Hybrid and online learning community (HOLC)

Transcription

RHODE ISLAND COLLEGE
Feinstein School of Education and Human Development
NCATE Accreditation
Hybrid and online learning community
(HOLC)
Table of Contents
Background ................................................................................................................................................................................................................ 1
THE Flier ................................................................................................................................................................................................................ 2
Initial survey results ......................................................................................................................................................................................... 3
You can share your experience in... ........................................................................................................................................................ 3
What would you like to learn?.................................................................................................................................................................. 3
Learning community .............................................................................................................................................................................................. 4
Topical outline ..................................................................................................................................................................................................... 4
Screenshot ............................................................................................................................................................................................................. 5
Weekly Discussion ............................................................................................................................................................................................. 5
TIPS: Blackboard and beyond .....................................................................................................................................................................67
Projects ................................................................................................................................................................................................................. 80
Final products ...................................................................................................................................................................................................... 182
Sample 1 ............................................................................................................................................................................................................ 182
Sample 2 ............................................................................................................................................................................................................ 183
Sample 3 ............................................................................................................................................................................................................ 184
BACKGROUND
Hybrid and online learning community (HOLC) was organized for FSEHD full-time faculty in the Spring 2010. 28
faculty members initially signed up, although only about 15 have completed the cycle. The Community had three
face-to-face meetings, and weekly discussions and assignments weekly online. The last meeting was dedicated to
faculty presentation of their projects.
Total of 585 discussion entries were contributed in three main forums:
1. Weekly Discussions: “This is the most open, free-flow kind of discussion where students select topics and start
new threads. It can serve as a great supplement to classroom discussion in a F2F or a hybrid class. However,
some restrictions and guidelines are needed. For example, let's agree to contribute at least two entries of 100300 words each a week. Start a new thread or respond to someone else's posting.”
2. Tips: Blackboard and beyond: “As a group we have a lot of experience in on-line and hybrid teaching. The
purpose of this forum is to share tips; practical advice on how to use Blackboard and other tools effectively. I am
inviting all those with experience share what you have learned and found to be useful. Please share not only
what works, but also what does not - there is no sense repeating someone else's mistakes.”
3. Projects: “It is a good idea to make several forums by the type of work that goes into them, but not by the topic
discussed in class. For example, this is the most formal forum: I will initiate all threads, and all of you can only
reply to my entries.”
THE FLIER
HOLC: Hybrid and Online Learning Community
Join the Hybrid and Online Learning Community in the Spring of
2010. It will be open to all full time FSEHD faculty members!
Format and time commitment
We will have three Friday workshops (Jan 28, Feb 11, and April
29, 9-1 PM) and weekly on-line discussion and individual
projects.
Sasha will facilitate, but it is a learning community, which
means that everyone will contribute their experiences and
discoveries. It is designed to capture a variety of skill and
experiences: from the digital newbie to a cyber silver back. This is a colleague-to-colleague talk about what works
and what does not, what mistakes to avoid, and which are inevitable. This is NOT a technical workshop on
Blackboard, although if questions arise, we will answer them – collectively. Teaching tips will be shared in
abundance.
Expectations and rewards
•
•
•
Each member will get a new iPad, or another gadget/software combination up to $500, if she or he: Participates
in all f2f meetings and online discussion
Reads an occasional article
Creates a shell of a hybrid or online course to include syllabus, descriptions, at least one online assessment, and
rubrics; course materials, media, and samples.
Tentative outline
1. Which programs, courses and which parts of courses can be taught online? The Whys’ and the Why-not’s of the
conversion?
2. Work analysis: what do you want your students to do? What do you want to do?
3. Labor cost/learning benefit analysis. How to design a course that will not kill you.
4. Planning a hybrid or online course: Simplicity, predictable pattern, setting up for success. Faculty preparation.
5. A killer app of online teaching: One hundred uses of threaded discussion
6. Synchronous vs. asynchronous.
7. Groups: Group assignments, discussions, group chats, on-line presentations.
8. Talking heads: When, how and whether to use video. YouTube embedding.
9. Grade book and assessments: quizzes, tests, surveys.
10. Plagiarism and cheating: On line and F2F. Safe Assignment.
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Join here: http: //tinyurl.com/HOLCatRIC
INITIAL SURVEY RESULTS
All who signed up were surveyed on topics that interested them.
YOU CAN SHARE YOUR EXPERIENCE IN...
