the essential criteria. We can put some of this in the students court, especially is it helps the success of teaching some soft skills, working as a team.
  • More often, however, students spoke of the tension between their own and the teacher’s expectations. … Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.”
    • mgast40diigo
      mgast40diigo on 17 Apr 19
       
      How do you get students to overcome this?
  • How it works – each group member completes an evaluation on his or her team members which is then submitted to the instructor. The instructor usually takes the average of the peer evaluations, and shares this grade with each team member which serves as the student’s grade in the peer evaluation portion.
  • Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.
    • mgast40diigo
      mgast40diigo on 17 Apr 19
       
      I agree. Most students are critical of their own work. They will be honest and upfront. The thing to be careful about is to make sure they explain themselves and not just give a grade. Self reflection is the highest form of accountability.
    • Deborah Cleveland
      Deborah Cleveland on 23 Apr 19
       
      I think there is a lot of power in metacognition. Giving people the space to think about their thinking and evelaute their own choices...can lead to a lot of growth.
  • To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals outline shown in the popup window
    • tommuller4
      tommuller4 on 17 Apr 19
       
      I think short-term goals are essential for students to track their success and stay focused on the goals. They should probably set new goals for every chapter/unit.
  • Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      The idea of students assessing and monitoring their own learning will be something totally new for most students. They will need help from teachers and some time to learn this process.
    • mrsmeganmorgan
      mrsmeganmorgan on 20 Apr 19
       
      I agree. Assessing and monitoring learning only happens when students are explicitily taught the skills. Often it may have to be done many times and situations before students do it on their own.
    • chriskyhl
      chriskyhl on 24 Apr 19
       
      This is an interesting topic and something I haven't tried with my students. I think as you both brought up would need some practice but agree it would be a powerful tool for self assessment
  • The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit
    • tommuller4
      tommuller4 on 17 Apr 19
       
      I like to idea of the student determining what goes in their folders, it gives them some power over their own learner.
    • tmolitor
      tmolitor on 23 Apr 19
       
      I agree, it always seems to be best for students when they feel like they have a say in what they are doing.
  • The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      I think its a good idea for the students to see sample work and talk about how to assess it and criteria they think is need to successfully complete the assignment.
    • mschutjer
      mschutjer on 27 Apr 19
       
      A great idea. the samples and practice we can give students the better off they will be.
  • Represent a student's range of performance in reading, writing, speaking, and listening as well as cultural understanding
    • tommuller4
      tommuller4 on 17 Apr 19
       
      Think its a good idea to have variety of things in the students portfolio so we can see the range of students work and also how much progress the student has made.
    • mschutjer
      mschutjer on 27 Apr 19
       
      this too is a good idea!
  • peer or in a small group
    • sjensen21
      sjensen21 on 17 Apr 19
       
      Conversations can help students solidify and internalize their thinking.
    • tmolitor
      tmolitor on 23 Apr 19
       
      Exactly, that think-pair-share strategy or anything that gets students talking with other students can be really beneficial for them.
  • peer pressure
    • sjensen21
      sjensen21 on 17 Apr 19
       
      This is a very real issue. Students can feel pressure to elevate a friends grade out of a sense of loyalty.
    • alisauter
      alisauter on 23 Apr 19
       
      I see this as being less of a problem with students who don't visit campus at all. They may not know many peers.
    • mistermohr
      mistermohr on 23 Apr 19
       
      Ali - Good point! This is a benefit of online courses vs. face to face. Most LMS's have a integrated tool that allows for peer assessment as well.
  • similar skill level
    • sjensen21
      sjensen21 on 17 Apr 19
       
      This may be difficult to determine especially early in a course.
  • very clear and explicit.
    • sjensen21
      sjensen21 on 17 Apr 19
       
      As in, using a rubric!
  • This is my preferred approach
    • sjensen21
      sjensen21 on 17 Apr 19
       
      I agree. It seems more balanced.
  • deliberate thought about what they are learning and how they are learning it.
    • kylelehman
      kylelehman on 18 Apr 19
       
      Again, I think self-assessment is key. As we move towards SBG, I have built in self-assessing on almost everyone on of my rubrics in order to see where a student thinks they are v where I think they are.
    • mschutjer
      mschutjer on 27 Apr 19
       
      I love the idea of self assessment and once students grab onto it I know they see its effects as well.
  • Students individually assess each other's contribution using a predetermined list of criteria. Grading is based on a predetermined process, but most commonly it is an average of the marks awarded by members of the group.
    • kylelehman
      kylelehman on 18 Apr 19
       
      I always struggle with peer grading. I feel as if the students are never "hard" enough on other students the way that I would be when I am grading as a teacher. With that said, I think that if you build in norms and go over things as a class so they can see how you would do it, it may help.
    • chriskyhl
      chriskyhl on 24 Apr 19
       
      I dont think I would use this exclusively but think peer evaluation is a good measuring stick of both the grader and gradee's understanding of the material
  • introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class
    • kylelehman
      kylelehman on 18 Apr 19
       
      I think this is key for class and for students to be able to see what they are being assessed in. What is the secret? Don't we as educators want our students to do well? I have been in the process of making posters for each of my classes and units that I hang up when we start a new unit. These posters have the standards, main ideas, and key assessment strategies.
    • barbkfoster
      barbkfoster on 23 Apr 19
       
      I think all too often we are so concerned with "covering the material" that we don't take the time to front load a unit (or the school year). If we want our students to be successful and feel good about their learning, we need to make sure students know what is required from the very beginning.
  • self-assessment as an opportunity for students to reflect on their own work
    • kylelehman
      kylelehman on 18 Apr 19
       
      Wow, I couldn't agree more. I don't want students to grade themselves because they won't grade themselves the same way that I will. However, I would direct them to self assess and use the same rubric the way that I would in order to build on the ideas that I am looking for and how they can better themselves.
  • I have mixed feelings about peer evaluations, leaning towards not using peer reviews as part of the assessment strategy. I wonder if the concept of peer evaluation is exclusive to higher education institutions
    • kylelehman
      kylelehman on 18 Apr 19
       
      I agree. I have tried full on peer assessing in high school before and it never really works the way I want them to
    • cathy84
      cathy84 on 18 Apr 19
       
      Agreed
    • cathy84
      cathy84 on 18 Apr 19
       
      I struggle with this concept. How do students know the qualities of effective persuasive writing, for instance?
  • Guided practice with assessment tools
    • cathy84
      cathy84 on 18 Apr 19
       
      Perhaps if I spent more time doing this, I would have had more success with student self and peer edits. It's interesting, though, that my daughters felt the same way about peer editing in their HS classes. They always felt they lacked any helpful input. In fact, they felt peers were marking things they completely disagreed with. I just don't know how to make peer editing of upper level writing better.
    • cathy84
      cathy84 on 18 Apr 19
       
      This has been my experience over 27 years in education as well.
  • There is strong support in constructivist theories for the peer review which is grounded in student-centered learning where students learn as much from the review process itself as from the final grade on an assignment.
    • cathy84
      cathy84 on 18 Apr 19
       
      Again, I am a skeptic with constructivist theory
  • hough at the conclusion of their research they determined that students involved in peer review perform better academically than peers graded only by their instructors
    • cathy84
      cathy84 on 18 Apr 19
       
      Well, that is good to know!
    • mistermohr
      mistermohr on 23 Apr 19
       
      I think this is an important point! It doesn't really matter how we feel about it, research shows that peer review do better so it should be case closed, we should use it. I would like to know the corroboration of this by other studies.
  •   Learners have a developed set of communication skills.
    • cathy84
      cathy84 on 18 Apr 19
       
      makes sense
  • Use a Rubric
    • cathy84
      cathy84 on 18 Apr 19
       
      This was successful for me when grading group projects...especially performance-based projects like one-act play performance.
  • Such self assessment encourages students to become independent learners and can increase their motivation.
    • mpercy
      mpercy on 19 Apr 19
       
      This is a great accomplishment for any teacher!
    • mistermohr
      mistermohr on 23 Apr 19
       
      no joke, I feel that this can happen when students see them working towards a goal that isn't "just for the teacher"
  • Students may be reluctant to make judgements regarding their peers.
    • mpercy
      mpercy on 19 Apr 19
       
      This would go back to the culture in the classroom. Students would need to feel safe about expressing their thoughts about others' work and also receiving feedback about their own work.
  • students assess their own contribution
    • mpercy
      mpercy on 19 Apr 19
       
      Is there any risk of privacy laws when allowing peer assessment? I don't share the grade of one student with any other student. Would peer assessment violate this? If it does, self-assessment would be a better option.
    • chriskyhl
      chriskyhl on 24 Apr 19
       
      Interesting question never thought of it that way......would be interesting to look at research
  • it requires a specific set of learning conditions to be present in order for it to work as intended.
    • mpercy
      mpercy on 19 Apr 19
       
      How often would we see these learning conditions be present in our classrooms and peer grading considered effective?
  • the learner will benefit far more by completing a self evaluation
    • mpercy
      mpercy on 19 Apr 19
       
