Posted by: emapey | September 4, 2011

POTCERT11 Online Teaching – KISS with Technology

This is my comment to Brandon’s post : A First Teaching Experience

It was the worst teaching experience of my (admittedly short) teaching career. Everything that could go wrong technologically did

1- KISS with Learning and Technology

Do we use KISS when we help teachers select an appropriate technology?

2- Online Teachers Must be Experienced in Using the Web to Instruct

Many instructors teaching online today are not “Web heads”. …..They do not possess the “information literacy” skills now required of many undergraduates , despite an assumption that professors are all computer–savvy

3- Escape the Complexity by Looking Backward

If we went all the way back, we could teach faculty much of what we were taught back in 1998. Somewhere between then and now we stopped creating things and began plugging “content” into other people’s systems. Building our own spaces might have made us more creative.

3- if you are teaching online you must always have a backup and a plan B!!!!!!

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Posted by: emapey | September 3, 2011

Facilitating Interaction Between Blogs, POTCERT11

I read Lana Dabboussy post about facilitating online interaction between blogs

But, as I was drawn to the content and spontaneously wanted to interact with it and leave a comment, my efforts were thwarted by filling out a spam form, or not finding a comment box to begin with. Much to my chagrin, I kept my thoughts to myself and moved on.

I agree with Lana. If it doesn’t work for you IT WONT WORK WITH YOUR STUDENTS!!!!!!

Web Forums are better than blogs for online interaction, Comparing Blogs to Forum Threaded Discussions in Online Teaching

If you are a blogger and want to add to the interaction and have something useful to say, your comment will probably deserve a great post in your own blog. So, write a post in your own blog, linking and commenting the post you have read. You avoid registration to others blogs and what you thought it was a great comment becomes, instead, a great post in your own blog

This is what I did with this comment-post. Lana will find and read my comment, and I have a new post in my blog.

Read more Blogging Tips

Posted by: emapey | September 2, 2011

Is There Substance in Social Media? Back to the basics

elearnspace › Losing interest in social media: there is no there there

We are left then, with a small group elitist new media users, trying to build consultancy around the tools, and telling others how wonderful they are. What has social media actually done? Very, very little. The reason? Social media is about flow, not substance

Donald Clark Plan B: 7 objections to social media in learning (and answers)

Much of my productive learning is completely solitary and I’ve spent far too much time in my life, in wasteful, long-winded social contexts, like classrooms, training rooms, lecture theatres, meeting and conference rooms, learning little or nothing.

Social Media, Network Size, and Deep Reflections (#edumooc) | rjh.goingeast.ca

Does deeper work occur in social media? It really depends on where you look and who you connect with. If you use social media primarily as a broadcast media (and many people do) then no, you are likely only accessing shallow content. But, if you can find a smaller group of people who are interested and willing to engage in a topic, then yes, you can use social media for deeper discussions. You just have to find the right connections, which is not necessarily an easy task.

Don’t Forget The You in Social Learning

With all the information and people that are available to us, it can be tempting to ride on the learning of others without doing any learning of your own.

Donald Clark Plan B: Tired of tools talk?

Geez I’m tired of all this techy tools’ talk. A large portion of the e-learning industry has decided to become experts on DIY tools rather than experts on learning. Hundreds of the damn things are being showered upon us, discussed, and of course, mostly ignored and discarded. A huge amount of energy is being diverted towards techy tools

Information overload and connectivity « Jenny Connected

But I’m wondering whether it is information overload that is the problem. Isn’t it more a lack of understanding about what we mean by connectivity and what role connectivity should play in our lives and learning? It seems that it is often interpreted that more connectivity is better – more connectivity means more learning, more connectivity means being able to keep up. But is this true? Would an answer to this question sort out the information overload problem?

This is my PLE, Personal Learning Environment, for the Mira Costa Program for Online Teaching’s Certificate Class for 2011-12, POTCERT11. My PLE lets me organize my reading for distibuted learning online courses.