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Using Blackboard, taking online courses, assessment
some ipad apps (grading programs, goodreader, webbing apps, notetaking apps, etc.), using the iphone as a digital
microscope
working with culturally diverse struggling readers
netiquette and the risks of an educator's social networking
equity of sharing knowledge during online chats between students whose first language is English and those whose second
language is English.
a workshop, course, conference
Technology Education
Use of Blackboard features, some technical and some pedagogical knowledge.
blackboard, surveys of students on positives/negatives of face2face vs. digital communication, beginning explorations of
Camtasia/Jing
using discussion boards as a teaching tool
Technology Education classes and INST 251 classes
school district leadership, admin, & teaching & learning.
Teaching, group process, assessment and conceptualizing creative ways to build competencies and document outcomes
Blackboard use; Chalk and Wire Use
designing hybrid courses. Being a blackboard exemplary course reviewer.
Attempting to use discussion boards/threads in supervising students
using Blackboard and Google Groups for hybrid courses
doing an initial online course
my training at UMass in hybrid course design
WHAT WOULD YOU LIKE TO LEARN?
1.
2.
3.
How to design a hybrid Survey Design course for the PhD program, especially what parts and proportion to put online
smartboard, course blogging, the logic of hybrid/online pedagogy
I'm not particularly enamored with BB, so would like to explore other options for online learning, both in f2f and hybrid
courses.
4. More info about integrating all Apple products
5. how to develop and deliver an online course
6. (below: I tried to set up in BBd this fall but they didn't have down how to cross list sections, so I haven't done it yet. Lots of
time with WebCT in the past. I don't have a lot of opportunity at the moment practicing online skills but am trying to
become more familiar with the various options.
7. What others are doing in courses, and more.
8. How to use the iPad for use in teaching math
9. use of technology in the elementary education classroom
10. how to have a web part of a class that really encourages great dialogue
11. Most effective and efficient uses of discussion boards that get students to be more reflective, look to one another for
knowledge (instead of me), and don't suck up a ton of my time.
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12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
more about the good pedagogical practices of online teaching/learning and how to make that happen; use of groups
any other effective techniques for online learning (and how to use an I-Pad!)
Continue to learn more about online teaching and distance courses. Discuss the use of online pedagogy with undergrads.
How to best use blackboard for online teaching and learning
Best Practice for content delivery, creating interesting and effective electronic learning scenarios
I'd like to become familiar with the development of online courses so to promote such in the district.
Perspectives on the value and utility of on line teaching and skills to do it both competently and well.
More things to do, resources to use, and ways to think about designing online instruction. (In terms of the 5 questions
below: #2 & #4 would probably be better between "not at all" and "yes")
More about making videos (Camtasia)
How to blend online and in-class learning to create a learning community
Where do I start...
I am luke warm on this idea of online learning based on past experience. I am hoping to get new insight on the possibilities.
as much as i can in limited participation (i will not be available for the april session)
Optimize interaction among students. Difference between on-line work and homework load. Optimizing on-line
environments with multimodal resources. Using wikis with blackboard.
The technical nuts and bolts of how to set up an on-line or hybrid course; would be helpful to view sample on-line courses
The strengths and challenges of teaching/developing a hybrid course
LEARNING COMMUNITY
TOPICAL OUTLINE
The routine is like this: In Projects, you will reply to my prompt one week, and reply to other the other week.
In Weekly Discussion, we discuss issues and questions no one really knows a ready answer to. It is the theory of online
and hybrid learning, if you will. I will issue some prompts, but feel free to start others.
In TIPS, share what you know already – things that work and things that do not. I merged “How Do I” here. Do it any time.
Due date
Participant Projects forum
Weekly Discussion forum.
Jan 28
Reply to Project 1 challenge
Which programs, courses and which parts of courses can
F2F
be taught online? The Whys’ and the Why-not’s of the
conversion.
Feb 4
Comment on at least two of other participants’
Work analysis: what do you want your students to do?
projects. Suggest ideas, ask questions.
What do you want to do in class?
Encourage, admire, and empathize.
Feb 11
Labor cost/learning benefit analysis. How to design a
F2F
course that will not kill you.
Feb 18
Comment on two postings
Planning a hybrid or online course: Simplicity, predictable
pattern, setting up for success. Faculty preparation.
Feb 25
A killer app of online teaching: One hundred uses of
threaded discussion
Mar 4
Synchronous vs. asynchronous. Explore the Chat module
Mar 11
Groups: Group assignments, discussions, group chats,
on-line presentations
Mar 18
Talking heads: When, how and whether to use video.
Mar 25
Grade book (Grade Center)and assessments: quizzes,
tests, surveys
Apr 1
Plagiarism and cheating: On line and F2F. Safe
Assignment.