      I like the use of self evaluation if you can get students to take it seriously. I am a little wary of peer evaluation because I don't think all students will use constructive criticism.
  • it helps them control the classroom better by reinforcing their power and expertise,
    • Wendy Arch
      Wendy Arch on 19 Apr 19
       
      Or is it because it allows them to know whether or not students are getting the material? Yes, some teachers are power hungry and on constant power trips with grades, but if we aren't readily and regularly assessing and providing feedback, how do we know for ourselves whether or not students are learning?
  • Every time I did get a comment, no peer ever wrote more than three sentences. And why should they? Comments were anonymous so the hardest part of the evaluative obligation lacked adequate incentive and accountabilit
    • Wendy Arch
      Wendy Arch on 19 Apr 19
       
      Using different online tools such as Turnitin.com allows students to remain anonymous to peers but teachers can see who reviewed whom and what kind of feedback they left. This could provide more incentive to provide better quality feedback. If students know teachers will look back through what they wrote, then they might be more conscientious about it.
  • Students that fell into this group were physically and cognitively lazy, not contributing to the process as required. This phenomenon was referenced in several other research studies within the paper.
    • Wendy Arch
      Wendy Arch on 19 Apr 19
       
      This isn't just a feedback issue though -- this is a systemic issue throughout education. The "loafers and others" will do the bare minimum on any assignment, so to use that as a reason to not use peer feedback is a moot point.
  • help reduce the ‘free rider’ problem
    • mrsmeganmorgan
      mrsmeganmorgan on 20 Apr 19
       
      I think the more we can do to decrease the free rider situation the better.
    • chriskyhl
      chriskyhl on 24 Apr 19
       
      Totally agree! Find this is true even with adults in other classes I have taken in the past
  • 4) When learners are mature, self-directed and motivated.
    • mrsmeganmorgan
      mrsmeganmorgan on 20 Apr 19
       
      This is an interesting statement when we start to think about this in K-12 situation. Can we describe the typical student in those terms?
  • They also recommend that teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • mrsmeganmorgan
      mrsmeganmorgan on 20 Apr 19
       
      This especially important when it is linked with the findings in paragraph five. Student need this information.
    • Deborah Cleveland
      Deborah Cleveland on 23 Apr 19
       
      I agree. This aligns nicely with what was said in the previous article..."Why and When Peer Grading is Effective for Online Learning"...It can also be very effective in small, closed online classes where students are at similar skill level and receive instruction and guidance in how to grade within the process.
    • barbkfoster
      barbkfoster on 23 Apr 19
       
      This also ties in closely with our lesson on modeling. For many students it helps them to understand what a teacher is looking for and what "great work" looks like. Likewise, it is also helpful to show students examples of work that doesn't meet the requirements.
  • 3 main grading strategie
    • mrsmeganmorgan
      mrsmeganmorgan on 20 Apr 19
       
      I am really frustrated with the following section. It's like they equate grades with learning. This completely ignores the learning process.
  • hen students are involved in developing the assessment process.
    • nealjulie
      nealjulie on 21 Apr 19
       
      I agree with this statement. The power is in students evaluating their own work.
  • strive for a more advanced and deeper understanding of the subject matter, skills and processes
    • nealjulie
      nealjulie on 21 Apr 19
       
      This is what teachers really want to strive for, a deeper understanding of the subject matter.
  • passive learner to active leaner
    • nealjulie
      nealjulie on 21 Apr 19
       
      I like this statement too, we want students to be active learners.
  • inst if students ‘gang up’ against one group member
    • nealjulie
      nealjulie on 21 Apr 19
       
      Yikes! I hope a teacher could control this!
  • Self evaluation has a risk of being perceived as a process of presenting inflated grades and being unreliable
    • nealjulie
      nealjulie on 21 Apr 19
       
      I could see this happening. That's why things need to be laid out and other uses of evaluation should be in place as well.
  • Encourages student involvement and responsibility.
    • alisauter
      alisauter on 23 Apr 19
       
      If this isn't "required" I don't see many students wanting to do this. It is a struggle in F2F classes. Maybe in an online setting it would be better for some?
  • Students may have little exposure to different forms of assessment and so may lack the necessary skills and judgements to effectively manage self and peer assessments
    • alisauter
      alisauter on 23 Apr 19
       
      This is such a mountain to climb, but if more F2F classes do this, then perhaps it will be easier in online classes and vice versa.
  • Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
    • Deborah Cleveland
      Deborah Cleveland on 23 Apr 19
       
      Climate and culture is important when asking students to engage in peer assessment.
  • here may also be a perception amongst students that the academic is ‘shirking’ their responsibilities by having students undertaking peer assessments.
    • alisauter
      alisauter on 23 Apr 19
       
      We have had this perception with Blended and Flipped learning with some of our students and parents. We quickly learned that educating the stakeholders is important.
    • barbkfoster
      barbkfoster on 23 Apr 19
       
      You're absolutely right! Students and parents alike feel that it is the teacher's job to deliver the content and the teacher's job to assess student work. Helping both parties understand the WHY is so important!
  • practice session
    • Deborah Cleveland
      Deborah Cleveland on 23 Apr 19
       
      Modeling and practicing feedback is critical. Otherwise it is very easy for people to provide very surface level feedback that doesn't give the learner much to go on in regards to improving. The learner gets frustrated because the information isn't usefule and the person providing the feedback because they don't see any changes.
  • When operating successfully can reduce a lecturer's marking load.
    • alisauter
      alisauter on 23 Apr 19
       
      It does, but obviously from the Disadvantages below, it doesn't. What is the balance?
  • It can also be very effective in small, closed online classes where students are at similar skill level and receive instruction and guidance in how to grade within the process.
    • Deborah Cleveland
      Deborah Cleveland on 23 Apr 19
       
      I think that providing instruction and guidance in how to peer grade is key to ensuring that peer grading has meaning to the person receiving the grade.
  • rubric not only helps the facilitator score the assignment but it and can greatly increase the quality and effort put into assignments by giving students a clear expectations with knowledge that must be demonstrated.
    • Deborah Cleveland
      Deborah Cleveland on 23 Apr 19
       
      Rubrics can set expectations for assignments and define quality.
  • informs the teacher about students' thoughts on their progress,
    • tmolitor
      tmolitor on 23 Apr 19
       
      I think this piece is also really important. As a teacher it's easy to look at only the stuff student's submit, without knowing what they think about their own progress.
  • Allow for assessment of process and product
    • tmolitor
      tmolitor on 23 Apr 19
       
      I think the process is almost more important than the final product in everything that you do. I like that this mentions the process, and the product.
    • mschutjer
      mschutjer on 27 Apr 19
       
      All are great ideas and good practice
  • be aware of their learning
    • mistermohr
      mistermohr on 23 Apr 19
       
      Monitoring your own learning is the most important skill that we can help students learn.
  • goal of learning more
    • barbkfoster
      barbkfoster on 23 Apr 19
       
      I feel we need to change our culture from that of earning good grades to one of learning. We will spend our whole lives learning, unlearning, and relearning. To be successful at anything we need to learn the skill of self-assessment - am I doing what I need to be doing? The world is ever-changing and we need to figure out how to make it (and ourselves) better. We can help young people do this by helping them learn to self-assess in school.
  • assessing their progress towards those goals
    • barbkfoster
      barbkfoster on 23 Apr 19
       
      We have talked about using a portfolio to conduct student-led conferences with parents and teachers. Our current PT conference protocol is out-dated in this day of emails and online gradebooks. I think it would be awesome for students to choose student work that shows their progress toward course goals.
  • the lack of necessary skills
    • barbkfoster
      barbkfoster on 23 Apr 19
       
      Is this a valid concern? How can my struggling students provide feedback to peers if they lack the necessary skills? How can a struggling writer give useful feedback to a peer who is a better writer?-- Just playing devil's advocate ;) Still a good question to think about in order to justify the use of peer assessment.
  • One of the ways in which students internalize the characteristics of quality work is by evaluating the work of their peers.
    • rhoadsb_
      rhoadsb_ on 30 Apr 19
       
      Peer evaluation is a great way for students to cognitively grasp the material.
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance.
    • rhoadsb_
      rhoadsb_ on 30 Apr 19
       
      Goal setting is one our standards and greatly enhances student motivation to achieve on the fitness tests.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas.
    • rhoadsb_
      rhoadsb_ on 30 Apr 19
       
      We are currently having our PE students create an ePortfolio in Canvas that will follow them K-12 and serve as a final artifact for them as a senior.
  • Engage students in establishing ongoing learning goals
    • rhoadsb_
      rhoadsb_ on 30 Apr 19
       
      This is one of the main objectives with the ePortfolio, as it will guide our students down a path of personalized learning to achieve their goals.
annott

Implementation in a Secondary Classroom (Articles) - 0 views

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

shared by annott on 16 Apr 19 - No Cached
  • choice serves as a motivator
    • mgast40diigo
      mgast40diigo on 16 Apr 19
       
      When I give some of my kids choices on what they want to do, they have a tendency to ask me for suggestions. I would think the students would need experience with choices to feel confident enough to go make their own.
    • anonymous
      anonymous on 25 Apr 19
       
