research, readings and reviews, conference notes

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

1. At what point in the course this week did you feel most engaged with what was happening?
2. At what point did you feel most distanced from what was happening?
3. What action that anyone (teacher or student) took this week did you find most affirming and helpful?
4. What action that anyone (teacher or student) took did you did most puzzling or confusing?
5. 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:

1. Newcomer
2. Cooperator
3. Collaborator
4. 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