April 8
Work on your final project
TBD
April 15
Presentations! We’r e done! Fishing,
F2F
swimming, sun tanning! No more Bb!
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SCREENSHOT
WEEKLY DISCUSSION
Thread: methods on-line; Post: methods on-line Author: Anonymous; Posted Date: January 10, 2008 3: 18 PM
There seems to insurmountable difficulties in putting a methods class on-line, or even making it a hybrid. The
difficulty are obvious: We train candidates to teach in a regular face-to-face classroom. A significant part of a
methods course is modeling. Instructors demonstrate the ways of good teaching, teacher candidates get to act as K12 students, they experience what kids would experience, practice with manipulatives, see, touch, and smell
materials. The candidates also sometime get to micro-teach their own classmates, and the physical presence is
important. F2F communication is extremely efficient: the instructor can correct misconceptions right away,
suggest, couch, and encourage immediately, and in such a way that all candidates learn from each other's successes
and errors.
In other words, the technology of communication through light and sound waves seems to be a lot more efficient
than the technology of keyboards, screens, and digital sound. However, this may be just a perception, because most
of us are very familiar with technologies of speaking and showing, and just not as fluent with on-line teaching tools.
So, we see the shortcomings, but do not see the advantages. Here is what you can do on-line BETTER than you can
ever do in a F2F environment. it is debatable whether the advantages outweigh shortcoming, but at the very least,
we should take them into consideration: 1. When you teach methods, you do a lot of the same speeches over and
over again. Sometimes they come out better, sometimes worse, depending on your class, and how tired you are. If
you tape your won most perfect performance, it will always be there. Candidates can see it many times, and you
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can spend your newly freed time on communicating with individual candidates on their individual problems. Just
think about it: if you teach the same methods class four times a year, over ten years, and you lecture, or, say, just 10
hours in each class. That is 400 hours of what could be just 10-20 hours. The remaining 300 hours - could you think
of ways of spending them better?
2. Besides, to demonstrate great teaching, you could probably find someone better than you, or several people,
with a variety of K-12 classroom environments. I risk saying that a good video of a real K-12 teacher in an authentic
teaching situation is worth more that you, you and you demonstrating good teaching in what is actually a roleplaying situation. I know it hurts, but our candidates will benefit from seeing good teaching if it is delivered by
someone else. This argument, actually goes to field experiences as well: instead of sending our candidates to
random school to see random teachers, why not select carefully the best and the worst of teaching moments,
record them, and show in a more controlled situation, where we can comment, ask questions, and see what they
see?
3. In addition to buying books, candidates can be asked to buy manipulatives: macaroni, wooden block, paper,
scissors, paints, etc. it maybe a bit more expensive, but they will have these things and are more likely to use in
teaching. Candidates can practice working at home, record process and take a picture of results, and send them to
us to comment on and evaluate. The advantage: less chat, more concentration on tasks, the ability to take different
amount of time.
4. in a F2F situation, I estimate, about half of Q&A time is wasted, because questions and answers are useful to only
one candidate who asks, and not to everyone else. yet everyone has to listen to an answer. In an on-line
environment, you end up answering a lot of the same questions, because candidates did not hear your answer to
another student. However, if managed well, on-line communication can combine the best of both worlds. The
instructor can select which questions and answers will remain private, and which ones will be for everyone to see.
Or else, if you organize them through the threaded discussion, students will be able to glance at questions, and only
read your answers for those they are also unsure about, and ignore those that look like very individual ones.
5.... Anyone to dispute these or to continue the list?
Thread: Learning Objectives (Feb. 13th); Post: Learning Objectives (Feb. 13th) Author: Anonymous; Posted Date:
February 13, 2008 2: 01 PM
Submit an entry about learning objectives. What are they anyway, and how are they developed? Is there an implicit
set of standards on top of the State standards?
Thread: Students who over discuss...; Post: Students who over discuss... Author: Anonymous; Posted Date:
February 15, 2008 5: 56 PM
I have a student this semester who is out doing her student teaching. On our discussion board, she responds to
almost every post that is made from our whole group. She responds in a way as one of authority who has all of the
answers. However, some of her advice/response are wrong in content and pedagogy. It seems like other students
in the class are waiting for her answers instead of being part of the discussions with our group. When this student
answers, there are very few posts after her responses.
I have responded after her responses many times and added the correct information or clarified the appropriate
understanding of mathematics teaching. I have also sent her a personal email stating that she does not need to
respond to more than two posts per week as stated in the syllabus; however, she still is posting to everyone.