      I have found this as well, in language arts/my writing classes. Giving them an umbrella topic- How-To Essay, and the world at their finger tips, they'll try to take one of my simple examples (how to tie your shoes) instead of choosing their own. I wonder a good way to teach students how to make choices- seems like a valuable lesson!
    • tmolitor
      tmolitor on 25 Apr 19
       
      I've also witnessed this in many things.Most the time I try to put a similar assignment on paper as on chromebook and allow the students the choice on how they would even like to do the assignment for that day.
  • You have to have a principal who understands that when he walks into a room and it’s not silent, it’s okay.
    • mgast40diigo
      mgast40diigo on 16 Apr 19
       
      I have to get over this at times. We do a lot of collaborative work and if a visitor came into my room they would probably say it is noisier than most classrooms. Once they sit in there for awhile they see the students working together and learning from each other. It is a great thing to experience.
    • kmolitor
      kmolitor on 25 Apr 19
       
      I had a principal that once told me he loved when he'd walk into a classroom where the noise was coming from the students working together. Learning can be noisy and people need to understand that, whether that is in a library or a classroom.
    • anonymous
      anonymous on 25 Apr 19
       
      It kind of bothers me nowadays when I walk into a room where students aren't talking. It can be hard to get students to know the difference between just 'socializing' and working together, but I often see the most learning happening in my classroom when the students (rather than just me) are discussing.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I used to always get nervous when an administrator would come into my room, and it wasn't quiet. Now that I've been teaching for a couple of years I have figured out most learning seems to be occurring when students are talking.
  • 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.”
    • mgast40diigo
      mgast40diigo on 16 Apr 19
       
      Such a real life skill. Learning to fail and work through a situation is such great lesson to learn. As teachers it is difficult to watch a student struggle. Knowing that it is part of the process of becoming better at something gives us a little more patience.
    • tracyc4
      tracyc4 on 19 Apr 19
       
      This is a difficult thing to convince parents about in my school. They are looking for perfect scores and don't like it when we "let the kids fail". It will take time to make this shift in thought in our community. I agree that this is a very real life skill that is important for kids to learn how to work through.
  • ...28 more annotations...
  • Eighth grade math teacher Julie Ison describes a project her classes worked on that involved graphing. Working with Excel, the students went to a few websites (preselected by the teacher) and picked data about whatever they were interested in—flavors of ice cream, baseball statistics, basketball statistics, whatever they wanted. They sucked in all the information, put it in Excel, manipulated it, made graphs out of it, and figured out what graphs went with that data, what graphs didn’t go with that data
    • mgast40diigo
      mgast40diigo on 16 Apr 19
       
      Neat idea. I have a unit on statistics and probability coming up. This is an activity that I might steal. Great way to incorporate personalized learning with graphing real life data.
  • We use Schoology as a learning management system, which many students access on their own phones if there aren’t enough devices to go around.
    • mgast40diigo
      mgast40diigo on 16 Apr 19
       
      I heard this is a great program. My school is looking to adopt this as our LMS.
    • kmolitor
      kmolitor on 25 Apr 19
       
      I know often people think it's important for all teachers to use the same LMS is that true? Does it hurt students to have some teachers using one and some using another?
  • This flipped learning setup frees up my students to use classtime to practice their skills.
    • mgast40diigo
      mgast40diigo on 16 Apr 19
       
      One of my goals before the end of the school year is to do a flipped lesson. I'm excited to try it.
    • rhoadsb_
      rhoadsb_ on 19 Apr 19
       
      Given that we only see our students twice a week in PE, the use of blended learning is very beneficial to making the best use of face to face class time.
    • kmolitor
      kmolitor on 25 Apr 19
       
      I think we need to do more flipping as it would also help parents, especially in math. Often times I hear parents say well I can't help them with their math, so this way they could see how the teacher was doing the problem and help their child easier.
  • fantasy football stats during class, their motivation began to soar.
    • mgast40diigo
      mgast40diigo on 16 Apr 19
       
      I've used the curriculum Fantasy Math and Sports by Dan Flockhart. The students who love sports love this program. It's great way to learn math and is aligned with the common core.
  • The more meaningful an activity is to the person engaging in it, the more likely he or she will be motivated to continue doing it.
    • cmanring
      cmanring on 17 Apr 19
       
      This is definitely the case in History/Social Studies. Some students will come in and out of interest based on the time period/unit/activity. Finding a way to keep interest would help.
    • tommuller4
      tommuller4 on 18 Apr 19
       
      I was thinking the same exact thing about my Social Studies classes. Some time periods/events are more exciting then others but if you can relate it to current day things or to how it still impacts students today they seem more interested in the topic.
    • annott
      annott on 30 Apr 19
       
      This is a very valid point. Technology does give way for more student engagement.
  • But when the teacher started to use the students’ questions rather than her own to frame discussions, motivation began to rise.
    • cmanring
      cmanring on 17 Apr 19
       
      I have found success and better serving students in the last few years by continually asking them what is and isn't working.
  • They became more motivated and less fidgety when the teacher allowed them to find a comfortable place to read.
    • cmanring
      cmanring on 17 Apr 19
       
      I have loosened up on this as well the last few years. I wouldn't want to read on the dusty floor but some really enjoy it.
    • kmolitor
      kmolitor on 25 Apr 19
       
      Our school is moving to more flexible seating in most classrooms. I think in some cases it works well, in others I think it can be an issue. I think it's important to at least allow students to stand up as opposed to staying seated as they literally sit all day.
  • Certainly, giving choice to students often means that teachers need to allow students to make their own decisions, and it can be difficult to give up this control.
    • cmanring
      cmanring on 17 Apr 19
       
      In the end just allowing students to have and make choices at the minimum gives them the sense that their opinion matters, counts, and they can make decisions.
  • While choice can be a powerful motivator, on some occasions it can also have an adverse effect
    • tommuller4
      tommuller4 on 18 Apr 19
       
      I've given kids freedom to choose topics/ideas in my class and many times I have a handful of kids coming up and asking me what they should do, what would be a good one, what would be an easy one to do.
  • However, if tasks are perceived to be too difficult, motivation is likely to suffer.
    • tommuller4
      tommuller4 on 18 Apr 19
       
      I feel like this is kind of a catch 22. If you make the project challenging for the students they are more likely to lose interest in doing it. So should we make easy projects to keep them motivated. I don't think thats the solution.
  • 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.
    • tommuller4
      tommuller4 on 18 Apr 19
       
      This just described just about every class I have ever taught. Some kids like endless options, some want a few, and some want to be told their only option.
    • kmolitor
      kmolitor on 25 Apr 19
       
      I agree Tom, but I think it's because they have lacked choice before they get to HS and then once they get to HS they worry about grades and want to know how to get an A.
  • Not every program lends itself to choice
    • tracyc4
      tracyc4 on 19 Apr 19
       
      This is something that is important to remember. It doesn't always have to be choice in the topic or the process of learning, it can be choice in the presentation.
    • tmolitor
      tmolitor on 25 Apr 19
       
      Right, I think that is sometimes easily forgotten. Just any choice along the way can be good.
  • So far the teachers have talked about choice in terms of curriculum, but choice can also, surprisingly, come into play in relation to discipline
    • tracyc4
      tracyc4 on 19 Apr 19
       
      This is so true! I have started using this in my classes, "these are your options....you choose" Many times I have used, "Would you like me to help with the situation or do you think you can settle it yourselves?" Sometimes they do actually want my help to settle a conflict and other times they are able to do it on their own. This of course is for small disagreements, not big blow outs. I think it is important though to give them the chance to sort things out on their own if they feel they can do so. Most of the time they can and it is a good skill to practice.
    • tmolitor
      tmolitor on 25 Apr 19
       
      We have done a lot of PBIS training recently, and this is one of the big things they tell us.
  • They could be two ‘bad’ choices
    • tracyc4
      tracyc4 on 19 Apr 19
       
      There are consequences for actions and the teacher is still in charge of those consequences, even when students are getting choice in the disciplinary action.
  • Show us what you’ve learned,
    • mistermohr
      mistermohr on 19 Apr 19
       
      I think that choice in assessment is the harder one to implement. Choice in what you learn about seems more common place. (ie what dinosaur to study, which event to study, etc.)
  • differentiation of instruction, assessment and expression of learning as well as the collection of student data.
    • mistermohr
      mistermohr on 19 Apr 19
       
      I think that automating what you can in these categories makes teachers more effective.
    • rhoadsb_
      rhoadsb_ on 19 Apr 19
       
      This is key to the Physical Education world especially as they tend to have twice as many students than other teachers.
    • anonymous
      anonymous on 25 Apr 19
       
      Pretty much anything that gives you more data is brilliant in my book- particularly if it's a technology that gives the student data that they can reflect on as well!
  • Now they have access to the full unit from the beginning
    • mistermohr
      mistermohr on 19 Apr 19
       
      Having a unit ready to go from day 1 of the unit is tough. When students see that though, I think they have confidence because that means the expectations are all set out at the beginning. They just have to navigate each expectation. It is the difference in running a race and knowing where the finish line is and running a race and not knowing where the finish line is.
    • rhoadsb_
      rhoadsb_ on 19 Apr 19
       
