02
Apr
2020
Apr
2020
humor five types of online teachers
categories: online learning
Searching for "teach"
01
Apr
2020
Apr
2020
Emergency Remote Teaching and Online Learning
The Difference Between Emergency Remote Teaching and Online Learning
Published:
Moving instruction online can enable the flexibility of teaching and learning anywhere, anytime, but the speed with which this move to online instruction is expected to happen is unprecedented and staggering.
“Online learning” will become a politicized term that can take on any number of meanings depending on the argument someone wants to advance.
Online learning carries a stigma of being lower quality than face-to-face learning, despite research showing otherwise. These hurried moves online by so many institutions at once could seal the perception of online learning as a weak option
Researchers in educational technology, specifically in the subdiscipline of online and distance learning, have carefully defined terms over the years to distinguish between the highly variable design solutions that have been developed and implemented: distance learning, distributed learning, blended learning, online learning, mobile learning, and others. Yet an understanding of the important differences has mostly not diffused beyond the insular world of educational technology and instructional design researchers and professionals.
Online learning design options (moderating variables)
- Modality
- Fully online
- Blended (over 50% online)
- Blended (25–50% online)
- Web-enabled F2F
Pacing
- Self-paced (open entry, open exit)
- Class-paced
- Class-paced with some self-paced
Student-Instructor Ratio
- < 35 to 1
- 36–99 to 1
- 100–999 to 1
- > 1,000 to 1
Pedagogy
- Expository
- Practice
- Exploratory
- Collaborative
Role of Online Assessments
- Determine if student is ready for new content
- Tell system how to support the student (adaptive instruction)
- Provide student or teacher with information about learning state
- Input to grade
- Identify students at risk of failure
- Instructor Role Online
- Active instruction online
- Small presence online
- None
Student Role Online
- Listen or read
- Complete problems or answer questions
- Explore simulation and resources
- Collaborate with peers
Online Communication Synchrony
- Asynchronous only
- Synchronous only
- Some blend of both
Source of Feedback
- Automated
- Teacher
- Peers
Source: Content adapted from Barbara Means, Marianne Bakia, and Robert Murphy, Learning Online: What Research Tells Us about Whether, When and How (New York: Routledge, 2014).
Typical planning, preparation, and development time for a fully online university course is six to nine months before the course is delivered. Faculty are usually more comfortable teaching online by the second or third iteration of their online courses.
In contrast to experiences that are planned from the beginning and designed to be online, emergency remote teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances. It involves the use of fully remote teaching solutions for instruction or education that would otherwise be delivered face-to-face or as blended or hybrid courses and that will return to that format once the crisis or emergency has abated.
A full-course development project can take months when done properly. The need to “just get it online” is in direct contradiction to the time and effort normally dedicated to developing a quality course. Online courses created in this way should not be mistaken for long-term solutions but accepted as a temporary solution to an immediate problem.