How do you handle this situation in your course? How can I encourage this student to share, but in a different way?
What ways could I set up my course next time to establish equal participation for all students? Thanks in advance
for your ideas.
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Thread: Technophobia; Post: Technophobia Author: Anonymous; Posted Date: February 24, 2008 7: 33 PM
Technohpobia or computerphobia is quite common, especially among non-traditional students and faculy.What is
the source of it? My hunch is that is has to do with the lack of exploratory behavior. i have noticed that certain
people will ask for very specific step-by-step directions, otherwise they feel lost and incapable. Any tiny variation
in the outcome will stop them, and they will seek more directions. The dependency on exact instruction creates a
negative reinforcement for them. In on-line environment, effective users tend to just keep trying, clicking on
buttons, and seeing what is happening. The exploratory behavior is essential; I must add, it is essential for all
environments. This is how animals learn their natural environment.
Somewhere, the phobics make an assumption that technology is different, and requires the precise knowledge of
precise steps. When this learning strategy does not work, they blame themselves even more, and block further
exploration, because they don't want to appear incapable. They seek the safety of precision, but really reinforce a
false assumption.
Solution? It should be safe to take risks... Isn't;t this the same for any learning? I bet some of the reading difficulties
are of the same nature: kids treat phonics as too precise of an instrument, and do not allow for guessing, for
stretches. For example the sound "N" in "month" has little in common with "N" in "No." But if you expect precise
correspondence between a letter and a sound, you'd be lost.
Thread: Plagiarism and cheating; Post: Plagiarism and cheating Author: Anonymous; Posted Date: April 30, 2008
1: 55 PM
Plagiarism is a serious concern, and it only be curbed with constant push-back by faculty. I don't think on-line
courses are more prone to it than F2F courses. However, there are more opportunities for cheating, because you
cannot proctor any exams, and can never be quite sure who is actually sitting there in fromt of the terminal. Here
are some suggestions to fight both plagiarism and cheating: 1. Create unique, very specific writing assignments, so
they cannot be easily picked up from the internet.
2. Always, routinely check papers for plagiarism by using the Safe Assignment tool in Blackboard. And warns
students that you're doing it. Do not let any instances of plagiarism go without consequences. Also, explicitly tell
students what plagiarism is, especially to undergraduates. Do not assume they know.
3. Minimize significance of multiple choice tests; if the stakes are too high, temptations to cheat are greater. What I
found useful is open-book, but timed tests. If you have not read the book, you still cannot pass. If you have read it,
you can at least find an answer in the book. Also, more conceptual questions are better than merely factual ones. Of
course, if you d a purely thinking test, with problems to solve, timing it makes little sense.
Thread: methods on-line; Post: RE: methods on-line Author: Eileen Sullivan; Posted Date: January 27, 2011 9: 07
AM
Hello All-Saha, I know you just posted this dialogue, but at the same time I was working on the first assignment that
was posted earlier, and it went away but I completed it so will post anyway. We were asked to look at the
objectives to see if they would be difficult to convert to online learning and to post the syllabus. Here is the
response:
I plan on working to include a few online experiences for the ELED student teaching seminar (ELED 469 and ELED
569). I did not write the syllabus but will critically examine the objectives and the syllabus this weekend for further
planning. I will select a few of the objectives and work to create discussion questions, readings, and assignments
enhance the learning experience and intended purpose of the seminar.
This online part of the seminar would be perfect for these snow days, as time from class would not be missed and
the virtual experience would provide an additional glimpse and experience into the online learning medium.
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With many years of online teaching experience, I feel that some objectives lend themselves to the online format,
but all content could typically be converted to online learning with the use of multimedia images and video.
Course Objectives
The candidate who completes this course should be able to: • apply PAR (Planning, Action, Reflection) and the
Rhode Island Professional Teaching Standards to develop attitudes for reflective action such as open-mindedness,
responsibility, and wholeheartedness; (ES Comment-this could easily be completed with readings, reflections and
analysis of videos.)
• develop inquiry skills for reflective action such as observation, problem-solving, inference, drawing conclusions,
and conjecturing; (ES-using video analysis of teaching behaviors)
• apply the above attitudes and skills to make appropriate decisions in the following areas: teaching materials,
behavior, evaluating students and self, setting goals and objectives for the elementary school curriculum; adapting
and accommodating for all students (ES-attitudes are difficult to teach and measure and will change this objective
but content could be easily translated into online format)
• examine educational issues or classroom problems; (ES-perhaps easiest to do online with readings and current
research).
