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Jim Aird

Digital Literacy: Why adaptability is key - Chimera EDUCATION - 0 views

chimeraeducation.weebly.com/...y-why-adaptability-is-key.html

technology education learning digital literacy adaptability teaching

shared by Jim Aird on 24 Jul 13 - No Cached
  • Jim Aird on 24 Jul 13
     
    "Give students a chunk of time without instruction to explore a new tech program before using it. Encourage students to use online resources to figure the program out. Create a backchannel discussion or an online forum where students can post links to helpful resources or ask questions.  Encourage your tech savvy students who get it faster than the others to monitor the boards and answer questions electronically.  Using an electronic forum with delayed responses instead of face-to-face assistance will encourage adaptability and eliminate the possibility that a tech-light student will sit back and let the tech-savvy student fix the problem or do the work. To avoid frustration, stop after 15 minutes and distribute a self-assessment rubric on adaptability (see my example below).  Debrief with students about their experiences.  For those who fall in the flexible and adaptable category, what strategies did they use to navigate through unfamiliar interfaces?  For those who didn't, how can they improve their experience for the next time?"
Ann Steckel

Integrating Digital Audio Composition into Humanities Courses - ProfHacker - The Chroni... - 0 views

chronicle.com/...24266

humanities integrating education audio digital collaboration teaching resources

shared by Ann Steckel on 26 May 10 - Cached
  • Ann Steckel on 26 May 10
     
    "May 25, 2010, 02:00 PM ET Integrating Digital Audio Composition into Humanities Courses By Prof. Hacker Edison Phonograph[This guest post is by Jentery Sayers, who is a PhD candidate in English at the University of Washington, Seattle. In 2010-2011, he will be teaching media and communication studies courses in Interdisciplinary Arts and Sciences at the University of Washington, Bothell. He is also actively involved with HASTAC. You can follow Jentery on Twitter: @jenterysayers.] Back in October 2009, Billie Hara published a wonderfully detailed ProfHacker post titled, "Responding to Student Writing (audio style)". There, she provides a few reasons why instructors might compose digital audio in response to student writing. For instance, students are often keen on audio feedback, which seems more personal than handwritten notes or typed text. As an instructor of English and media studies, I have reached similar conclusions. Broadening the sensory modalities and types of media involved in feedback not only diversifies how learning happens; it also requires all participants to develop some basic-and handy-technical competencies (e.g., recording, storing, and accessing MP3s) all too rare in the humanities. In this post, I want to continue ProfHacker's inquiry into audio by unpacking two questions: How might students-and not just instructors-compose digital audio in their humanities courses? And what might they learn in so doing? Designing Courses with Audio Composition in Mind One of the easiest ways to integrate digital audio composition into a humanities course is to identify the kinds of compositions that might be possible and then find some examples. Below, I consider five kinds of digital audio compositions: * recorded talks * audio essays * playlists * mashups * interviews Each entails its own learning outcomes, technologies, and technical competencies. The recorded talk consists of students reading their own academic essays a
Ann Steckel

How NOT to Teach Online: A Story in Two Parts | Online Learning | HYBRID PEDAGOGY - 1 views

www.hybridpedagogy.com/...How_Not_to_Teach_Online.html

teach online story parts pedagogy hybrid learning online learning

shared by Ann Steckel on 29 Apr 13 - No Cached
  • The funny thing about teaching with technologies, online or even in a face-to-face context, is that if you focus primarily on the technologies themselves the important things can fade from view too easily.
  • they focus on the technology and the how first and foremost, to the point where the purpose for the learning gets lost.  
  • a key role of any facilitator is to make those norms and expectations explicit, so learners can begin to take ownership of their own participation on shared, sanctioned terms
  • ...2 more annotations...
  • Online is different, in the sense that bringing people fully into an experience requires some explicit scaffolding that face-to-face tends not to
  • And yet online is no different at all, in the sense that it is teaching and learning for all the same reasons as any other teaching and learning experience, and we need to approach it with our whole selves, not just as mediators of technology
Ann Steckel

LAMS Foundation - 0 views

lamsfoundation.org

LAMs software elearning lams lms e-learning visualisation

shared by Ann Steckel on 07 May 09 - Cached
  • Ann Steckel on 07 May 09
     
    Author, Monitor and Learner, so you can create, monitor and run sequences to experience the LAMS difference!
Marjorie Shepard

