Establishing Presence in Online
Courses
Social Presence equated to amount of participation
(note - the graphics are terrible so far in these presentations!
chart junk is alive and well)
studies show:
Increased satisfaction
greater depth of learning
Increased perception of Learning and Accomplishment
Sense of belonging to a community
http://www.wiley.com for
the book
-personal forms of address
-acknowledgement of others (try responding more to student posts
not directed directly to you)
-expression of feeling
-use of humor and social sharing
emoticons, font colors, caps, etc
sharing of resources - ( I think the DQs are the place
for these techniques - each DQ/Bio should allow an opp for sharing
fotos links ideas etc )
Sense of safety - need a private space to communicate
smileys.html
Mental picture of person (partner?) in communication
process (Class Live Pro and Jing and other video or voice related
input technologies will allow the student to visualize you in a friendly
way when reading text later )
Moodle?
Is there a way to include picture of person posting
when responding and posting?
WEEK ZERO - the Bio...and exploration of getting to
know one another - ice breakers -scavenger hunts - etc - mugs?
for posting photos - you don't need to post an image
of yourself - it can be an image that represents you -
Week zero is not a waste of time - it builds the foundation
for safety andcommunication - if you neglect week zero (adding that
DQ into week 1) it affects the entire course later - it is common
to try and shove content in - but you pay later -
jgraves [Judith]: There are all sorts of wonderful
images on a wide range of topics in the Library of Congress Prints & Photographs
online catalog at http://www.loc.gov/rr/print/catalog.html
QUESTION: What ice breaker activities do you use in
your online class?
amyvmeck (Amy): Truth and Lies
mjr04 (Mary ) 2: Share 2 truths and 1 lie about yourself and try
to guess the lie from others.
KillerKeene (Carol): If you were a car, what would you be and why?
If you were a dog (cat), what breed would you be and why?
akemp [Ada]: as a student I was asked to post three things about
myself, one of which was a lie, and we each were to guess each others
lies --- and this was done before we knew anything about each other
--- it was interesting
Jeffrito (Jeff): we don't use enough at AIO...but in color theory
they have to post along with the bio 'what is your favorite color'
'or 'what music do you listen to"
gbond [Gary Bond]: Interview another student and post a report.
Carolyn Campbell: in Elluminate, we put a picture of chairs on the
screen and ask people to pick a chair by typing their name on the
whiteboard
dstanford: sharing three unique characteristics of themselves
mblodgett (Margaret): classmate quiz and two truths one lie
KillerKeene (Carol): ask question: Tell us something about yourself
that will enable us to remember you?
michele.gill (Michele): What is your most wonderful memory of a teacher/What
was your best AHA moment as a teacher?
Tanyahendsbee (Tanya): I use one called colour jacuzzi
paddles (Ana): what color are you on the rainbow?
dstanford: say "hi" in a foreign language
amyvmeck (Amy): In Elluminate, where are you and what are you wearing?
hbergland (undisclosed): WOuld you describe colour jacuzzi?
Carolyn Campbell: tanya, you should post your colour jacuzzi activity
to the idea drop box!
Carolyn Campbell: i love that one
describe your last interaction with a law enforcement
official
----------------------------------------
incorporate into bio: what are your hopes and fears related to this
course? What are your expectations?
----------------------------------------
Naming conventions - catchy phrases - for cafe areas etc -
----------------------------------------
youtube, jing, audio, class live pro, facebook etc
Transforming a
Learning Program with a Community-Based Model of Instruction
http://moodle.org/
Challenges in implementing an online program (island
wide?) in a community college
Needed volunteers (no time relief)
Funding a problem
there were so many tech issues for this presentation
that finally I had to close the window - echos, background noise
etc
Teaching and Learning
in 3D Worlds
My question: Virtual worlds - a trend (really?) I had
read that the virtual worlds were virtually empty lately.
