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Jeny Schoenhard

Wiki In Elementary Classroom Example - 1 views

mrsibrahim.wikispaces.com

moodle_iowa

shared by Jeny Schoenhard on 09 Feb 11 - No Cached
  • Jeny Schoenhard on 09 Feb 11
     
    This is a great example of a variety of ways that wiki can be used in the elementary classroom.
Steve Van Gundy

Top 100 Education Blogs - 0 views

oedb.org/...top-100-education-blogs

moodle_iowa

shared by Steve Van Gundy on 09 Feb 11 - Cached
  • Steve Van Gundy on 09 Feb 11
     
    I didn't check out all 100...says it was published in 2006, so it might be a little bit dated.
Valerie Jergens

PSDtechPD Cell Phones in the Classroom - 1 views

psdtechpd.wikispaces.com/Cell+Phones

moodle_iowa Web2.0 cell_phone phone collaboration

shared by Valerie Jergens on 08 Feb 11 - Cached
  • Valerie Jergens on 08 Feb 11
     
    This Wiki contains more than cell phone use ideas but iPod Touches and other handhelds.
Valerie Jergens

Zamzar File Conversion - 0 views

www.symbaloo.com/toolbar.do

moodle_iowa Web2.0 file_conversion manage organize

shared by Valerie Jergens on 08 Feb 11 - No Cached
  • Valerie Jergens on 08 Feb 11
     
    I am sharing this site because the more I am trying to keep and share content on the web, the more I find my files being in the wrong file type for everyone to access. Zamzar can convert file types that I cannot always do myself.
Joe Brekke

Wikispaces - 0 views

www.wikispaces.com/wiki

moodle_iowa

shared by Joe Brekke on 07 Feb 11 - No Cached
  • Joe Brekke on 07 Feb 11
     
    The place to create a wiki
Peggy Christensen

Moodle Tutorials ::: Educating Educators - 3 views

www.moodletutorials.org/video.php

Moodletutorials Moodle moodle_iowa

shared by Peggy Christensen on 06 Feb 11 - Cached
  • Peggy Christensen on 06 Feb 11
     
    This page contains a variety of Moodle tutorials that you can visit for assistance with Moodle.
Peggy Christensen

YouTube - The Jing project- a free screen capture program. - 3 views

www.youtube.com/watch

moodle_iowa Jing screencast

shared by Peggy Christensen on 27 Jan 11 - No Cached
  • Peggy Christensen on 27 Jan 11
     
    The actual title of this is YouTube video is: "The Jing project- a free screen capture program." I'm very interested in this tool and plan on investigating it further. Thanks, Jason for bringing it to my attention.
r kleinow

ITSI-SU Portal - Welcome - 0 views

itsisu.portal.concord.org/signin

moodle_iowa Science

shared by r kleinow on 24 Jan 11 - Cached
  • r kleinow on 24 Jan 11
     
    Simulations and activities to support Science Insturction
r kleinow

iowacorescience / Science Essential Skills and Concepts - 1 views

iowacorescience.pbworks.com/...-Essential-Skills-and-Concepts

moodle_iowa Science Education

shared by r kleinow on 24 Jan 11 - No Cached
  • r kleinow on 24 Jan 11
     
    Teacher support for implementing the Iowa Core in Science
Drinda Williams

21 Things That Will Become Obsolete in Education by 2020 - THE DAILY RIFF - Be Smarter.... - 5 views

www.thedailyriff.com/...e-in-education-by-2020-474.php

moodle_iowa

shared by Drinda Williams on 21 Jan 11 - No Cached
  • And this will be done 24/7 and on the move
    • Drinda Williams
      Drinda Williams on 21 Jan 11
       
      I'm not sure I buy this. The decision makers (school boards) are a long way from this leap.
    • Valerie Jergens
      Valerie Jergens on 21 Jan 11
       
      Yes, but wouldn't it be exciting if things were on a more 24/7 schedule and school could fit life? I would love to engage with my children and their homework but currently it is so dry and doesn't agree with any kind of discussion or collaboration.
    • Alan Junck
      Alan Junck on 24 Jan 11
       
      AP is dead? I'm not sure that will happen anytime soon. It will certainly undergo some changes in the future - but I doubt it goes away completely.
  • Differentiation won't make you 'distinguished'; it'll just be a natural part of your work.
  • Organization of Educational Services by Grade
    • Drinda Williams
      Drinda Williams on 21 Jan 11
       
      This had made sense for a long time...hard to change an institution. I would love to see this happening.
  • ...2 more annotations...
  • Nutrition information
  • This is already happening.
    • Drinda Williams
      Drinda Williams on 21 Jan 11
       
      This is happening some places. It usually takes a district large enough to have PD specialists and / or a smaller district with the right kind of administration. It makes the Moodle option even more relevant.
Julie Townsend

Social Studies Class: Integrating the Web & Technology - 4 views

www.slideshare.net/...integrating-the-web-technology

moodle_iowa

shared by Julie Townsend on 23 Jan 11 - No Cached
  • Julie Townsend on 23 Jan 11
     
    This is an amazing presentation on the merging of education and technology.
Erica Larson

elearnspace. Connectivism: A Learning Theory for the Digital Age - 0 views

www.elearnspace.org/...connectivism.htm

shared by Erica Larson on 20 Jan 11 - Cached
  • Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall. Cindy Buell details this process: “In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is the means by which these symbolic representations are committed to memory.”
    • Erica Larson
      Erica Larson on 21 Jan 11
       
      This definition helped me better visualize what cognitism meant.
Julie Townsend

100+ Online Resources That Are Transforming Education - 0 views

mashable.com/...online-education-websites

shared by Julie Townsend on 20 Jan 11 - No Cached
  • Sugata Mitra introduced the concept of “Granny in the Cloud” — senior volunteers who encourage kids to study using Skype () video calls.
Phyllis Anderson

'e-Learning' report shows online professional development aids teachers and students - 0 views

www.sciencedaily.com/...100816142120.htm

moodle_iowa

shared by Phyllis Anderson on 20 Jan 11 - Cached
  • As states are discussing the implications of common education standards proposed by the U.S. Department of Education, the findings from these four randomized trials suggest that online professional development may be a viable and cost effective means of improving teacher knowledge and ultimately student outcomes"
  • Phyllis Anderson on 20 Jan 11
     
    Analysis of effectiveness of online classes on teacher knowledge and student gains.
Phyllis Anderson

News: The Evidence on Online Education - Inside Higher Ed - 0 views

www.insidehighered.com/...online

moodle_iowa

shared by Phyllis Anderson on 20 Jan 11 - Cached
  • The use of video or online quizzes -- frequently encouraged for online education -- "does not appear to enhance learning," the report says.
  • Phyllis Anderson on 20 Jan 11
     
    videos and quizzes not particularly effective
anonymous

Why Online Teaching Turned Me Off (washingtonpost.com) - 0 views

www.washingtonpost.com/...A11196-2005Mar29.html

moodle_iowa online

shared by anonymous on 11 Jan 11 - Cached
  • anonymous on 11 Jan 11
     
    Even (especially?) when one is a proponent, it pays to look at counterpoints.
Pam Buysman

Teaching on the Web - Exploring the Meanings of Silence - 1 views

ultibase.rmit.edu.au/...benfield1.htm

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