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.474.318&rep=rep1&type=pdf - 0 views

citeseerx.ist.psu.edu/...download

shared by Marjorie Shepard on 03 Dec 15 - No Cached
  • Marjorie Shepard on 03 Dec 15
     
    The purpose of this experiment was to compare the effects of anonymous and identifiable electronic peer (e-peer) review on college student writing performance and the extent of critical peer feedback. Participants were 92 undergraduate freshmen in four English composition classes enrolled in the fall semesters of 2003 and 2004. The same instructor taught all four classes, and in each semester, one class was assigned to the anonymous e-peer review group and the other to the identifiable e-peer review group. All other elements-course content, assignments, demands, and classroom instruction- were held constant. The results from both semesters showed that students participating in anonymous e-peer review performed better on the writing performance task and provided more critical feedback to their peers than did students participating in the identifiable e-peer review. 
Jim Aird

An absolutely riveting online course: Nine principles for excellence in web-based teach... - 0 views

cjlt.csj.ualberta.ca/...177

teaching online design building excellence technology

shared by Jim Aird on 24 Jun 13 - No Cached
  • Simply taking material that was developed for classroom delivery and directly porting it into course management programs such as WebCT or Blackboard tends neither to be effective nor recommended (Ellis & Hafner, 2003)
  • The retooling and redesigning of course materials often takes significant time
  • The online world is a medium unto itself and if instruction is to be effective, material for online courses needs to be developed with the unique strengths and dynamics of the web in mind
  • ...15 more annotations...
  • one of those changes is that the instructor role is moving from provider of content to designer of student learning experiences
  • As with teaching in a face-to-face environment, we need to constantly gauge our audience and discern what tools and strategies are going to be effective at the time.
  • Specific aspects of online teaching that are reported to contribute to enhanced learning and student satisfaction also include: quick turnaround time by instructor on email and assignments (Hopper and Harmon; 2000); frequent and engaged contact and individual feedback (Anderson, 2006); having goals and objectives that are clearly stated (Carr-Chellman & Duchastel, 2000; King, 1998; Orde, et al., 2001; Sieber, 2005) and detailed enough to clarify “what the student should be able to do, the conditions under which the student should produce the desired behaviour and how well the student must be able to perform it” (Ellis & Hafner, 2003, p. 643); great communication skills (Hopper and Harmon, 2000; White, 2000); regular use of student names (Aragon, 2003) and the capacity to be real and genuine (Aragon, 2003; Beaudin & Henry, 2007).
  • Regardless of how stellar the content or how wondrous the technology, if they are to be excellent, online courses must also involve excellent online teaching.
  • Social presence and a sense of community are influenced by many things, including collaborative learning activities (Aragon, 2003), enhanced communication (Steinweg, et al., 2006), use of humour (Aragon, 2003), small group activities (Rovai, 2002) and it is an essential part of online learning.
  • The expertise involved in developing excellent online courses is not optional; it is essential. And we either gain those areas of expertise ourselves or we look for help and support. Otherwise, significant aspects of the courses we develop will be weak, and possibly even mediocre.
  • in post-secondary education instructors tend to be subject matter experts and not necessarily experts in learning theory and educational processes (Ellis & Hafner, 2003; Oblinger & Hawkins, 2006). As such, a team approach is often encouraged.
  • Excellence in online education requires multiple areas of expertise. A content expert is necessary but not even close to sufficient.
  • It is not enough to simply inform students of these areas, the instructor must request that students respond once they have found the required information or activity in question.
  • There are a few things that some online instructors/developers provide that can go a long way with students. One is to provide exemplars of the course assignments.
  • Perhaps the most common of these provide direction on being effective self-guided learners. Unless the students in an online course can manage their time and provide some degree of self-motivation, they tend not to do well in a virtual course environment.
  • Brief personal email messages are also appreciated by students
  • Another little extra is the inclusion of brief audio clips
  • The integration of related video material also provides another little extra, especially for those students who tend to be auditory or visual in nature.
  • Knowledge and understanding of such principles can help us find success in the exciting world of online education, and can help us move from the mere uploading of content to creating absolutely riveting online courses.
  • Jim Aird on 27 Jun 13
     
    Great article about online course design.
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