      I am thinking this is the way to go but I worry that if changes need to me made midstream how that will affect the students who may moved ahead.
  • Your class is easy. I don’t mean simple — I mean it is easy for me to learn because I can pick assignments that let me do my best work.
    • mistermohr
      mistermohr on 19 Apr 19
       
      I love this quote. Easy vs. simple.
  • It is the 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.
    • rhoadsb_
      rhoadsb_ on 19 Apr 19
       
      There is so much to be learned about the design of instruction for all teachers as we move forward. All teachers need more PD on this to get us into the 21st Century of Learning and beyond. There are so many exciting things that can happen when this is done well for students. I really think that our students would be more motivated to come to school if we would move out of the industrial era!
    • kmolitor
      kmolitor on 25 Apr 19
       
      I totally agree. We need to change the way school is structured so we can motivate students.
  • require students to work in groups
    • kmolitor
      kmolitor on 25 Apr 19
       
      I think we need to work on getting students to collaborate with different people but they tend to want to be with friend groups especially in MS. I like the idea of giving one "buddy" in their group.
    • anonymous
      anonymous on 25 Apr 19
       
      My system of group selection works as follows- I draw names randomly, and students jump into groups as they are called. It very rarely happens that an entire group of friends gets together, as some other students will jump in. For this to work, though, there usually has to be a topic set up beforehand, so they know what they're getting into.
  • “One of you needs to move. You decide.”
    • anonymous
      anonymous on 25 Apr 19
       
      I'm surprised I haven't heard much/seen much on this fairly simple concept. Maybe it doesn't work as well as they mention here? I could forsee, if I have two students causing issues, and I ask one of them to decide who moves- they would just get in another fight and/or both refuse to move. Nice in principle though!
    • tmolitor
      tmolitor on 25 Apr 19
       
      I feel the same as you. It seems like when you give two or more students a choice they start arguing about it.
  • The journey from old school to new learning paradigm was bumpy at first.
    • annott
      annott on 30 Apr 19
       
      I would agree, it has been bumpy, but it's definitely better!
  • And our classroom is often noisy and active as we play a round of Kahoot
    • annott
      annott on 30 Apr 19
       
      Some of my students love to play it and others don't . But its great for a change of pace.
    • annott
      annott on 30 Apr 19
       
      Learning doesn't have to be quiet.
  • This year I create experiences to expose my students to a range of real-world issues, review the fundamentals of research and help them discover authentic ways to research their issues using a wide variety of digital tools.
  • When it is time to take the standardized tests at the end of the year, your teachers use your project portfolio to help you identify the standards you have already met and rehearse the test with you but don’t otherwise find it necessary to do extensive test prep.
  • Here’s a list of choices. Choose one. As long as you follow the steps in my rubric, you’re fine.’”
    • annott
      annott on 30 Apr 19
       
      I would agree that giving options is much better for student learning. When they are part of the planning and designing it natural makes it more engaging.
  • As a result, instead of lecturing to students and showing them a PowerPoint during classtime, I give them screencasts or videos to watch at home.
    • annott
      annott on 30 Apr 19
       
      We have to let go of the idea that every student must watch every minute of our videos. Good point that they can fast forward, that does make it adaptive.
  • Just three short years ago, my AP students would each have produced their own 10-page research paper. This year, they will select social justice issues that they will research with a team. Each team will collaborate to create a presentation for the board of a philanthropic organization in competition for a hypothetical grant that will be awarded to the program or event most likely to deliver real change. I will bring in administrators and community members to serve as the “board” and choose a winner.  The students won’t get a real grant, but they will receive public recognition for the winning project.
    • annott
      annott on 30 Apr 19
       
      I love this idea, what a great way to get higher order thinking along with collaboration, and an authentic audience.
whsfieldbio

Article(s): Self- and Peer-Assessment Online - 0 views

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

shared by whsfieldbio on 20 Apr 19 - No Cached
  • The instructor models the technique (use of a checklist or rubric, for example); students then try the technique themselves; finally, students discuss whether and how well the technique worked and what to do differently next time.
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      This is really key. I found especially with HS kids, they can get easily frustrated with self-assessment because they've been trained to just turn it in and pray. Going through the process with them explicitly helps them feel more comfortable with the process.
  • increase student responsibility and autonomy • strive for a more advanced and deeper understanding of the subject matter, skills and processes • lift the role and status of the student from passive learner to active leaner and assessor (this also encourages a deeper approach to learning) • involve students in critical reflection • develop in students a better understanding of their own subjectivity and judgement.
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      All of these are worthy goals that I think almost every HS teacher I know would like to see more of in their students.
  • Students feel ill equipped to undertake the assessment.
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      This is really true. In teaching writing, I've found that having them do some peer assessment first gives them better perspective and fresh eyes to come back to their own writing. They have a much clearer view of their own strengths and weaknesses after seeing some of their peers' attempts at the same task.
  • ...18 more annotations...
  • “The difference between self-assessment and giving the teacher what he or she wants was a recurring theme. A few students referred to self-assessment in terms of their own expectations. More often, however, students spoke of the tension between their own and the teacher’s expectations. … Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.”
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      I've seen this a lot--especially in our best students. They have achieved so much in school because they've gotten good at giving teachers what they want. But learning to critically reflect on their own understanding or their own measure of quality is a skill we definitely need our best students to master.
  • my experience is that the points do not motivate the student to participate in the project on the front end, but more allows the other group members to express his or her dissatisfaction with the other group members lack of participation or cooperation.
    • kimgrissom
      kimgrissom on 20 Apr 19
       
      This doesn't seem to reach the goals of self and peer assessment this lesson has been focusing on. In fact, it would likely have a negative impact on the class culture.
  • develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback.
    • jennham
      jennham on 22 Apr 19
       
      I had never thought about leaving students in the same group for an extended period of time. It truly makes sense and I am eager to try it instead of switching them up constantly.
  • Students may be reluctant to make judgements regarding their peers.
    • jennham
      jennham on 22 Apr 19
       
      This is the issue I run into most frequently when my students engage in peer assessment. I try to overcome that by explaining they are not being mean, and they are actually helping when they come up with constructive feedback, but then they tell them everything "looks great" anyway.
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • jennham
      jennham on 22 Apr 19
       
      I think this is key. It will seem strange and possibly not beneficial to students at first. However, the more they engage in self-assessment, the better they will become and the more it will mean to them and to their learning.
  • They also recommend that teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • jennham
      jennham on 22 Apr 19
       
      This is so important. I have always found it frustrating myself when I feel instructions are vague. I like to have clear-cut ideas on what I need to do. I know my own kids feel this same way. They often expressive anger over assignments in school where they feel their teacher did not clearly explain intended outcomes.
  • As this work illustrates, self-assessment need not necessarily be about self-grading.
    • jennham
      jennham on 22 Apr 19
       
      This is primarily how I use self-assessment in my classroom (upper elementary). I feel it gives the students the opportunity to improve on their work without stressing them out on grading themselves too harshly.
  • The instructor usually takes the average of the peer evaluations, and shares this grade with each team member which serves as the student’s grade in the peer evaluation portion.
    • jennham
      jennham on 22 Apr 19
       
      While I can see why an instructor might want to use this method, it is not my favorite method. If I force myself to think about it objectively, it does have merit. I, however, prefer grades to come solely from the instructor, especially when the class is for credit.
  • Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it.
    • annott
      annott on 23 Apr 19
       
      When I first started teaching, I would have laughed at anyone who said this. But I have evolved, and now embrace this concept.
  • Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time.
    • annott
      annott on 23 Apr 19
       
      For the last few years, I have had students create their own websites, and post all of our projects on them. Its a great way to showcase their learning.
  • peer pressure to apply elevated grades or friendships may influence the assessment,
    • annott
      annott on 23 Apr 19
       
      Students do want to "fit" in. So sometimes grades are inflated.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      Some LMS allow you to complete anonymous peer reviews which may eliminate some of the popularity aspects if the assignment itself does not give away who completed it. This could help, but still is a disadvantage.
  • The concept of peer review, which leaves for the most part the instructor out of the equation,
    • annott
      annott on 23 Apr 19
       
      I have become to believe that the students should be driving their learning.
  • assign a team grade, but not to use peer evaluations. 
    • annott
      annott on 23 Apr 19
       
      I have totally moved away from Team grades, as there just doesn't seem to be a fair way of assessing them as a team.
  • When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally
    • annott
      annott on 23 Apr 19
       
      Another good reason to take the time to teach students how to self assess.
  • In this paradigm, self-assessment is not the same as self-grading.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      This is a good point that I need to reflect on. I have had students in high school class and adult students in PD complete a self reflection. Partially, to easy my work load as they gave a first look at thier work that allowed me to confirm or deny the grade they gave themselves. Seeing this more of an opportunity to grow and improve is more important than selfishly easying my grading work load.
  • students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      This is a great point to include. Depending on the criteria of grading, I personally would appear to be in the "loafers" groups when I feel I am lacking the skills to provide peer feedback. Grouping students based off of some assessment of skills may make this process a little easier. In a MOOC, I can definately see the challenges as motivation is different amongst participants. Also, is peer grading part of the outcomes and skills attained within the course, or a way to easy the work load of the instructor? What is the motivation of the peer grading in the first place?
  • ‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      I still am not sold on this as the preferred approach. I have found that a team grade, individual grade for completing their part, and a self evaluation works well with high school students. This takes some of the pressure off of the student who would end up doing it all. I may take away a team grade all together depedning on the assignment. I want to encourage collaboration but hold individuals accountable for their assigned tasks within a project.
  • Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades.
    • whsfieldbio
      whsfieldbio on 24 Apr 19
       