Class Syllabus
Google Blog Search
Icerocket Blog Search
WordPress Blog Search
Pedagogy First!
Facebook
Diigo
Delicious
Denise Figueroa
Simone Santini
Jaime Oyarzo

Thanks to Lisa Lane: CCK08: We’re creating our own PLEs, huh?

Update: Stephen Downes wrote for the Change MOOC, online course:

Because participants are using a course tag, #change11, you do not need to depend on us to find content. You can do it yourself by searching for the tag. Here are some sample searches:

– #change11 Google search
– #change11 search on Delicious

Notice that you can just bookmark these links and be able to search for new content whenever you want with the click of a button.

Teaching with Technology – Plagiarism

One way to discourage instant online plagiarism is to monitor and grade the process of developing the paper as much as the paper itself. Require a planning outline, and grade it. Call for notes to be turned in , and comment on them. Have students discuss their first drafts with their peers. Compare the draft to the original outline. Comment on the draft and expect revisions. Ask students to explain the source of the ideas in each paragraph. By monitoring the process like this, you make plagiarism very difficult, and encourage good study habits.

e-Learning Acupuncture: Peer feedback

In courses where there is a major paper or a project, you can inject cooperative student-to-student interaction by assigning students the tasks of reviewing the first draft of a classmate’s final paper/project. You of course will grade the quality of their feedback. One idea to push the envelope further on this type of assignment is to conduct the entire exercise out in the open in a discussion forum. Have students post their 1st drafts to the discussion forum and assign classmates to post their feedback/reviews of the 1st draft also to the discussion forum. Students can benefit by seeing 1st drafts of papers/projects of others as well as the feedback each person received.

Getting Students to Talk in the Online Course

One of my favorite assignments is one in which I present each group with five problems that they must solve. The problems require an understanding of sampling distributions, and I ask the group to divide the problems so that each member of the group is responsible for trying to teach the other members how to arrive at the answer for one particular problem. Because I want to make sure that students focus not only on the problem they are required to teach but on all the problems, I tell the students they each will receive a half point of extra credit for each problem that the group correctly solves. This motivates the students not only to get the correct answer to their problem but to make sure the other problems are answered correctly.

The Writing Process Helps Students Become More Confident Writers

During the next class meeting, we hold a full-class workshop. In turn, each student shares her or his three subjects with the rest of the class members, who are encouraged to respond. This incorporation of classmates from the very outset helps the student writer understand the important role of writing to your audience and its interests, and discussions about purpose and tone begin to take root. Student writers ask one another questions. They disagree, they share experiences, and they encourage one another. Their response lets the writer know that the essay has meaning outside of fulfilling an assignment. Each writer notes not only the question she or he has about the subject, but also the questions or concerns of the increasingly apparent audience. As students take ownership of their ideas, the propensity to plagiarize also decreases.

Half an Hour: New Forms of Assessment: measuring what you contribute rather than what you collect

In the schools, too, there is no reward for helping others (indeed, it is heavily penalized). Suppose educational achievement was measured at least partially according to how much (and how well) you helped others

Imagine receiving academic credit for contributing well-received resources into open source repositories, whether as software, art, photography, or educational resources.

More posts:
Plagiarism – blame academia not students
Design assignments that cannot be plagiarized.
Developing assignments that can’t be plagiarized: some ideas

Written Interaction: A Key Component in Online Learning

An important element in this online interactivity is that there is a real audience. In comparison, much school-based writing is not written for a specified audience other than, perhaps, the instructor. Research on writing instruction emphasizes the importance of audience; one learns best by telling or teaching others, and responding to their feedback

Mailing List or Forum? A theory…
Conferencing on the Web
Forum Software Timeline 1994 – 2011
Non-Threaded vs Semi-Threaded vs Threaded Message Board
Threaded Vs. Linear
An Open Letter: Threaded Comments Suck
Asynchronous Conferencing Systems on the Web for Education and Training

These posts explain the differences between egocentric and object centric networks:
Social Network Transitions « Fred Stutzman
Why some social network services work and others don’t — :: Zengestrom
The Bamboo Project Blog: Egocentric vs. Object Centric Networks

Posted by: emapey | June 25, 2011

Managing Resistance to Change in Teaching

Why is so much resistance to use technology in teaching??

