Skip to main content

Home/ SUNY Online Teaching Community Resources/ Group items tagged online community

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Julie Golden

The Impact of Identity Disruption and Participation in Communities of Practice on Facul... - 2 views

Study participants are needed for a research project regarding online faculty satisfaction, faculty identity, and communities of practice. https://www.surveymonkey.com/r/VHKJRN2 Please consider...

web2.0 education research resources collaboration assessment community of practice faculty higher online learning E-Learning satisfaction

started by Julie Golden on 19 Aug 15 no follow-up yet
alexandra m. pickett

Creating an Effective Online Instructor Presence - effective-online-instructor-presence... - 3 views

ccrc.tc.columbia.edu/...online-instructor-presence.pdf

LrnSciChat cccotc19 #twitterfavorites instructorpresence caring OSCQR-research

shared by alexandra m. pickett on 18 Jun 19 - No Cached
  • alexandra m. pickett on 18 Jun 19
     
    CREATING AN EFFECTIVE ONLINE INSTRUCTOR PRESENCE / APRIL 2013Creating an Effective Online InstructorPresence
alexandra m. pickett

The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 0 views

irenewp.edublogs.org

lrnchat via:packrati.us edchat learning education teaching

shared by alexandra m. pickett on 15 Oct 14 - No Cached
  • Aug 04 2012
  • Reflecting on the online course design process, I realize I have made a tremendous transition from first-time student to instructor in the space of one semester. What I have learned about myself is that I have an affinity for designing in the online environment. 
  • I just finished what may be my last discussion post for ETAP640. As I went through the post process, I was cognizant of each step: read your classmates’ posts; respond to something that resonates within you; teach (us) something by locating and sharing resources that support your thinking;  include the thinking and experiences of classmates; offer your opinion on what you are sharing; cite your resources for the benefit of all; tag your resources logically.
  • ...20 more annotations...
  • I am technology-proficient.
  • blog posts are personalized records of learning, thinking, and being. 
  • students’ learning is demonstrated through the vehicle of discussion.  
  • While I am not yet a full technophile, I am surely no longer a technophobe!
  • discussion is the heart of online learning. 
  •   I so deeply enjoyed the reading and studying portion of this course … it opened a new world of theory to me, made more exciting by the historic proximity of the leading researchers in the field. 
  • It is not about what the instructor wants to hear, it is about hearing the student’s articulation of what is being learned that is essential to evaluating the content of a blog post.
  • (Think Twitter, Irene!) 
  • I have spent my academic life I believing that I have to ‘go it alone’, since I walked home from school alone the first day of first grade.  Strangely, this course, in which I spend so much time alone, is teaching me that I don’t. 
  • Through trying to be “fearless” about using technology, as Alex advises, I have come to learn that confidence is something that one must exercise in all spheres of the online environment.
  • The resulting ah ha moments became the core of my entry …
  • It causes me to reflect on the similarities between online and physical communities, something I had not thought of before.  Could it be that we really are, slowly and steadily, growing into a genuine community?
  • we can not help but to teach when we learn and to learn when we teach.
  • I kept telling myself, “You need the experience if you want to be an instructional designer!”
  • I am a student whose understanding of connectivism and heutagogy is being developed experientially through taking this course.
  • Teaching presence also involves anticipating students’ needs based on monitoring progress and being ready to find that perfect something to support the student’s learning.
  • I realized that the online environment is actually a type of classroom; is that why course language includes such terms as “area”, and “room”?
  • “As iron sharpens iron, so a friend sharpens a friend.” This is certainly true of discussion forum.  We learn with and for each other: as  you learn, I learn. 
  • So, reflection has proven its worth yet again:  reflecting on my work in designing EED406 thus far is proof that research-based best practice works.
  • complaints, above, I think about the layout of the course; if it’s too many clicks away or the explanations aren’t clear, students become anxious, lose interest, and possibly
  • alexandra m. pickett on 15 Oct 14
     
    Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
Julie Golden

Need your help! - 3 views

Please consider taking my survey. It is anonymous, so I won't be able to send a proper thank you. Please know that I will pay your kindness forward to another doctoral student in need and will send...

web2.0 education research collaboration elearning faculty online edtech

started by Julie Golden on 09 Sep 15 no follow-up yet
alexandra m. pickett

Is technology the best way to stop online cheating? No, experts say: better teaching is. - 0 views

www.insidehighered.com/...cheating-no-experts-say-better

cheating assessment academicintegrity

shared by alexandra m. pickett on 07 Sep 21 - No Cached
  • The better question than "how can I stop cheating?" is "how can I best facilitate and assess learning?"
  • "Students are more likely to engage in dishonesty when they’re under stress and pressure, when the norms are unclear, and when there are temptations and opportunities," she said.
  • "when students don’t feel connected and a sense of belonging to the learning community, whether it's online or face-to-face, they are more likely to detach from any sense of collective community responsibility or ethics and substitute for that a pure ethic of mercenary self-interest,"
  • ...1 more annotation...
  • 'What’s the best teaching and learning experience I can construct and deliver for the vast majority of students who are there to learn authentically and who want to succeed?'"
alexandra m. pickett

Online and blended communities of inquiry: Exploring the developmental and perceptional... - 1 views

www.irrodl.org/...1436

instructional design research COI

shared by alexandra m. pickett on 22 May 12 - No Cached
  • The CoI framework, with its emphasis on critical thinking and collaboration, provides a well-structured model and a set of guidelines to create effective learning communities in online and blended learning environments (Garrison & Anderson, 2003; Garrison & Vaughan, 2008).
alexandra m. pickett

My Twitter Presence - 0 views

www.chrisbrogan.com/my-twitter-presence

twitter

shared by alexandra m. pickett on 17 Aug 10 - Cached
  • alexandra m. pickett on 17 Aug 10
     
    "# I use Twitter to get the pulse of people in the larger online world. # I use Twitter to communicate in two directions. # I use Twitter to promote important causes, as well as business opportunities. # I use Twitter to promote other people's stuff 12 times as much I as do mine (12:1 rule). # I use Twitter to stay updated on people's shared news. # I use Twitter as a quick pulse-taking service. # I use Twitter to find business (via search). # I use Twitter to stream links to my stuff and to others' stuff. # I use Twitter to connect with humans. "
alexandra m. pickett

Best Practices: Implementing an Online Course Development & Delivery Model - 2 views

www.westga.edu/...outlaw_rice183.html

onlineteaching online-instructionaldesigners instructional design

shared by alexandra m. pickett on 01 Dec 15 - No Cached
  • alexandra m. pickett on 01 Dec 15
     
    " Instructional design is generally executed by instructional designers. According to scholars, instructional designers are typically educators, trained in emerging technologies and pedagogy, who possess specialized skills (Steven, 2013). They must be able to conduct needs assessments, write objectives, and choose content, method, instructional strategies, and best practices (Schwier & Wilson, 2010). Professionally, instructional designers should be able to build interpersonal and trust-worthy relationships, communicate clearly, motivate, solve problems, manage projects and deadlines, outsource, train, and adapt. In addition, instructional designers should be intuitive, supportive, encouraging, organized, persuasive, flexible (Schwier & Wilson, 2010), capable, energetic, pragmatic, and helpful (Stevens, 2013). "
Julie Golden

Have you taught online? Your opinion is needed! - 0 views

www.surveymonkey.com/WKZGXX6

web2.0 education research collaboration community faculty elearning online teaching

shared by Julie Golden on 20 Sep 15 - No Cached
  • Julie Golden on 20 Sep 15
     
    https://www.surveymonkey.com/r/WKZGXX6 Please consider taking my survey. It is anonymous, so I won't be able to send a proper thank you. Please know that I will pay your kindness forward to another doctoral student in need and will send warm thoughts out into the universe for you. Thank you for your consideration and for passing this on to eLearning faculty!
1 - 20 of 34 Next ›
Showing 20▼ items per page