      I have seen this work well with some at-risk student who do not complete assignments in general or have attendace issues. This gives a concrete list of requirements they need which seems to be motivational.
rhoadsb_

dol-2019: Lesson Planning: The Missing Link in e-Learning Course Design - 1 views

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

shared by rhoadsb_ on 12 Jun 19 - No Cached
  • Comparative lesson plans help to ensure that self paced e-Learning includes the “voice of the instructor.”
    • jennham
      jennham on 12 Jun 19
       
      Including the voice of the instructor is imperative. I, for one, read and comprehend online material better if I feel as if I am in a conversational atmosphere. Even though it is one-sided, the connection I feel with the instructor while I am reading lessons makes all of the difference.
  • Comparative lesson plans
    • jennham
      jennham on 12 Jun 19
       
      I had never thought of lining up my face-to-face lessons with E-lessons in order to streamline them and make them both effective, but it makes a lot of sense! It will help me to see what I need to change and what can stay the same.
  • However, we need to remember that the “R” in RID stands for “Rapid,” not “Rushed.”
    • jennham
      jennham on 12 Jun 19
       
      I really like this idea; that we need to be able to make quality lessons, but we need to do so quickly. However, I am concerned about how much time online lessons will take to construct, at least at first. I will be making online lessons in addition to my face-to-face lessons as my students will have the opportunity to do both, so being able to make lessons quickly will be important for me.
  • ...7 more annotations...
  • First attempts at designing self-paced e-Learning courses are fraught with failure
    • mistermohr
      mistermohr on 18 Jun 19
       
      "Don't let perfection be the enemy of progress" One of my favorite quotes. We, as lesson designers, can't be afraid of this failure.
  • Begin by evaluating the knowledge and skills of your design team
    • mistermohr
      mistermohr on 18 Jun 19
       
      I think this is tough because many of us don't work on design teams. We know teams will make a better products, but it also takes more inputs to an already "plate-is-full" designer.
  • Nine Events of Instruction
    • mistermohr
      mistermohr on 18 Jun 19
       
      Great basic template. I think having this system capacity of common knowledge of this would greatly benefit a group of designers all working to build online content.
  • Ds can think of “Modeling” as “show me” and “Guided Practice” as “let me try.” “Independent practice” might be used for a case study that ties together practice for multiple objectives.
    • rhoadsb_
      rhoadsb_ on 18 Jun 19
       
      These are important to remember and helpful when designing your lessons.
  • Purpose — Why is it important?
    • rhoadsb_
      rhoadsb_ on 18 Jun 19
       
      I find that this is so important in Physical Education courses these days. Our students want to know the why behind what we do and we need to be able to articulate that or their motivation will be low/
  • What information do learners need to complete objective?
    • rhoadsb_
      rhoadsb_ on 18 Jun 19
       
      This is vital to student success with the lesson as well as to avoid confusion or mass questions coming your way.
  • Keller’s ARCS model of motivation
    • rhoadsb_
      rhoadsb_ on 18 Jun 19
       
      I really like the table of strategies that goes along with this, very helpful in the design the process http://www.tamus.edu/academic/wp-content/uploads/sites/24/2017/07/ARCS-Handout-v1.0.pdf
docspurgin

dol-2019: Lesson Planning: The Missing Link in e-Learning Course Design - 2 views

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

shared by docspurgin on 17 Jun 19 - No Cached
    • kmolitor
      kmolitor on 17 Jun 19
       
      This is certainly something that concerns me as I work to design e-learning courses. I like that we are looking at lessons that are done to consider it and really want what I develop to be effective and engaging.
  • struggle with designing effective and engaging e-Learning courses
    • kmolitor
      kmolitor on 17 Jun 19
       
      I think this has got to be one of the most important things to consider how to design effective and engaging lessons. I like that we are looking at others lessons to help us consider what we need to do.
  • Though developing a lesson plan for e-Learning is similar in many ways to developing a lesson plan for instructor-led learning, there are also differences
    • kmolitor
      kmolitor on 17 Jun 19
       
      This is such a good point. As teachers we have developed lesson plans, but the design will be different in an online environment vs. F2F course.
  • ...12 more annotations...
  • all of us are still struggling with finding the “best practices” that work well in our organizations
    • kmolitor
      kmolitor on 17 Jun 19
       
      I think this is important to consider...all of this will take time and effort and even when you do develop courses you'll find that you can always improve courses overtime just as you do in a F2F course.
    • tmolitor
      tmolitor on 18 Jun 19
       
      I agree with you that this is really important. It seems like the "best practice" in education is constantly evolving, and can always be improved.
  • Lesson plans are merely templates that can guide the development of good e-Instruction, saving much time and effort by minimizing revisions and misunderstandings."
    • tmolitor
      tmolitor on 18 Jun 19
       
      This stood out to me as a really interesting way to look at lesson plans, and why it is so important.
  • The technique may work well in a classroom, but would be extremely irritating in an e-Learning course.
    • tmolitor
      tmolitor on 18 Jun 19
       
      I think this sticks out to me as something that is also really important to remember. Something might work great in a classroom, but not work at all online.
    • docspurgin
      docspurgin on 19 Jun 19
       
      So TRUE!
  • struggle with designing effective and engaging e-Learning courses
    • annott
      annott on 18 Jun 19
       
      This was an aha moment for me. It's good to know that first attempts will have many failures, but that is also true in the traditional classroom lesson design.
  • The IDP contains a variety of information, such as the purpose of the course, its proposed length, a description of the audience(s), the instructional strategies to be used, and an outline of the content. An IDP may also include information about the technical requirements — both software and hardware — for taking the course. No matter how rapid the instructional design process, there must be agreement and signoff on what needs to be developed and how the ID will develop it for the target audience(s).
    • annott
      annott on 18 Jun 19
       
      I like the idea of having all of this information in one spot.
  • this would be a standard
    • annott
      annott on 18 Jun 19
       
      Since our district is moving toward standards based learning, this is a great way to connect them to a lesson.
  • Detailed lesson plans help to ensure that there is adequate instruction — practice and feedback — for each learning objective.
    • annott
      annott on 18 Jun 19
       
      I'm finding that there should be a great deal of detail when designing an online course, but once its done, it should be easy to edit/change for the next year.
  • n the Faceto-Face lesson, the instructor displays a slide containing the learning objectives and reads them aloud to the participants. The e-Lesson displays a screen that lists the learning objectives. However, the lesson plan does not list the objectives themselves.
    • annott
      annott on 18 Jun 19
       
      This is a great example of the difference between traditional and e-learning.
  • Gain attention Inform learner of objectives Stimulate recall of prior learning Present stimulus materials Provide learner guidance Elicit performance Provide feedback Assess performance Enhance retention and transfer
    • annott
      annott on 18 Jun 19
       
      These steps seem clean and clear.
  • The trick, as always, is to modify the templates to suit your own workforce and workplace.
    • annott
      annott on 18 Jun 19
       
      Excellent point.
  • detailed storyboards
  • Hunter’s lesson plan format
tmolitor

Lesson: Articles on Visual Design - 0 views

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

shared by tmolitor on 27 Jun 19 - No Cached
  • Everything should be themed to make your design coherent between pages and on the same page.
    • kmolitor
      kmolitor on 27 Jun 19
       
      This makes sense as if you are constantly changing things then people will be distracted by that and it will detract from the information.
  • Applying design principles to the basic elements can seem overwhelming at first but once you start pulling a page or concept together, it becomes easier. 
    • kmolitor
      kmolitor on 27 Jun 19
       
      As you do go to create a page, it can be daunting but I like how this breaks down what you need to do in order for you page to come together and be visually interesting.
  • Spacing makes things clearer.
    • kmolitor
      kmolitor on 27 Jun 19
       
      Spacing does make things clearer. It makes me think of a paper you might write...if all of the information is in one large paragraph it's harder to read and understand.
    • jennham
      jennham on 01 Jul 19
       
      What a great analogy! I tend to over-fill every space I can. I am working hard on keeping things more simple.
    • tmolitor
      tmolitor on 10 Jul 19
       
      I think that's a great point. It's really easy to forget to space things out, and over complicate things. But when you look at the end result it's always nicer to have the space.
  • ...19 more annotations...
  • Certain parts of your website are more important than others (forms, calls to action, value proposition etc), and you want those to get more attention than the less important parts
    • kmolitor
      kmolitor on 27 Jun 19
       
      I can honestly say I have not thought of this before but it makes sense. What you want to highlight needs to be bigger.
  • the web-page should be obvious and self-explanatory
    • kmolitor
      kmolitor on 27 Jun 19
       