Comment: Seems like this would be extremely specialized,
for advanced students in a program - the idea of intro students who
are having issues with Photoshop (I teach studio courses) would have
huge issues in 2nd life - I know I do - and I’m fairly technically
adept - but my avatar gets stuck, and lost...Not sure how this virtual
world is more efficient than a static web page. What is the advantage?
this presentation was highly theoretical and did not
address the tech learning curves and practical applications
after 10 minutes this presentation switched to critical
pedagogy??? a bunch of education jargon and a pitch for Fieldling
Univ?? FInally segued into the next presenter -
One month training time for newbies and techies?? Limit
class size? Recruit a student to take on training?
another presenter - lots of technical and obscure pedalogical
terms and talk - for example “Ludic use vs eco-pedagogy and social
justice” or “Preloaded ideology” and “WASC + Mystification”
this is fine, but the lecture was very uninformative and in the end
not practical for me.
See the other workshop for better info on SL
Assessing
the Online Learner with Rena Palloff, Ph.D. and Keith Pratt, Ph.D.
Book coming out Nov 10th 08
Assesment basics:
1. Design learner-centered assessments that include
self reflection
NOTE: self reflection could be included as something
posted along with the studio project.
2. Grading includes discussion/participation
3. Collaborative assessments (would this include critiques?)
Self Reflection could be one of the A4 critiques - student
crtiques their own piece
Formative assesment?
Participant assessment techniques:
Stefanie_Forster [Stefanie ]: skills based courses
need to assess the skill
slmcall [Stefanie]: must match the pedagocial goals
dqualters [Donna]: goals of the course, objectives, level of the
course, students previous knowledge and skill levels
cmartin54 : goals and objectives
docliziam [Liz]: I consider students life experiences and how to
invite meaning making for diverse people
mrparku [Frank]: the course learning outcomes
cordobadebear [Marek]: online research course - mostly collaborative
small group assigments and discussions
cabraha [Corrine]: Standards and assessment techniques utilized for
professioanal licensure
Kimita [undisclosed]: skills to be assessed
jlavell [Judy]: try to use differnt assessments to reach different
learning styles
amckague [Anne]: How transferable it was to the online environment;
what was available; what promoted collaboration
lkamsin [Lana]: demo critical thinking & problem solving
nlstuever [Nancy]: course content, learner characteristics, learning
environment
Marcella [Marcella]: different ways of knowing
infopower [Kathi]: needs of the learner
angelalellis [Angela]: I want the assessment to reflect real life
situations as best as possible
Susann22 [Sue]: The central ideas and concepts or skills in lessons;
also whether there are multiple acceptable answers or strategies.
kapratt [Kathleen]: cross-section of methods to achieve learning
outcomes
WBurton [undisclosed] 2: how can the student show his/her learning
to the best advantage
jonidunlap [Joni]: Assessment asan opportunity for learning
chefpeg [peg]: ability to capture what they have learned - ours is
a visual art
isancak [Ilknur]: Comprehension of presented materials
hrallis: Assessment that is in and of itself a learning experience
Lyndall [Lyndall]: preferred learning styles
Jeffrito [Jeff]: Studio courses: presentation, format, demonstrating
an understand of the material...and vague factors like time and effort
and creativity
MBerndt [Michael]: level of the course
ceggert [Cheryl]: goals of the training session
ldolle [Lynne]: cultural backgrounds and interests
ambrosdl [DeAnn]: I also consider the objectives of the course and
of the particular assignments.
terlars [Terry] 2: level of learning needs
a2benoit [Andy]: alignment to learning objectives
kpatusky [Kathleen]: In part, the fact that our students are preparing
to pass computerized testing for registration in their field. In
part because of recognition that testing alone doesn't entirely present
what student has learned.