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More on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
29
Mar
2020
Mar
2020
your teaching online we can help
both these tweets very valid about the past:
10 years ago, we should have taught faculty how to be better at the internet: to design for privacy, security, accessibility. Even how to use keyboard shortcuts. Anything else but lecture capture, online quizzes, and boilerplate feedback. 1/2
— Kim Jaxon (@drjaxon) March 28, 2020
10 years ago, we should have taught faculty how to be better at the internet: to design for privacy, security, accessibility. Even how to use keyboard shortcuts. Anything else but lecture capture, online quizzes, and boilerplate feedback. 1/2
— Kim Jaxon (@drjaxon) March 28, 2020
while this one is very valid for the present
Choosing the Right Tools for Remote Learning https://t.co/L1X8xBIyo3 via @Getting_Smart @rdene915 #edtech #OnlineLearning #COVIT19
— Tom Vander Ark (@tvanderark) March 29, 2020
in a need to choose the right tool for remote learning? Contact us, we will help you
11
Mar
2020
Mar
2020
Accessible Teaching
sAccessible Teaching in the Time of COVID-19: tips, tools, and links: https://t.co/QClLvLbtle
— Aimi Hamraie they/them (@AimiHamraie) March 10, 2020
https://www.mapping-access.com/blog-1/2020/3/10/accessible-teaching-in-the-time-of-covid-19
ONLINE TEACHING AND ACCESSIBILITY
IF YOUR COURSE IS LECTURE-BASED… (see link the above for more details)
IF YOUR COURSE IS DISCUSSION-BASED…
(see link the above for more details)
IF YOUR COURSE ASSIGNS TESTS, QUIZZES, AND PAPERS…
(see link the above for more details)
IF YOUR COURSE ASSIGNS PROJECTS…
(see link the above for more details)
IF YOUR COURSE ASSIGNS PRESENTATIONS…
(see link the above for more details)
AS YOU PREPARE FOR ONLINE TEACHING:
(see link the above for more details)
USE A QUESTIONNAIRE TO CHECK IN WITH STUDENTS
SAMPLE QUESTIONS:
CHECKING IN ABOUT NEW ACCESSIBILITY NEEDS
CHECK IN ABOUT INTERNET ACCESS AND TECH AVAILABILITY
CHECK IN ABOUT WELL-BEING AND BASIC NEEDS
CONDUCT A SYLLABUS HACK-A-THON OR DESIGN CHARRETTE
BUILD SOLIDARITY, MUTUAL AID, AND FEELINGS OF CONNECTION
SUPPORT DISABILITY JUSTICE
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
04
Mar
2020
Mar
2020
Immersive Teaching for SCSU
As part of our involvement with the Extended Reality Community of Practice, InforMedia Services and SCSU VizLab are offering the following workshops / introductions in augmented and virtual reality:
– Wednesday, March 18, 3PM, MC 205 (directions to MC 205: https://youtu.be/jjpLR3FnBLI )
Intro to 360 Video: easy adoption of virtual reality in your classroom
Plamen Miltenoff will lead exploration of resources; capturing 360 images and videos; hands-on session on creating virtual tours with existing and acquired imagery.
– Wednesday, March 25, 3PM, MC 205 (directions to MC 205: https://youtu.be/jjpLR3FnBLI )
Intro to Augmented Reality
Alan Srock and Mark Gill will demonstrate the use of the Merge Cube and other augmented reality tools in their courses.
Plamen Miltenoff will lead hands-on session on creating basic AR content with Metaverse.
– Wednesday, April 1, 3PM, MC 205 (directions to MC 205: https://youtu.be/jjpLR3FnBLI )
Intro to Virtual Reality
Mark Gill, Alan Srock and Plamen Miltenoff will demonstrate AltSpaceVR and Virbela.
Hands-on session on creating learning spaces in virtual reality.
These sessions will share ready-to-go resources as well as hands-on creation of materials suitable for most disciplines taught on this campus.
04
Feb
2020
Feb
2020
Teaching and Learning + Student Success
EDUCAUSE Academic Communities: Teaching and Learning + Student Success
Tuesday, February 25, 2020, at 12:00 pm,
Miller Center, MC 205, the SCSU Professional Development Room
(how to get there? https://youtu.be/jjpLR3FnBLI )
You will receive an email from Canvas Catalog when you have been granted access to the event website. This site includes live event login details, program and speaker information, and technical requirements.
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My notes from the Adobe Connect webinar
Malcolm Brown (MB) and Kathe Pelletier (KP)
John Martin, UW-Madison: Interesting that “Student Success” = retention. I feel retention = org success.
Cindy Auclair: Cindy Auclair – ASU – Retention is important that goes hand in hand with well-being.
Kathy Fernandes, CSU Chico: Not sure how one would measure Becoming a Citizen? We do have public Debates, Town Hall, etc. to engage with community.