      Interesting thought here...but again makes sense. If users have to think very much and have questions after visiting your site, then you site needs work.
  • Text spacing and size creates a visual hierarchy
    • annott
      annott on 29 Jun 19
       
      The all "caps" makes a big difference and naturally draws my eye towards it.
    • tmolitor
      tmolitor on 10 Jul 19
       
      I agree, anytime there is CAPS it instantly draws your attention.
  • This is often because it’s large and set at what has been shown in studies to be the first place people look (the top left).
    • annott
      annott on 29 Jun 19
       
      I never realized that our eye are naturally drawn to the top left and that businesses purposely design websites with there logs positioned in the top left.
    • jennham
      jennham on 01 Jul 19
       
      I didn't, either! I am finding there are a lot of aspects I have never noticed. For instance, in the graphic above, I knew there were different colors but I didn't concentrate on the fact that they "used bars of color to guide the eye."
  • Usability
    • annott
      annott on 29 Jun 19
       
      This is so important to make it viable to everyone.Thinking about what you want the users to actually do is important.
  • A lot of white space tends to make things seem more elegant and upmarket, so for example if you go to an expensive architect site,
    • annott
      annott on 29 Jun 19
       
      This is interesting, I've always thought of it as wasted space.
  • Many artists and architects have proportioned their works to approximate the golden ratio. A famous example is Pantheon built in Ancient Greece:
    • annott
      annott on 29 Jun 19
       
      Being a history teacher for many years and covering the Pantheon in class, I find this fascinating. This is a great example of design proportion.
    • mistermohr
      mistermohr on 09 Jul 19
       
      Agreed...Fascinating!!!!
  • Effective web design and art are not the same.
    • annott
      annott on 29 Jun 19
       
      Excellent point.
  • Web users are impatient and insist on instant gratification.
    • annott
      annott on 29 Jun 19
       
      This is very true and will be helpful to keep in my when planning my own online course.
  • Applying design principles to the basic elements can seem overwhelming at first but once you start pulling a page or concept together, it becomes easier.
    • jennham
      jennham on 01 Jul 19
       
      I am glad this was mentioned. I feel like there are so many things we have to do and incorporate to make an effective design that I am going to forget most of them.
    • mistermohr
      mistermohr on 09 Jul 19
       
      Jenn - I couldn't agree more. Using a critical eye, whatever looks professional and engaging is typically what I go with. If I think something is off or notice an issue others will notice it even more. Remembering all the rules and guidelines seems too checklist-y for me.
    • tmolitor
      tmolitor on 10 Jul 19
       
      I also agree. Seems like with most things when you start something it's all overwhelming, but can become easier once you get started.
  • First of all, white space doesn't need to be white.
    • jennham
      jennham on 01 Jul 19
       
      I am glad they clarified this because I admit I took "white" space literally.
  • Inconsistencies in a design are like spelling mistakes in an essay.
    • jennham
      jennham on 01 Jul 19
       
      I think this is a helpful way to think of the importance of consistency in design.
  • Can it be used for web design? You betcha. Here’s Twitter:
    • jennham
      jennham on 01 Jul 19
       
      I read about the Golden Ratio years ago and I think about it from time to time. However, I NEVER considered it in terms of web design! That's awesome!
  • This so-called TETO-principle should be applied to every web design project as usability tests often provide crucial insights into significant problems and issues related to a given layout.
    • kmolitor
      kmolitor on 02 Jul 19
       
      This reminds me of peer editing...it's helpful because as you create things you see them one way but the people who look at it don't see it the same so it helps to have other eyes look at it.
  • White space is used around text and between sections to allow the page to breath
    • mistermohr
      mistermohr on 09 Jul 19
       
      This is so noticeable when not done well, but such a simple guideline. I am reminded of website 1.0's when many of these guidelines were not followed.
    • tmolitor
      tmolitor on 10 Jul 19
       
      I think this is really noticeable as well. Pages can look really bad when you don't have any white space on them. But I think this is something people don't always realize.
  • If you want to learn to use whitespace effectively, go through a magazine and look at how adverts are laid out.
    • mistermohr
      mistermohr on 09 Jul 19
       
      This seems very obvious in advertisements. Something striking, quick, memorable. I don't think this is the case In online lessons/course design. The content and options are so specific and varied. Not to say that there aren't components of advertising in these, but I do think there is a distinction.
  • What happens when a screen is resizes?
    • mistermohr
      mistermohr on 09 Jul 19
       
      This has obviously become a huge deal breaker. Not being mobile compatible immediately puts you/your resource at a disadvantage. At the very least, rather than mobile compatibility your resources should be able to be viewed on a mobile device. (I say this without doing it myself. This is an area that I personally need to do a lot of work. I also think the principles of design are different on mobile device viewing)
  • Amazon makes the ‘Add to cart’ button more prominent by using color:
    • mistermohr
      mistermohr on 09 Jul 19
       
      Has anyone ever been to a site that sells products and the purchase button isn't the largest/most prominent/highest contrast button? I ask this rhetorical question because I ran into the issue the other day. I quickly became frustrated with the struggle to purchase a product from the company. I cannot fathom why a company would not make that the absolute easiest thing to do on their site.
  • You should direct the user’s eyes through a sequence of steps. For example, you might want your user to go from logo/brand to a primary positioning statement, next to a punchy image (to give the site personality), then to the main body text, with navigation and a sidebar taking a secondary position in the sequence. 
    • tmolitor
      tmolitor on 10 Jul 19
       
      I think you can see this any time you go to a well designed website. It walks you through exactly what it wants you to see in the order it wants you to see it.
rhoadsb_

Lesson: Articles on Visual Design - 0 views

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

shared by rhoadsb_ on 02 Jul 19 - No Cached
  • A successful visual design does not take away from the content on the page or function.
    • rhoadsb_
      rhoadsb_ on 02 Jul 19
       
      This is probably the most important things to remember when designing online lessons regarding adding visuals.
  • Color theory examines how various choices psychologically impact users.
    • rhoadsb_
      rhoadsb_ on 02 Jul 19
       
      This is something that I really want to know more about as I think color is very important aspect of the design. I would like to use color to enlist certain emotions based on lesson focus.
  • For example, you might want your user to go from logo/brand to a primary positioning statement, next to a punchy image (to give the site personality), then to the main body text, with navigation and a sidebar taking a secondary position in the sequence. 
    • rhoadsb_
      rhoadsb_ on 02 Jul 19
       
      I really like this example. as it seems like a great place to start. I will attempt to incorporate this into my design, for example Big Idea, to objective next to a punchy image and then the directions, ect..
  • ...4 more annotations...
  • Generally I find the default value is usually too little spacing
    • rhoadsb_
      rhoadsb_ on 02 Jul 19
       
      Good to know.
  • First of all, white space doesn't need to be white.
    • rhoadsb_
      rhoadsb_ on 02 Jul 19
       
      good to know as well.
  • You should rank elements on your website based on your business objective. If you don’t have a specific goal, you can’t know what to prioritize.
    • rhoadsb_
      rhoadsb_ on 02 Jul 19
       
      Makes sense regarding lesson design. The content you put on the page should be important and connected to your objective.
  • therefore it’s a good practice to never open links in new browser windows.
    • rhoadsb_
      rhoadsb_ on 02 Jul 19
       
      This is interesting to me as we do this frequently with Google Docs and because our students have chrome books and cant see the content as well in the smaller window within the course itself.
tboeckman

ol101-f2019: Iowa Online Teaching Standards - 10 views

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

shared by tboeckman on 10 Sep 19 - No Cached
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • anonymous
      anonymous on 10 Sep 19
       
      I think getting student feedback is the only way to grow and develop a course
  • Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a)
    • anonymous
      anonymous on 11 Sep 19
       
      I am always checking that my assessments achieve what my objectives promised
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      With our math courses in Osage shifting to Standards Based Learning (SBL) this is necessary!!
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • anonymous
      anonymous on 11 Sep 19
       
      Effective communication will help both students and instructors succeed in a course
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      Effective and clear communication is necessary in any course...whether it be online or face-to-face. I tend to over-communicate just to keep all stakeholders informed.
    • jhatcher
      jhatcher on 22 Sep 19
       
      This would be critical, so that the student know what he/she is doing well or needs to improve. I think the voice tool would make this quicker, easier, and be effective. I am going to start using this more in Moodle to respond to students' work.
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Communication is the key in any working environment and essential with students in either face to face or on line. On line students may require more communication.
  • ...50 more annotations...
  • Assists students with technology used in the course (Varvel III.C)
    • anonymous
      anonymous on 11 Sep 19
       
      this the standard that scares me the most - being able to troubleshoot technology issues will be tough for me
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • anonymous
      anonymous on 11 Sep 19
       
      My goal is to make expectations for behavior and the consequences if not followed - very clear at the outset of the course.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • alisauter
      alisauter on 11 Sep 19
       
      This is just good sense. We do this in the traditional classrooms, so it definitely needs to be WELL defined in an online classroom.
    • lwinter14
      lwinter14 on 18 Sep 19
       
      Since I'm currently working on blending my classroom, I definitely don't do this as explicitly online as I have been doing in our face to face environment. It's definitely something I need to build into the online component.
    • jhatcher
      jhatcher on 22 Sep 19
       