Susann22 [Sue]: Wow!
amergin2005 [undisclosed]: Can they take away something useful from
the assessment itself
annetwite [Anne]: what the student will need in successive courses
linda.fehr [Linda] 2: critical thinking and ability to self-evaluate
Tanyahendsbee [Tanya]: using assessments based on real world career
tasks
AlanSelig [Alan]: reactions of students in previous iterations of
the course
mhuntley [Martin]: use opportunities for real-world experimentation
chrishalem [Chris]: How much does the assessment stretch the students'
thinking about the subject
gossmand [Dave]: Content is essential: 2+2 always =4!
a2benoit [Andy]: measuring higher order thinking skills
swisdom [undisclosed]: The prior knowledge and experiences of my
students.
dwalkovich [Donald]: time
jlavell [Judy]: have students select their own assessment for at
least one aspect of the course
mwhelan [Maudie]: critical thinking is paramount
clmellinger [Caroline]: source material availability
hpollock [Heather]: choice
Lorali [Lorali]: aligning the assessment tool with the content, method
of teaching, Blooms taxonomy
WBurton [undisclosed] 2: does the assessment privilege more than
one learning strength. Why always a 2000-word essay? Why not a photograph,
a quilt, a collage, a pot ...?
bjaber [Bill]: Critical thought
Susann22 [Sue]: Good-- success of similar questions in past.
miketill [Mike]: structure of the content
anblack2 [Aprille]: formative assessment is used to modify curriculum
to better assist student learning
kgodden [Kathryn]: written tests on knowledge items, practical tests
on skills
hpollock [Heather]: options-written vs blog vs photosite, etc.
jrespess [Jim]: critical analysis vs repetition of material
dcanavan [Debbi]: Skill proficiency assesed through practical application
via projects, portfolios, and documentation of application of the
skills.
fishem001 [Walter]: Blooms taxonomy is paramount
manatee [Barbara]: critical thinking skills
a2benoit [Andy]: delivery method
chefpeg [peg]: trying to get students to think reflectively about
what they have done AND think proactively with regard to how they
will use knowledge gained
nmorgan [Nancy]: Developing an independent learner, secure about
integrating concepts with application...
slmcall [Stefanie]: BURTON-- digital learners too, I agree
Susann22 [Sue]: Demonstrations of content knowledge (versus multiple
guess)
miketill [Mike]: individual interactions with the learning outcomes--how
will that person use or apply course content in their workspace
a2benoit [Andy]: cultural backgrounds
waddinghamk [Kari]: assessment methods chosen should be able to provide
feedback to instructors
kpatusky [Kathleen]: WBurton - Students would complain that such
things were too "subjective" re grading
jlavell [Judy]: haveing options for the learner to choose from
espanol [Elena]: types of learners, formal of the material being
assessed
Susann22 [Sue]: appropriate rubric
piepersl [Sue]: student self-assessment, instructor assessment, or
peer assessment
ambrosdl [DeAnn]: Courses that are offered online also have different
considerations regarding cheating.
annetwite [Anne]: Judy-good idea--assessment options
slmcall [Stefanie]: Kaptusky-- I say choose your complaining- students
wil complain about tests anyways
chefpeg [peg]: need to be able to USE what they have learned while
in high pressure, real life situation - kitchens are intense anyway,
getting student to step back and think about what they are doing/learning
is critical, but difficult (they don't always see connections)
kontosy [George]: Yes, they will still complain!
kpatusky [Kathleen]: Stefanie - Ain't that the truth!
fishem001 [Walter]: Terminal event--that is, how close can we recreate
what they are expected to apply to the real world
latth01 [Theresa]: could we please stay on the topic of online learning
geoffcain [Geoffrey]: If a student can "cheat" on an assessment,
I would question the depth of that assessment.