• examine the paradigms which circumscribe conventional thought about classroom practice; (ES-again an easy
convert to online)
• understand a sense of history of a particular classroom & school, and examine the rationales underlying
classroom and school regularities; (ES-most difficult as involves interviews and face to face work)
• examine personal assumptions and biases and how these affect classroom practice; (ES-would be able to do
online)
• examine the process of socialization as a teacher; (ES-would be some work to do this well to do online but
doable)
• become fully prepared to become a beginning teacher. (ES-not measureable as an objective and will rewrite this
objective)
Attachment: Syllabus_ELED_469_.doc (33.5 KB)
Thread: methods on-line; Post: RE: methods on-line Author: Eileen Sullivan; Posted Date: January 27, 2011 9: 09
AM
And with an online class no one can hide. If you have strict guidelines for participation, as a requirement for the
class, then everyone has a voice and everyone is heard. Students take the time to post reflective comments with
citations to readings and research.
Thread: Learning Objectives (Feb. 13th); Post: RE: Learning Objectives (Feb. 13th) Author: Eileen Sullivan; Posted
Date: January 27, 2011 12: 59 PM
Learning objectives are usually defined with a task analysis system-in other words, the tasks are identified and
incorporated into the explanation of what the learner will be able “to do” by the end of the lesson or unit.
Objectives define what learners should be able to do with specific criterions. We need clear, concise, and
measureable learning objectives.
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I am an advocate of Robert F. Mager’s (1997) handbook, Preparing Instructional Objectives. His definition of an
instructional objective (p.3): • Objectives are related to intended outcomes.
• Objectives should be specific.
• Objectives should be measurable.
• Objectives relate to the students and not the teacher.
The purposes of instructional objectives are defended in Chapter 2-Why Care About Objectives? Essentially,
objectives let the learner, teacher, and others know the intent of the learning for the student. How will anyone
know where they are going and what is expected of them if objectives are not clear, concise and measurable?
Mager used the analogy that objectives are goalposts for students. On one side of the goal post is what students
already know and the other side is what students should be able to do or know at the end of the instruction. He
also tells us that learning objectives assist with valid instructional efficiency-teaching the right content to achieve
the objectives.
Here is an interesting article about Mager's performance objectives and online/elearning.
Thread: Students who over discuss...; Post: RE: Students who over discuss... Author: Anonymous; Posted Date:
January 27, 2011 2: 59 PM
I've encountered these types of isues in the F2F classroom, with some students not having the social wherewithal
to understand that they've dominated discussion or that others are not getting what they need from the course
discussion due to their participation.
After attempting a similar approach to what you have mentioned, speaking directly to the student about
expectations and urging the participation of others, I decided to make classroom participation into a bit of a game. I
created a metaphor, relating course participation to participation in a poker game. Students all started with the
same number of chips (possible comments) at the beginning of each class session. Everyone was expected to play
(share their comments, thinking, or answers), though they could choose to play the more valuable or less valuable
chip whenever they wished during the course of the class session. Once you played your two chips, that's it, you're
done.
Surprisingly, this actually brought about the result I was hoping for. The dominating student was more judicious in
her comments, and others spoke up and were more reflective about how their participation was impacting their
learning, as well as how listening to others' participation was also improving their learning.
Although I haven't attempted this same scenario in an online format, I believe it could work. Students were able to
use the metaphor throughout the class, stating things like, "If players take risks, they're more likely to win, = When
we take the risk to participate, we're more likely to learn more" and "Choosing when to toss in my chips greatly
influences the plays of others = Deciding when to make a comment and what kinds of comments to make
influences what people think about and share within the discussion and what we all learn." Many of these
correlations were brought about by simply asking students to explain how the course and/or class sessions were
like a poker game. They thought of far more ways than I had to make the metaphor work.
Thread: Learning Objectives (Feb. 13th); Post: RE: Learning Objectives (Feb. 13th) Author: Jennifer Davis-Duerr;
Posted Date: January 27, 2011 3: 23 PM
As a response to Sasha's suggestion to look at the new end of semester course evaluation while planning our
courses, I revamped my course objectives table, placing the most important objectives first and then others later.
In addition, I decided to have students work in goups to discuss this part of the syllabus (which they normally just
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flip right past). These small groups were then to report to the rest of the class what their chosen objective was
really getting at, using their own words instead of mine.
This was a truly insightful moment. Students were able to get at the core of some objectives, but were lost in the
language of others. Granted, they'd eventually acquire the language to understand the objectives as they're written.