Why Change Is So Hard: Self-Control Is Exhaustible | Fast Company

In almost all change situations, you’re substituting new, unfamiliar behaviors for old, comfortable ones, and that burns self-control. That what looks like laziness is often exhaustion. Change wears people out—even well-intentioned people will simply run out of fuel.

Change Management – Understanding the Science of Change CIO.com

Ordering people to change and then telling them how to do it fires the prefrontal cortex’s hair-trigger connection to the amygdala. “The more you try to convince people that you’re right and they’re wrong, the more they push back,” says Rock. Even well-meaning advice quickly raises warning flags in the prefrontal cortex that it is soon to become overloaded and exhausted. And just as quickly it begins to defend itself.

For real improvement, don’t change – learn | Northern Colorado Business Report

What if we replaced the word “change” with the word “learning”? Learning is much more positive than change. Learning is proactive and indicates that we know what we want to achieve with new ideas, skills and abilities.

elearnspace › Information: What am I missing?

What can we do now with information that we could not do in the past?….I’ve compiled a list of nine attributes or new possibilities that new technologies, especially the internet, enable.

Read more:
Related Posts: Faculty Adoption of New Teaching 2.0 Technologies « Online Sapiens

Posted by: emapey | May 28, 2011

Is More Interaction Better in Online Courses?

Interaction in Online Courses: More is NOT Always Better

Chickering and Gamson illustrated the importance of interaction in learning. Five of their seven principles directly relate to interaction among (1) the participants in the learning process and (2) the participants with the subject matter:
– contacts between students and faculty
– reciprocity and cooperation among students
– prompt feedback
– emphasis on time on task
– communication of high expectations.

Cognitive theory suggests more interaction in learning environments leads to improved learning outcomes and increased student satisfaction, two indicators of success useful to program administrators. Our key findings indicate that increased levels of interaction, as measured by time spent, actually decrease course completion rates. This result is counter to prevailing curriculum design theory and suggests increased interaction may actually diminish desired program reputation and growth.

Weighing the Risks of Excessive Participation in Asynchronous Online Discussions against the Benefits of Robust Participation

Although the authors found no evidence that robust participation in asynchronous discussions can harm student exam performance below 4,000 words posted per week, it is important to recognize that enthusiastic participation may have adverse effects that fall on the peers of the most active discussion participants. Some students may feel overwhelmed by the amount of information being posted by their peers, for instance, and respond by withdrawing from the discussions and/or the course

Information overload and connectivity « Jenny Connected

But I’m wondering whether it is information overload that is the problem. Isn’t it more a lack of understanding about what we mean by connectivity and what role connectivity should play in our lives and learning? It seems that it is often interpreted that more connectivity is better – more connectivity means more learning, more connectivity means being able to keep up. But is this true? Would an answer to this question sort out the information overload problem?

Read Also:
Is More Interaction Better in Online Courses?

Posted by: emapey | February 18, 2011

Differences Between Groups and Networks, CCK11

This is my main list of differences between Groups and Networks:

Networks don’ t have a leader or owner. (self learning) They don’t have a name (brand) or organization.

Groups are not open since you have to subscribe to participate in a group. They have a leader or owner and are organized. (they don’t promote self learning)

Twitter is a network
Twitter hashtags are groups

Facebook is a nework.
Facebook groups and pages are groups

Del.icio.us is a network
Del.icio.us tags are groups????

Do groups and networks follow the “90-9-1” Rule for Participation ????

Sources:
Half an Hour: Collaboration and Cooperation
Making sense of the difference between network and community
My Personal Learning Network is the most awesomest thing ever!!
CCK11 Characteristics of an autonomous learner
#CCK11 A short reflection on groups and networks
CCK09 Social Learning
Connectivists Should Develop Their Own Connections Using Social Tools
Social Networking Tools to Develop Strong, Weak and Potential Connections
More on Groups versus Networks and Collectives
On groups and emerging networks
Who Are the Good Informants in your Network?
CCK08: Networks, groups, nodes
More on Groups and Networks
Personal learning networks (2) its not about me, it just is

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