Stony River: Tutor assistance
Tanyahendsbee [Tanya]: We do that with our funeral services students
when they are learning funeral rites for the different denominations
ambrosdl [DeAnn]: Cheating isn't associated with the depth of assessment,
but with the ability to 'outsmart' the computer and the platform
used.
tstucmickell: @Geoffrey--I agree with you about depth
ctlstaff [Priscilla]: quick l5-minute earning log at end of each
session: what did you learn today?
tstucmickell: it's the fact-based assessments that encourage cheating
Jeffrito [Jeff]: Any assignment that involves an image is subject
to cheating through using appropriated images
bls476 [Bonnie]: Geoffrey, students have cheated writing theses and
dissertations--we think THOSE have depth.
From 'Why tests and quizzes may not be the first choice'
They genenrally measure knowledge acquisition not application. DQs
- measure knowledge acquisition but not application!
Authentic Assessments: Portfolios
Website
for creating rubrics http://rubistar.4teachers.org/index.php
Enhancing
Adult Motivation to Learn
Raymond Wlodkowski (for more resources go to OTL on
demand)
Started with Survey - could we have a survey in
week 1 for general demographic misc student data?
Check out Zoomerang for
online surveys - Nope - costs money
Motivation inseparable from learning. Motivation = energy. Learning
requires energy.
Intrinstic motivation - pleasure, focused, time flies.
Question for student - Who has enhanced your motivation?
Models: teacher/trainer, LEarning through courses/workshops, trial
and error on the job (teaching) Listening...
Note: Can AIPO hire this presenter or another outside
person to do a webex workshop?
Note for dev'ing workshop - listening, thanking,
Adults are pragmatic learners - the
exercises and assignments need to be more pragmatic (see my color
theory curriculum)
Learning
in Virtual Worlds: Teaching Tips from the Virtual Frontier" with
Cynthia Calongne
Avatar, Sense of presence, Voice? Text and gestures (Lots of people
have issues here with tech hurdles.)
Possibilities for Professional Development? Could be fun - see Nancy
W
Looks great when students and teachers can get past the learning
curve!
ASTD island - tutorials? Also look at the secondlife.com wiki ..
great list of resources, links.
For internal professional development: I think havinginstructors
dev their avatars in a workshop, and then giving a development or
teaching workshop in 2nd life would be cool!
New Media Consortium has a good portal into SL that caters to the
educational community.
http://sl.nmc.org/join/
http://ctusoftware.blogspot.com
2nd life for Dummies
Torely youtube videos
calongne@pcisys.net, lyr lobo in 2nd life Cynthia Calongne calongne@pcisys.net
Google lively? Another virtual world?
There.com
Slideshare share
powerpoint presentations
http://www.steppingintovirtualworlds.org/
Exploring
the Digital Library
Athabasca University Digital Library (Canada -distance and online
U, 37000 students)
(Poor audio)
Making digital libraries freindlier
A little more librarian oriented although covers tutorials, collaborative
teaching development
Q: Who is the librarian at AIPO?
Scholarly Communication and Open Access - can AIPO supply
instructors with access to journals and trade magazines? Look into
this (again)
Digital
Technologies, Games, and Learning - Elisabeth HAYes
What can we learn from them that we can apply to learning tools?
We need an interactive game environment for contructing
designs between students
Look into WiiFit
Gaming is social. Communities.
James Paul Gee What Video Games have to teach us about leanring and
literacy
Interesting commentary and screenshots on gaming communities
http://muve.gse.harvard.edu/rivercityproject/
http://www.minkhollow.ca/becker/doku.php
Studio Express http://msdn.microsoft.com/en-us/xna/aa937795.aspx
Fostering
Critical Thinking in the Online Classroom
DR. STEPHEN D. BROOKFIELD and Co-Hosts Dr. Rena Palloff & Dr.