      My District is pushing teachers to be very explicit about this! Has anyone heard of the 5D model? The first dimension is all about naming and explaining the learning that will be taking place. We also need to mention it as we teach and at the end of the class. I know I can do better with this.
    • tboeckman
      tboeckman on 02 Oct 19
       
      Not only do we need to identify and communicate the outcomes and expectations at the beginning of the course, they need to be restated throughout the course.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
    • alisauter
      alisauter on 11 Sep 19
       
      Probably my #1 when it comes to importance. People think they are the same. They couldn't be more different.
    • lwinter14
      lwinter14 on 18 Sep 19
       
      I am still trying to find the balance between what I move online and what I am doing face-to-face and how to inform all of the stakeholders involved. I think that understanding the differences are essential to meet all of the needs of my students.
  • • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • alisauter
      alisauter on 11 Sep 19
       
      One of the reasons driving online learning is that it is more personalized to meet the needs of the students.
    • dwagner2
      dwagner2 on 22 Sep 19
       
      However, it will be up to the individual to let the instructor know of difficulties that are being experienced. Communication is a key component of a successful online learning experience - including both the instructor and the student for success.
  • • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
    • alisauter
      alisauter on 11 Sep 19
       
      Modeling best practices for all students, whether they are face-to-face or traditional, really needs to be a priority. Online students will likely have more digital citizenship opportunities than many other students. Teaching them and modeling compliance with the policies is crucial.
    • gmonat
      gmonat on 15 Sep 19
       
      Patterns in lesson sequencing is very important so students are comfortable with the familiar format.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      This is very important because I could see assessment types getting repetitive with online learning. I imagine it would take some creativity to continually rethink assessment for the online paradigm.
    • gmonat
      gmonat on 15 Sep 19
       
      Multiple assessments is important so participants have a variety of ways to show their understanding. However, I think you can have TOO many different formats which can add stress to students.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • gmonat
      gmonat on 15 Sep 19
       
      This is critical! Since your students may never see you face-to-face, they must feel that you are there to help them and are accessible in a reasonable amount of time.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      Yes, it can also be the most demanding one. With students doing things at various times of the day, you would have to communicate your "office hours" otherwise you might find yourself always having to be available.
  • Provides substantive, timely, and constructive feedback to students
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      In my experience, online tools make it so much easier to provide feedback to students. This feels even more important in the online environment where regular, in person check ins may not exist.
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      I agree. I feel like feedback is much more a focus with online tools. It IS the interaction. In face-to-face, we have a lot of interaction with students that isn't specific or personalized feedback but in an online setting, that changes.
    • ceberly
      ceberly on 23 Sep 19
       
      The word "timely" sticks out to me here. If students are working somewhat at their own pace, it is important for feedback to be given fairly quickly so that any misconceptions can be addressed right away.
    • gmonat
      gmonat on 15 Sep 19
       
      Timely feedback is very important as students want to know how they are doing and cannot 'approach' you physically to ask. Constructive feedback also helps students adjust their work accordingly.
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • lwinter14
      lwinter14 on 18 Sep 19
       
      This is something that I plan to do now that I am implementing Moodle in my courses. It would be interesting to conduct an online learning survey for students before and after having them learn using Moodle rather than Google Classroom.
    • dwagner2
      dwagner2 on 21 Sep 19
       
      If I am not knowledgeable to use the system, I will not be able to effectively lead students in their learning. Also it would be important to use more than one avenue to be the most effective.
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      I'm constantly looking for feedback, although I feel my students are afraid to be honest with me, even when I assure them it is anonymous and nothing punitive will happen. I've tried Google forms and set them up so they do not collect email addresses, stepping out into the hall and having students leave sticky notes on the board...
  • Assists students with technology used in the course (Varvel III.C)
    • lwinter14
      lwinter14 on 18 Sep 19
       
      I believe this will be essential so that I can help my students navigate between everything they need in the course. I often find myself double and triple-checking things in my Moodle course to make sure students can access them and everything runs according to plan. It definitely requires patience as well when assisting students with the technology.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      I think this key and sometimes the hardest part. For many students, this new territory for them. There is so much to learn about taking an online class, that it can be overwhelming.
  • 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      Everything stood in this standard stood out to me as critical. It aligns logically with my schools move toward standards referenced grading.
  • 4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4)
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
    • shannonboshart
      shannonboshart on 18 Sep 19
       
      This seems so critical in the online environment! Written text can be misinterpreted so easily, especially when the reader doesn't actually know the writer in person. Extra time and care will need to go into communication. Additionally, recorded videos could be a helpful tool to add a human element to online coursework.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Wendy Arch
      Wendy Arch on 20 Sep 19
       
      As an English teacher, data isn't the first thing I think of, but the use of technology makes formative checks incredibly easier. GoogleForms and other quick check quizzes make sorting those who get it from those who almost do and those who are still out wandering the corn. My struggle is not in creating the data, but in having time to use it effectively. The turn around time needed to make the most efficacy of formative data is often so quick that I struggle to keep up.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Wendy Arch
      Wendy Arch on 20 Sep 19
       
      I think sometimes, we jump onto a new technology because it's fun or interesting, regardless of whether or not it's effective. I know I have done this in the past. Just because something is new and great, it doesn't mean it's the best technology for every situation.
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      This is what I loved about the Blend/Flip cohort. I felt like it directly addressed that by making the focus on what students need from us and then figuring out how to move some of the other things to digital.
  • Understands student motivation and uses techniques to engage students (
    • Wendy Arch
      Wendy Arch on 20 Sep 19
       
      This is where the "gamification" of classrooms could come in. I have not experimented with this strategy as I have some qualms about embedding even further students' seemingly already ingrained desire to always be entertained, however, there is considerable research speaking in its favor. Johns Hopkins University studied and advocated the use of Gamification in education: https://ii.library.jhu.edu/2014/05/13/what-is-gamification-and-why-use-it-in-teaching/
  • Creates a safe environment, managing conflict
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      This is key for any discussion thread in a blended or online course and it's something we really have to explicitly teach and address.
    • dwagner2
      dwagner2 on 22 Sep 19
       
      It will be important to monitor replies to posts that are inappropriate in order to assist with this. However, managing the environment may be a little more difficult online as instructors may not know if there is conflict occurring if the student does not let them know.
  • variety of assessments that meet course learning goals
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      Variety is key here. The teacher has to have a good idea of where the students are in understanding but formative opportunities have to be much more purposeful. Plus, I think self-assessment becomes even more crucial in online learning.
    • jhatcher
      jhatcher on 22 Sep 19
       
      Yes, I agree that a variety of assessments are important. Students can also self-assess their behavior while online: motivation, responsibility (not on games), honesty and integrity
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Technology is fast paced and keeping current is essential to the profession. Professional development in the district needs to address the current technology needs of teachers.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      I feel we should do this as face-to-face teachers as well. I know I strive to follow a pattern so students know what to expect. I'm a fan of the "I do, we do, you do" model.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.)
    • dwagner2
      dwagner2 on 22 Sep 19
       
      Without the knowledge and ability, how will I be able to use this format to be successful?
    • mpercy
      mpercy on 23 Sep 19
       
      This is a challenge when changing from face-2-face instruction to online instruction.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      I think you just have to give yourself time. Yes this standard is important, you have to be able use the software, but you can also learn from your students. If you start with a blended approach than you can ask your students face to face for support.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
    • dwagner2
      dwagner2 on 24 Sep 19
       
      Giving students the ability to perform at the level at which they are at is one of best ways to ensure that students are going to be successful.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • apforts
      apforts on 23 Sep 19
       
      Everything should be aligned to achievement.
  • 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
    • apforts
      apforts on 23 Sep 19
       
      Content including technology is important. One is not more important than the other in an online environment.
  • • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
    • apforts
      apforts on 23 Sep 19
       
      The professional teaching standards are important for access and equity of all students.
  • • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • apforts
      apforts on 23 Sep 19
       
      It is content and pedagogy that makes learning happen for students.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • ceberly
      ceberly on 23 Sep 19
       
      As we begin online courses it will be important for my district to view the technology policies that are already in place and determine if more guidelines need to be set. The words "appropriate use of written communication" stick out to me. I'm not sure they have been defines
  • Networks with others involved in online education for the purpose of professional growth
    • mpercy
      mpercy on 23 Sep 19
       
      The best part of taking courses such as this one is to learn of the experiences of other instructors.
  • Understands and uses data from assessments to guide instruction
    • mpercy
      mpercy on 23 Sep 19
       
      This is a focus for our district this year. To use our LMS generated data to guide instruction.
  • Knows the content of the subject to be taught and understands how to teach the content to students
  • • Sets and models clear expectations for appropriate behavior and proper interaction
    • ceberly
      ceberly on 23 Sep 19
       
      As a PBIS coach in my district this resonates with me. "Pre-correct" or remind students of the expected behavior EVERY time- in other words, prior to each course, even if they have taken 3 courses prior.
  • Provides and communicates evidence of learning and course data to students and colleagues
    • mpercy
      mpercy on 23 Sep 19
       
