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alexandra m. pickett

An Open Letter to Professor Edmundson | Inside Higher Ed - 0 views

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    "Given your critique of "online education," I find it ironic that learning designers and others who work day-in, day-out on online (and blended) learning spend much of our time saying similar things to our faculty partners and university stakeholders as you so eloquently articulated in the above quotes. The error that you make, and it is a fundamental error, is that you confuse what is going on at Stanford, Yale, Harvard, M.I.T. with edX and Coursera, with traditional online learning. You write as if you are critiquing online classes, but what you are really taking issue with are the new crop of massively open online courses (MOOCs). This error is not merely semantic. Confusing online learning with MOOCs disallows any meaningful analysis of the challenges and benefits of either format. Conflating online learning with MOOCs also closes the possibility of any substantive discussion of how institutions of higher education are responding to challenges around access, cost and quality. And perhaps most troubling, by conflating online learning with MOOCs you are mischaracterizing and devaluing the hard work of your fellow educators to bring the active learning principles, the principles that you yourself espouse, to new teaching modalities."
alexandra m. pickett

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

  • 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
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    Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
alexandra m. pickett

SUNY Ulster Online Learning Courses Selected as Models for SUNY Learning Network - onli... - 1 views

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    "SUNY Ulster Online Learning Courses Selected as Models for SUNY Learning Network "
alexandra m. pickett

WATCH NEXT GENERATION LEARNING IN ACTION with Quest Atlantis: Learning Through Transfor... - 0 views

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    RT @NextGenLC: Watch next gen learning in action with Quest Atlantis: Learning Through Transformational Play. http://t.co/n832460ReH
alexandra m. pickett

C. M. Rubin: The Global Search for Education: Is Your Child an Innovator? - 0 views

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    "How do you train an Innovator? We are born curious. We are born with imagination. The first challenge is to ensure that these very human qualities are not schooled out of us, as Sir Ken Robinson says. Beyond that, in my research, I identified five essential education and parenting practices that develop young people's capacities to innovate: 1. Learning to work collaboratively (innovation is a team sport!). 2. Learning to understand problems from a multi-disciplinary perspective. 3. Learning to take risks and learn from mistakes. 4. Focusing on creating versus consuming. 5. Reinforcing the intrinsic motivations of play, passion, and purpose versus the extrinsic carrots and sticks."
Rob Piorkowski

How to Create Evidence of Student Learning - Faculty Focus | Faculty Focus - 1 views

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    ...First-week final exam - One of the more controversial methods of measuring student learning is to have students take the final exam during the first week in class, but don't grade them on it. At the end of the semester give them that same exam again and compare the results. While letting students see their final exam makes some faculty nervous, Nilson says most students won't remember any of the questions, and if they do what's the harm? It will simply help them focus in on what you feel is important for them to know.
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    Before ... and after learning ...
alexandra m. pickett

New study suggests that faculty development has a demonstrable impact on student learning - 2 views

  • “Independent ratings of students’ learning outcomes demonstrate that when faculty learn and apply better ways of addressing desirable student learning outcomes, they translate their learning into course materials and assignments that actually do positively influence students’ learning,” the book says. “That result, in the end, constitutes a successful case, and that kind of design produces long-range outcomes.”
alexandra m. pickett

the myth of learning styles - 0 views

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    The Myth of Learning Styles August 2010 Change The Magazine of Higher Learning 42(5):32-35
alexandra m. pickett

18 Graduate Programs Embracing Game-Based Learning - Getting Smart by Guest Author - Ed... - 0 views

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    "18 Graduate Programs Embracing Game-Based Learning"
alexandra m. pickett

Does Class Size Matter? - Distance Education Report Article - 1 views

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    Does class size matter? http://www.magnapubs.com/newsletter/distance-education-report/270/Does-Class-Size-Matter-13523-1.html This article originally appeared in Distance Education Report. I've been the director of online education at my institution since 2007. One question I've been asked many times over the years is "What is the optimal number of students to have in an online class?" My usual response is to pretend I didn't hear the question and walk away as quickly as possible. Well, that's not totally true. But as you can imagine, this is not an easy question to answer, as there are many variables that come into play--the topic of the class, the overall course design, the academic rank of students in the class, the experience of the instructor teaching the class, etc. I've had many interesting discussions with students, staff and administrators over the years about enrollments in online courses. When I first started teaching online, my courses would fill almost immediately, sometimes within minutes. Inevitably, students would contact me and request an override for the course - not just one or two students, but dozens upon dozens of students. They were usually surprised when I said no. These frustrated students would often reply with a comment such as, "But it's an online class, so you can take unlimited numbers of students and it won't be any additional work for you." Surprisingly, I've heard this kind of comment from some faculty, staff and administrators as well. I usually view these interactions as opportunities to offer a bit of education about online learning. So I might say, for example, that if I had seven graded assignments in my online course, and 25 students, I would end up grading 175 assignments--with the emphasis on "I." However, if I doubled the number of students in my class and graded seven assignments for 50 students, that would be 350 assignments to grade. There were also 22 quizzes, two exams and multiple
alexandra m. pickett

The Potential for Online Learning: Promises and Pitfalls (EDUCAUSE Review) | EDUCAUSE.edu - 1 views

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    " The Potential for Online Learning: Promises and Pitfalls"
alexandra m. pickett

The Learning Styles myth debunked on the back of an envelope | David Didau: The Learnin... - 0 views

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    The Learning Styles myth debunked on the back of an envelope - David Didau: https://t.co/NZroEMCC5f https://t.co/jZXeTLEYtm - johnptraining (johnptraining) http://twitter.com/johnptraining/status/700778156836388865
priyanshu1

Swiflearn - Benefits of Online Learning | Online Education | Online Tuition - 0 views

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    Benefits of Online Learning. The concept of online learning and gaining knowledge through online tuition is on the rise from the last few years - Swiflearn.
priyanshu1

How E-Learning Websites Can Benefit Your Child? | Swiflearn - 0 views

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    Online learning is equivalent to the vast ocean. An unlimited number of educational resources are available in all the E-Learning websites - Swiflearn.
alexandra m. pickett

Reflections of a mooc unvirgin | E-Learning Provocateur - 0 views

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    "Suggestions for improvement To be fair, the cons that I have listed above are not unique to the EDCMOOC, nor to online learning in general. I remember similar problems from my uni days on campus. Nonetheless, they inform my following suggestions for improvement… Week 1 should be set aside as a social week to allow the happy greeters to get their social proclivities out of their systems. It may be tempting to set aside a pre-week for this purpose, but the truth is it will bleed into Week 1 anyway. The instructors need to be much more active in the discussions. I recommend they seed each week with a pinned discussion thread, which marks the official line of enquiry and discourages multiple (and confusing) threads emerging about the same concepts. More importantly, the instructors should actively prompt, prod, guide and challenge the participants to engage in critical analysis. Explication of the implications for e-learning must be the outcome. A moderator should delete the spam and ban the spammers. A support page and discussion thread should be dedicated to helping the lost souls, so that they don't pollute the rest of the course with their problems. All in all, I am glad to report my first mooc experience was a positive one. I won't rush out to do another one in a hurry, but that's simply because I know how demanding they are. But one thing's for sure, I will do another one at some stage. I look forward to it!"
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