Lisa Durff: I thought of digital citizenship
Jim J – MiraCosta: “as a part of teaching and learning” is a real gray area –
Jim J – MiraCosta: We may measure all of these, but there is very little formality around “teaching and learning”
Lisa Durff: very few measure instructor satisfaction
student success after 2017 shifts from SS and technology to SS and other issues
digital transformation
why tech adoption doesn’t equal digital transformation. article from Forbes. MB: it is not for sale, cannot buy. not a product, but deep and coordinated shifts: culture, workforce, technology.
ask for EDUCAUSE Academic Communities PDF document
Malcolm Brown: 2019 Horizon Report https://library.educause.edu/resources/2019/4/2019-horizon-report
Malcolm Brown: Transforming Higher Ed blog https://er.educause.edu/columns/transforming-higher-ed
Malcolm Brown: EDUCAUSE Student Success https://library.educause.edu/topics/information-technology-management-and-leadership/student-success
https://www.educause.edu/research-and-publications/research/core-data-service
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more on Educause in this IMS blog
https://blog.stcloudstate.edu/ims?s=educause
04
Jan
2020
Jan
2020
technology vs teacher
A business-minded person may think a large class with 50 students, one adult and 50 screens makes fiscal sense, and is therefore an “innovative” idea.A business person may also think that because focus groups of children demonstrate that kids like and enjoy a tech product, that it is educationally sound. Education shouldn’t be viewed as simply a “market,” and children are certainly not “widgets.”
Technology can and should be used with fidelity in schools, but we must balance technology use with developmental psychology, the psychology of addiction and educational psychology. We need educational technology that puts highly trained teachers at the center of product design and implementation. It is human interaction that truly engages children and inspires them.
15
Dec
2019
Dec
2019
VR English teachers
categories: announcement
05
Nov
2019
Nov
2019
Teaching Cybersecurity
Teaching Cybersecurity: What You Need to Know
Wednesday, Nov. 13 @ 4 pm CT
In 2014, there were 1 million unfilled cybersecurity jobs globally. By 2021, it’s estimated that number will grow to 3.5 million. Exposing K-12 students to cybersecurity through a well-designed curriculum and set of activities will help alleviate the shortage by increasing the interest and skills of the new generation. Unfortunately, current secondary school curricula across the country leave students and educators with minimal or no exposure to cybersecurity topics.
Many K-12 school districts are looking for ways to create cybersecurity training programs. This edWebinar will focus on best practices for teaching and learning cybersecurity skills, including the following learning objectives:
- What skills does the instructor need to teach an introductory cybersecurity course?
- What are some best practices for teaching an introductory cybersecurity course?
- Where can instructors get help teaching their courses?
- What tools/resources do students and instructors need to teach an introductory cybersecurity course?
This edWebinar will be of interest to middle school through higher education teachers and school and district leaders. There will be time to have your questions answered at the end of the presentation. Learn more.
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more on cybersecurity in this IMS blog
https://blog.stcloudstate.edu/ims?s=cybersecurity
14
Oct
2019
Oct
2019
Teaching the MTV learner
categories: announcement
My note: 17 years after, and several generations after (Millennials, Gen Z) the observations still hold
Singer, M. (2002, February 13). Teaching the MTV Learner. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/Teaching-the-MTV-Learner/46241
Britney Spears does have more appeal than most quadratic equations. With thousands of dollars of high-tech digital engineering spent on every word uttered, or in this case, sung, how can the typical college professor compete?
“In China today, Bill Gates is Britney Spears. In America today, Britney Spears is Britney Spears-and that is our problem.” ― The World Is Flat: A Brief History of the Twenty-first Century https://www.goodreads.com/quotes/304461-in-china-today-bill-gates-is-britney-spears-in-america
MTV Learners are seeking warp-speed answers to their life issues. They want to know: “What does this information (your course) have to do with me (self-actualization)?” and “What does this information (your course) have to do with my career (my choice of vocation)?”
Be democratic, not autocratic. Instead of management by fiat, try taking regular opinion polls and surveys of your students to determine the specific methods of teaching your course.
Try to eliminate the lecture-test, lecture-test, lecture-test format and substitute other learning models that accentuate the choices of the MTV Learner. Focus on the quality of your syllabus as a giant “master operating agreement” that presents the learning objectives of your course and related policies in a manner that is as clear and as easy to understand as possible. Without sounding too litigious on your syllabus, present the consequences of missed absences, overdue work, incomplete assignments, and the like.