      This is not much different from the face-2-face classroom. Students, parents, and administrators want to see evidence of learning.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      There are so many tools out there. I find this one a bit confusing. Deciding what tools are best for what what assignment or task, at this point is a guessing game for me. Somethings, I think I've been right and others I realized that I wasn't. I wonder if there is resource out there that offers a guideline for what tools fit what practice or task.
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      I wonder if this could possibly help students work better in groups. So many times group works falls apart because middle school students get distracted and run out of time. Would online collaboration help with this?
  • Provides opportunities that enable student self-assessment and pre-assessment within courses (SREB K, Varvel VI.I, ITS 5.d)
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      Still working on how to best do this one. It makes so much sense and yet I find it tough to manage in an online environment. I've recently found Edulastic. An online test creator that has question bank of questions created by hundreds of teachers on many topics. I'm experimenting with using it as a way to help students pre test and check where they are at in their understanding.
  • Communicates assessment criteria and standards to students, including rubrics f
    • dwagner2
      dwagner2 on 24 Sep 19
       
      Students need to be able to understand and know exactly what their job is and how well they are performing while doing the job. Also, by communicating criteria and standards, students will have a further understanding of why they are learning it also.
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Rubrics communicate expectations to students. Students can see what they need to improve on and are able to set goals.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • dwagner2
      dwagner2 on 24 Sep 19
       
      Collaboration and interaction are two very large pieces of the puzzle of employability skills that are imperative for successful employees. By providing students with the opportunity, we are further preparing them to gain and maintain successful employment. Students will work with people of all ages and abilities throughout their lives, so all levels of collaboration and interaction are important - especially online where one is unable to use visual cues to discern the meaning of communication.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      This is so crucial in making sure that we impact ALL learners equally.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      This one is interesting because I feel like when done online it can be tricky due to the fact that it's harder to get that instant feedback from students.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      This one really pushes us to think "is this meaningful? Does it reach my goals? Does it feel like it is worth the valuable time of the learner?"
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • angelahiatt
      angelahiatt on 24 Sep 19
       
      A very powerful one. When we don't feel futuristic to learners we begin to feel irrelevant. We have to work hard to stay two steps ahead.
  • Has experienced online learning from the perspective of a student
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Having this experience would allow the instructor to be able to understand student expectations and needs.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      In my position data is collected weekly. If the data indicates the student is not being successful, decisions about instructional strategies may be made. It lends for the instruction to be more student centered.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • swatts_
      swatts_ on 25 Sep 19
       
      I think this is very important. I have been guilty of grabbing something from the internet then realizing this wasn't the best for my students. What kind of PD is available for this? What OER is available that is aligned with Iowa Standards?
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • swatts_
      swatts_ on 25 Sep 19
       
      This is an interesting indicator because teacher often resort to shutting technology down for students who use it inappropriately. More learning would be needed to help teacher use these as teaching moments.
anonymous

ol101-f2019: Iowa Online Course Standards - 0 views

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

shared by anonymous on 10 Sep 19 - No Cached
  • A variety of high-quality learning resources and materials are available to increase student success (
    • anonymous
      anonymous on 10 Sep 19
       
      Learning about Diigo and LMS programs help assure that any classroom adheres to this standard - hopefully improves student success.
alisauter

Make Social Graphics, Short Videos, and Web Pages To Stand Out-In Minutes | Adobe Spark - 0 views

spark.adobe.com

moodle_iowa

shared by alisauter on 11 Sep 19 - No Cached
    • alisauter
      alisauter on 11 Sep 19
       
      I would have my participants use Adobe Spark Video to introduce themselves to me. Once they learn the program, they will have this as a resource for future academic activities.
  • Short Videos with Spark Video Easily add photos, video clips, icons, or your own voice. Select from professional-quality soundtracks and cinematic motion—and voila!
alisauter

Bitmoji - 0 views

www.bitmoji.com

moodle_iowa

shared by alisauter on 11 Sep 19 - No Cached
    • alisauter
      alisauter on 11 Sep 19
       
      Another think I would have each participant do is to create a Bitmoji for their profile.
    • alisauter
      alisauter on 11 Sep 19
       
      There is also a Chrome Extension so a tablet or smartphone is not needed.
anonymous

10 Ways to Make Learning Fun for Students - 0 views

www.thoughtco.com/w-to-make-learning-fun-2081740

moodle_iowa

shared by anonymous on 15 Sep 19 - No Cached
  • anonymous on 15 Sep 19
     
    I think as we build our LMS/moodle sites, we need to remember the students on the other end and how we can make learning fun. This article looked interesting. PM
anonymous

7 Online Tools to Make Custom Learning Games (No Coding Required!) - 0 views

blog.whooosreading.org/make-learning-games

moodle_iowa

shared by anonymous on 15 Sep 19 - No Cached
  • anonymous on 15 Sep 19
     
    this article offered some sites to help build learning games into our classes. Lot of good information. PM
tboeckman

ol101-f2019: Iowa Online Course Standards - 5 views

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

shared by tboeckman on 18 Sep 19 - No Cached
  • The course instruction includes activities that engage students in active learning
    • lwinter14
      lwinter14 on 18 Sep 19
       
      I'm still trying to find the right ways to engage students in active learning and to incorporate active learning among groups of students. I want my students to be actively learning together and not in isolation.
  • The course structure has flexibility to accommodate multiple timelines
    • Wendy Arch
      Wendy Arch on 20 Sep 19
       
      Isn't this where different types of online education would come into play? Different course structures could allow for multiple timelines, but having no dedicated timeline for forum postings where participants are expected to interaction with one another just leads to frustration for all involved. Sometimes too much flexibility undermines rigor.
  • sufficient rigor, depth, and breadth
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      I think this is a part that lots of people doubt--that online learning can have as much rigor. But in our school, we've seen teachers incorporating more rigor with online work than maybe they had before because thinking about online learning sort of shakes up the way teachers do things and they have to think about how google will play into the learning.
  • ...9 more annotations...
  • access resources at a distance are sufficient and easy to understand.
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      This is also a key to success. There's a lot of tutorial work that has to be built into online learning--whether it's blended in the classroom or fully online. We can't just assume that kids know how to do or use things. I've used Diigo several times before and I still had to use those tutorial videos today to troubleshoot why mine wasn't working like I thought it should.
  • Specific and descriptive criteria, including rubrics, are provided for the evaluation of students’ work and participation
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      Rubrics, models, and clear success criteria take on a whole new meaning in online courses where teachers don't see the students working and students can't see what other students are doing. Clarity becomes really important.
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      I agree. I believe that providing these to students at the beginning of the course demonstrates a transparency so that the student knows exactly what is expected and how to achieve the learning and grade they aim to achieve.
  • The course is easy and logical to navigate, including self-describing links
    • ceberly
      ceberly on 23 Sep 19
       
      This is important to ensure that students are not frustrated- frustration with navigating the tool can take away from the intended content. Been there, done that.
  • An instructor's communication plan is provided, including the instructor's availability, instructor response-time policy, and the methods for students to communicate with the instructor (iN 1.8)
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      Setting "office hours" would be a good idea. Otherwise I would feel like I always have to be on. Also, it helps prevent students from feeling ignored if they know up front when you will respond.
  • ach unit includes an overview that describes the objectives of the lesson, as well as introduce the upcoming content, activities, assignments, and assessments of the unit. (iN 2.2, ROI 5.d)
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      At first I didn't think one was as important. After having students enter my moodle course in a blended environment, I realized it was needed to help guide them on their learning paths and have now added them.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Whether it is face to face or on line, differentiation for student's learning styles needs to happen. Students respond to different modalities.
    • tboeckman
      tboeckman on 02 Oct 19
       
      Agreed! I would also add that the differentiation needs to happen based on individual student needs, whether that be added support or extension.
  • • Technologies are chosen that are accessible to students
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      This is a given to me. All students should have the same access or the playing field has not been leveled.
  • 21st century skills, including information literacy and communication skills, are incorporated and taught as an integral part of the curriculum.
    • swatts_
      swatts_ on 25 Sep 19
       
      I like how teaching 21st century skills are an expectation to be taught as part of the curriculum. The excuse of "we don't have time to teach this" will be out the window when it is an expectation.
  • . Learner Engagement
    • swatts_
      swatts_ on 25 Sep 19
       
      I like that this emphasizes three components of interaction. Online course could be thought of as a "student interaction with the content" type of learning environment but adding peer collaboration and teacher collaboration brings the human and social aspect into the course.
ewilson_qgorxap

Teachers Pay Teachers - 0 views

www.teacherspayteachers.com

moodle_iowa ollie_iowa

shared by ewilson_qgorxap on 22 Sep 19 - No Cached
  • ewilson_qgorxap on 22 Sep 19
     
    I've found a lot of activities on here, many for free, that students enjoy. I'm always searching for ways to get more movement and group work into my classroom.
spaulsonsjcs

Flipgrid | Empower Every Voice - 0 views

info.flipgrid.com

moodle_iowa

shared by spaulsonsjcs on 24 Sep 19 - No Cached
  • spaulsonsjcs on 19 Jun 20
     
    Great resource for sharing videos with your class and allowing students the ability to share their creativity as well!
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