Yet, if objectives are meant to bring clarity to students' learning so that they know where they're headed, obviously
the students' confusion about the objectives at the beginning of a course could not be overlooked.
Therefore, as students worked in groups, I took note of confusions and misconceptions, guiding them toward a
shared language with which to discuss and understand the objective at this point in the course. It served to bring
everyone together and to more thoroughly understand the purposes for the course content as well as how the
course objectives might connect with others they've experienced in other literacy methods courses.
A final benefit of this group activity was the students' realization that many of their PreK-8 students may not have
any idea what the objective of a lesson really is unless they are sure to explain it in language students understand
and then to check with students to confirm their understanding of the objective(s).
Thread: Learning Objectives (Feb. 13th); Post: Response to Jennifer's Objectives Front and Center Author: Eileen
Sullivan; Posted Date: January 27, 2011 3: 50 PM
Jennifer,
I enjoyed reading your post. This is great to hear that your objectives are front and center and that your students
are embracing them from day one. The fact that they know what the specific, measurable outcomes are for the class
makes it more meaningful for them as well as you for your planning. You might want to try this group work with
the objectives towards the middle of the semester (for a let’s see how we are doing, what have we
covered/learned, and where do we stand status with the objectives), and then at the end. I wonder…..how are your
objectives listed? Are they in order of how the content is presented, order of importance or ….? Your students will
have success with their learning experiences because or your work with these objectives; they will probably bring
your strategy of addressing the needs of the learner into their own teaching!
Thread: Technophobia; Post: RE: Technophobia Author: Jennifer Davis-Duerr; Posted Date: January 27, 2011 4: 02
PM
Although I'll refrain from saying much about the analogy to reading, it is VERY true. Kids who become too reliant
on the phonics system (often because they are taught to do so) become not only resistant to taking risks (such as
guessing, or going on to the next words beyond where they're stuck), but they also become inflexible in their
thinking. Students become fixed on only one approach, which is usually to look at the letters in the order they are
in the word and put each sound in order. This inflexibility is usually what prevents struggling readers from
progressing in their reading, since that method often doesn't work.
Relating this to online teaching and technophobia, I believe that it's the inflexibility of thinking along with the
element of resistance to take risks that creates the phobia-like symptoms evident in students and teachers alike.
Many students (preservice teachers that I've taught) have shared that they don't like to take online courses. I belive
that it's not necessarily their inability to explore the technology that impacts their learning as much as it is their
inflexibility with how they learn and then how they show (or prove) what they've learned. Students are used to
receiving recognition or some type of feedback from their instructor to verify that they indeed are "right" in their
response or understanding of a concept (regardless of whether they truly are "right" or not). In addition, they want
a very precise set of expectations (rubric, explicit number of pages, exactly how many words, etc.) to prove to the
instructor that they've achieved the objectives.
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Online learning, given the subjectivity of discussion board responses, chat, group work, etc. requires both learners
and instructors to be quite a bit more flexible in their thinking of how objectives are met and how this is "proven".
Many time instructors, including myself, take a few nods or good eye contact in a F2F setting to suffice for a class
full of learners having understood a concept. I've found that this is rarely sufficient, which has led me to
incorporating many quick-write responses (on index cards) which are not graded, but read for the sole purpose of
driving my instruction either later in the lesson or the next lesson. This kind of quick-write response is exactly
what online teaching and learning can create, yet even more efficiently than my antiquated index cards. All
students are held accountable for learning, reflecting on their experiences (which may be watching a video, reading
through a ppt presentation, reading an assigned text, or reading peer's responses).
Although I believe this to be true, one of my ongoing questions or dilemmas is how to manage all that reading. It's
not difficult to read a small stack of index card responses each class session, but how do I (or even should I) read
through every response that students write within a Bb course discussion?
Thread: Technophobia; Post: RE: Technophobia Author: Alexander Sidorkin - local; Posted Date: January 27, 2011
4: 48 PM
We will talk later about managing your reading time. But on the question of unwillingness to learn online. Part of it
is that there is a great number of terrible online courses out there, so people may have experience with one of
them. Not very many good instructors invested time into learning how to teach online. Why? Because they are
already good at what they do, are in high demand, and have nothing to prove. Good people are often very busy. As a
result a significantly higher proportion of online courses is taught by bad instructors. I have no idea if this is
factually true, just guessing...
Thread: Students who over discuss...; Post: RE: Students who over discuss... Author: Alexander Sidorkin - local;
This is a great idea; instead of encouraging more, limit participation. Anonymous, this is a brilliant move.