Keith Pratt
Check out Brookfild's books
Note: The KINDS of questions we post at AIPO often don't
foster critical thinking - they regurgitate information. Rather than
do a week one crit it may be useful to use the CIQ - or perhaps repace
the DQ
Analytic Philosophy Tradition - becoming mentally agile - assessing,
logical reasoning
Critical thoery Tradition - Power dynamics (Marxist?) Knowledge
becomes codified in texts recognize hegemony - Hegemony (pronounced
/hɨˈdʒɛməni/ (Amer.), /hɨˈɡɛməni/ (Brit.))[1] (Greek: ἡγεμονία hēgemonía)
is a concept that has been used to describe and explain the dominance
of one social group over another, such that the ruling group or hegemon
acquires some degree of consent from the subordinate, as opposed
to dominance purely by force.[2] It is used broadly to mean any kind
of dominance, and narrowly to refer to specifically cultural and
non-military dominance, as opposed to the related notions of empire
and suzerainty.
Assumptions: Causal, prescriptive, paradigmatic.
Several books on this topic by Stephen. Visit http://www.wiley.com
and just search on 'brookfield'
? How to promote critical thinking in the classroom. Modeling (providign
examples?) Describing assumptions (?)
Modeling modeling modeling - resistance is normaland predictable
BELOW Rather than do a weekly crit it may be useful
to use the CIQ - or perhaps repace the DQ
CIQ
- At what point in the course this week did you feel most engaged
with what was happening?
- At what point did you feel most distanced from what was happening?
- What action that anyone (teacher or student) took this week did
you find most affirming and helpful?
- What action that anyone (teacher or student) took did you did
most puzzling or confusing?
- What about the course this week surprised you the most? (This
could be something about your own reactions to what went on, or
something that someone did, or anything else that occurs to you.)
Information Literacy Competency Standards for Higher Education http://www.ala.org/
Engaging
the Online Learner
Content versus Context - Online is different (see slide)
Social Software
Blogs, Wikis, Podcasts
Adult learners - need convenience, like collaboration, authentic
activities (no busy work) build upon experiences -
no unknowns, from day one what is planned.
ICN - statewide video conf CMS - content manag sys (blackboard)
WIFM - what is in it for me?
Previously - it was content delivery and assessment only, PASSIVE
learning. Now - share expectation, setting tone for engagement, specific
activities (?) modeling engagement - ACTIVE learning?
Still, time time time
4 phases of learner role:
- Newcomer
- Cooperator
- Collaborator
- Initiator/Partner
Builiding community - critiques and feedback are only
valuable in an evironment of trust -which is why week 1 getting to
know you is SO important!
PHASE 1 ACTIVITY - often overlooked - shoveling content is seen
as more important.
WHY not have one of us teach a fast track mini course
(not a workshop) to adjuncts on these subjects?
Note to AIPO - most of Facilitator/Learner based theory
(what our courses are based upon) is based upon 16 week courses!
The entire first week is 'getting to know one another' - How do we
apply this CORRECTLY to our schedule? One solution is to have phase
one activities compressed.
FACILITATION SKILLS
empowering students (what does this mean) 3 tiered discussion (?)
Phased facilitation (?), shared responsibility, contract - expectations,
Time management
Participation needs to be done before day 7
" less is more - not too many assignments"
A good facilitator doesn't overmanage DQS, yet at AIPO
we have the response ratios and classroom presence eval factor -
experts here would say something is wrong here
Learning
in Real Time - Jonathan Finkelstein
Not applicable to what I (we) am doing - how do we get
asynch students together - or MAKE them get together when the course
is desc as asynch
There are many comments on the good visuals, and Jonathan, they
are good.. for those who are curious, the slide design is the Revolution
theme available in the new version of PowerPoint for Macintosh
after a poll on learning moments - it comes out that learning moments
happens usually in interaction with other people
Check out ADOBE site for Jeopardy template
Raptivity? Create your own games
Collaborating
Online with Rena Palloff, Ph.D. and Keith Pratt, Ph.D.
