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Contents contributed and discussions participated by Jim Aird

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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?"
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.
Jim Aird

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 Jim Aird 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
Jim Aird

Teaching Online & Face-to-Face Classes Require Different Skills - 1 views

blog.wiziq.com/online-teaching-skills

teaching technology education computers online classes skills

shared by Jim Aird on 02 Apr 13 - No Cached
  • teachers must encourage students to express themselves in writing as much as possible so teachers can sense whether everyone is on the same page.
  • Students can create screencasts, record their voices, and share the videos with the teacher and the other students.
  • Teachers, who used technology, claimed  that it facilitated the teaching and learning process for their students, but it was time consuming.
  • ...1 more annotation...
  • I have created many online courses for teachers to engage them, firstly, as learners and secondly, as teachers, so they can practice both roles.
Jim Aird

Could Many Universities Follow Borders Bookstores Into Oblivion? - Wired Campus - The C... - 1 views

chronicle.com/...35711

education universities higher education online future

shared by Jim Aird on 26 Mar 12 - No Cached
  • Jim Aird on 26 Mar 12
     
    I just love getting glimpses of the future through the eyes of people with real vision.
Jim Aird

TCEA-Recommended iPad Apps - 0 views

docs.google.com/...ccc

ipad apps teachers iPad_Apps app education

shared by Jim Aird on 26 Mar 12 - No Cached
  • Jim Aird on 26 Mar 12
     
    The list is growing! iPad apps for education are so prolific it is hard to organize them. This google doc lists 1000 iPad apps that are appropriate for K-12 classrooms
Jim Aird

WPI Teaching with Technology Collaboratory - Benefits of Using Discussion Boards in You... - 1 views

www.wpi.edu/...boardbenefits.html

discussion education online blended higher education technology university resources

shared by Jim Aird on 26 Mar 12 - No Cached
  • Jim Aird on 26 Mar 12
     
    Great resources for using Discussions. All the Whys and the Hows you need.
Jim Aird

Learning with Games. Are we missing something? - 0 views

education technology teaching learning games
started by Jim Aird on 22 Mar 12 no follow-up yet
Jim Aird

cooltoolsforschools - home - 0 views

cooltoolsforschools.wikispaces.com

education tools technology Web2.0 teaching apps collaboration

shared by Jim Aird on 10 Dec 09 - Cached
  • Jim Aird on 22 Feb 12
     
    This site has been compiled by Lenva Shearing If you are using a cool web2.0 tool in your classroom that is not included here, please email me and I will add it (email link in navigation bar)
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