Thread: Netiquette information from E Sullivan; Post: Netiquette information from E Sullivan Author: Eileen
Sullivan; Posted Date: January 28, 2011 10: 38 AM
This is what I am using for my all online class this semester.
Perhaps we can work on a RIC Netiquette common document.
Netiquette
(Taken From: http: //www.albury.net.au/new-users/netiquet.htm)
Netiquette primarily involves any communication you may send out or receive from the net. This short summary
has been largely adapted from the Netiquette Guide- These are recommendations, not rules:
E-mail:
If your Internet access is through a corporate account, check with your employer about their policy regarding
private e-mail.
Don't assume any Internet communication is completely secure. "Never put in a mail message anything you would
not put on a postcard". Likewise, independently verify any suspect mail, as addresses can be forged.
If you are forwarding or re-posting a message, don't change the original wording.
If you are replying to a message, quote only the relevant parts.
Page 11 of 184
Never send chain letters, they are forbidden on the Internet. Notify you System Administrator if you receive one.
Do not send abusive or heated messages (flames). If you receive a flame, it is best to ignore it.
Take care with addressing mail.
Allow time for mail to be received, and replied to, keeping in mind time differences around the world and other
people's busy schedules.
If you want your mail to be read, don't make it too long unless the receiver is expecting a verbose message. Over
100 lines is considered long.
Remember the Internet is a global community, and other peoples values and outlook on life may be different to
your own. Be tolerant and careful with slang or phrases that may not be understood in another country.
Use mixed case, UPPER CASE LOOKS AS IF YOU'RE SHOUTING.
Mail should have a subject header that reflects the content of the message.
Unsolicited e-mail advertising is unwelcome (and forbidden in many countries).
When attaching files, don't send any larger than about 50k.
Top 10 Most Important Rules of Email Netiquette
From Heinz Tschabitscher,
The rules of email Netiquette are not "rules" in the sense that I will come after you if you don't follow them. They
are guidelines that help avoid mistakes (like offending someone when you don't mean to) and misunderstandings
(like being offended when you're not meant to). These core rules of email Netiquette help us communicate better
via email.
1) Use Email the Way You Want Everybody to Use It
You have the future, and the present of humankind in your hands — even when you just write an email.
2) Take Another Look Before You Send a Message
Don't send anything you don't want to send.
3) Quote Original Messages Properly in Replies
Make your email replies easy to read and understand by quoting in a smart and useful manner.
4) Be Careful with Irony in Emails
No, really! I mean it. Honestly!
5) Clean Up Emails Before Forwarding Them
Forwarding emails is a great way of sharing ideas, but make sure the original idea is not hidden in obfuscation.
6) When in Doubt, Send Plain Text Email, Not HTML
Not everybody can receive your fancily formatted emails. Some may even react furious. To be safe rather than
sorry, send plain text emails only when in doubt.
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7) Writing in All Caps is Like Shouting
Don't shout in your emails (and all caps is so difficult to read).
8) Ask Before You Send Huge Attachments
Don't clog email systems without permission.
9) Smileys Should Ring an Alarm
Don't use smileys to say something you should not (and don't intend to) say in emails.
10) Avoid "Me Too" Messages
"Me too" is not enough content, but too much annoyance.
Taken from: http: //email.about.com/cs/netiquettetips/tp/core_netiquette.htm
Thread: Plagiarism and cheating; Post: RE: Plagiarism and cheating Author: Virginia Freyermuth; Posted Date:
January 29, 2011 8: 46 PM
I like the idea of open book, timed tests for the online learning environment, when testing is required. It seems like
a simple yet effective strategy, and I will keep it in mind.
I also think it is important to provide students with proper writing and citation guidelines. The RIC Writing Center
has been very helpful in providing APA Guideline resources, and it may help students to list the RIC APA link in
online course materials: http: //www.ric.edu/writingcenter/sResources_apa.php
Thread: What do we do?; Post: What do we do? Author: Alexander Sidorkin - local; Posted Date: January 29, 2011
10: 52 PM
I don't know if there is one accepted taxonomy, but we don't really do that many different things in class. One can
make a short list, I suppose.
Students sit and listen - to what an instructor, or a peer, or a video says or shows.
Students talk to each other in a small or a larger group. There can be a degree of structure to it, from very
structured to very free-flowing.
Students read or watch something and then interpret, comment, or take a test to show they understood what they
have read.
Students practice doing something in class with their hand.
A couple more, perhaps, but not 100 more?
Learning activity, taken abstractly, is taking in information, and producing information. That is done on line or f2f.