Why collaborate ? it gets lonely out there - BUT for an accelerated
course there isn't time for it -
When it works it creates sense of community, which translates into
productivity
Look for WEBQUEST _ online scavenger hunts as well!! http://www.webquest.org/index.php
pbwiki.com (costs money? Free for educators?)
http://www.wikidot.com/ free
wikis
cathyarreguin [Cathy]: @Jeff: Look for Common Craft vidtuts on wikis http://www.commoncraft.com/video-wikis-plain-english
http://www.wetpaint.com/
Fishbowls - wikipedia - A fishbowl conversation is a form of dialog
that can be used when discussing topics within large groups. Fishbowl
conversations are usually used in participatory events like Open
Space Technology and Unconferences. The advantage of Fishbowl is
that it allows the entire group to participate in a conversation.
related to grading - Our 120 grades per week is unbelievable
and almost insupportable - there is no timel left for teaching much
less facilitating
Conquering the Content" with
Robin Smith
Meyers Briggs, Gardner's Multiple Intelligences
Discussion on novice versus expert, how to disseminate information
- get the book for more info
Learning
styles inventory free test
Linda
Nilson The Graphc Syllabus (see Jossey, Wiley?)
I didn't get much from this - we played a long game of tic tac toe
that taught us...?
wvchung [Wendy]: I think the ppt narration is great!
jgraves [Judith]: not only visual, but kinesthetic (typing, mousing)
jangus [jeanne]: Clip art helps to wake up audiences in live presentations
- should work on-line too
plhauslein [Patricia]: I remind the lab TA's that see the lab for
the first time is a big cog load
tac4 [Teresa]: desktop share capture
LaTefy [La Tefy]: You must mean narrating PPts that are posted on
an async site. Y would U narrate a PPt u r presenting orally in real
time?
Tanyahendsbee [Tanya]: modelling step by step through the use of
screen capturing especially for computer based activities
suzshaff [Suzanne]: I have slowed my instruction waaaaay down the
first week - to make sure that they get where we are going before
we start!
lmikowychok [Laura]: your presentation should never match verbatim
your narration; if it does, you've placed way too much on your slides.
More general bulleted items leaves you the opportunity to improvise
in narration, and matching becomes less crucial.
campbellc [Carolyn]: put directions on the screen during real-time
sessions
RickiPollycove [Ricki]: I am an MD teaching an integrative anatomy/physiology
course with a Traditional Chinese Medicine practitioner. We are being
asked to adapt our course to on line distance learning. Any major
suggestions as to how
LaTefy [La Tefy]: Tell me more about how u r using screen capture
kelly6295 [Kelly]: @Laura - exactly
jangus [jeanne]: did you create that graphic
Tanyahendsbee [Tanya]: what about Second Life and the labs that can
be set up there
terriemca [Terrie]: slides rule is 6 x 6 - six words six lines max
lkamsin [Lana]: neat Ricki - 2 images on screen 1 side trad western
1 side eastern?
a2benoit [Andy]: I thought it was 6.134 world, 7.1213 lines
tac4 [Teresa]: i think it an advantage to online as well however
still questioned by admin on ADA
wellmang [Gregory]: Captivate is good as well as Camtasia.
RickiPollycove [Ricki]: thanks, Lana
LaTefy [La Tefy]: @Ricki I would work on making the content presentation
much more visual & finding ways to elicit stud engagement & interaction
every 15 min or so.
terlars [Terry]: I am using LecShare Pro - it is very user friendly!
RickiPollycove [Ricki]: I ahve used a lot of Youtube videos to add
dynamic visuals, is this easy on line?
ggatin [Glen]: Fireshot is a FF addon that does screen captures
kelly6295 [Kelly]: team teaching and teacher collaboration helps
with that
mbowman [Maureen]: work with a good graphic designer
kelly6295 [Kelly]: yes
tac4 [Teresa]: youtube is a easy web share in elluminate
LaTefy [La Tefy]: Terry What are Captivate & Captasia?
Tanyahendsbee [Tanya]: You usually can imbed the video link in a
document to direc the students there
lindalinn [Linda]: Many thanks, off to teach class.
fishem001 [Walter]: Rapitivity is very good tool