What do your students do in class? it is hard to replicate much of it in online exactly. However, if go from an activity
to an abstract idea of information exchange, it is often possible to make it back to the concrete online activity with
the same learning results. Just cannot go straight from one to the other.
Thread: Degrees of "blended learning"; Post: Degrees of "blended learning" Author: Constance Horton; Posted
Date: February 3, 2011 9: 58 PM
Page 13 of 184
This short article from Education Week describes several levels of hybrid courses - for HS students, but the same
ideas apply.
http: //blogs.edweek.org/edweek/DigitalEducation/2011/01/elearning_update_blended_learn.html
Thread: Students who over discuss...; Post: RE: Students who over discuss... Author: Denise Guilbault-Langworthy;
Posted Date: January 30, 2011 10: 24 AM
I Love this idea! I am using the discussion board for the first time. This was a concern for me as I have an "expert"
in this particular class. I will have to try this and report back.
On the flip side... any suggestions that might help me to guide those students who merely regurgitate what others
have posted. They think they are "playing their chips" but in reality are not able to make the jump to practical
applications as it related to their own experiences.
Another question - how do you encourage students to dialogue with each other rather than merely posting their
comment and leaving?
Thread: Technophobia; Post: RE: Technophobia Author: Denise Guilbault-Langworthy; Posted Date: January 30,
2011 10: 46 AM
I took one of those awful online courses several years ago. It was a painful experience. The pain was not due to
unwieldy assignments or technical issues but to the amount of superficial interaction. I swore I would have nothing
to do with online courses ever again. : )
I find the notion of an exploratory personality an interesting explanation for technophobia. But when you think
about it, the lack of "curiosity" can explain (in part) one's inability to achieve most anything.
Thread: AAAHHHHHHH; Post: AAAHHHHHHH Author: Denise Guilbault-Langworthy; Posted Date: January 30,
2011 1: 34 PM
I am beginning to think this online stuff is way more time consuming and frustrating than it is worth. I spent quite a
long time developing Bb discussion forums for the semester. I had them in order of due date but now they appear
in alphabetical order. I am afraid that students won't be able to quickly find what they need and will become
frustrated when they have to hunt for the most current discussions. Is there an easy fix?
Thread: Technophobia; Post: RE: Technophobia Author: Julie Horwitz; Posted Date: January 30, 2011 4: 05 PM
I agree about a bad experience. I took one course about how to teach online and it was one of the worst classes I
have ever been part of. I am sure it is a generalization but the idea that bad teachers teach on line has really been
my experience. I fully understand the possibilities of online education but not sure all of the effort is worth it. I bet
it can be great but I have yet to see that. I have had colleagues I really respect create online courses but I see them
completely overwhelmed with how much time it takes to do it so well. So maybe the fear of the online stuff is really
just a fear of all of the time it takes to do it all well.
This is part of my reason for taking this class. I want to see how it works. I want to see if it works. I want to give the
opportunities to my students without killing myself.
I think it is also really important to have a safe space to do all of this. How do you create a security to take risks
online? So I guess I am adding more questions but these are things I need to think about before I offer this to my
students.
Page 14 of 184
I also do think there is another fear that I talked with Jennifer about the other day.. Since most online is writing, I
need to feel better and more secure that my writing is ok. That I can get my point across and not add more
confusion. How do we feel secure in our own abilities?
Thread: Students who over discuss...; Post: RE: Students who over discuss... Author: Julie Horwitz; Posted Date:
January 30, 2011 4: 18 PM
I have also done something like this face to face. I have given students 3 different color buttons. One is for
statements, one for questions, one is other. This pushes conversation and helps students to try engaging in
different ways. I wonder if this can be done online with students using different colors in their posts. This also
allows students to see how much they are adding, what kind of responses they are giving and the flow of a
conversation. I don't know if it would work..but might be worth a try.
Thread: Inspiring Meaningful and Active Discussion on Line; Post: Inspiring Meaningful and Active Discussion on
Line Author: Nancy Cloud; Posted Date: January 30, 2011 6: 02 PM
I am wondering what any of you might have done to really get students to use each other as resources instead of
always turning to the professor when questions are posed on line.
I find that I can get students to start a conversation but different things happen after this that make the reaching
out less than successful. Sometimes, one student responds and that's the end of the discussion. Other times no one
responds and then the person who asked the question feels like no one cares about their issue and they are more
reluctant to post again.
Finally, sometimes until the professor (or other "expert") weighs in the students aren't satisfied.
How have any of you resolved this to get teacher candidates to really view each other as experts? Have any of you
prepared them so that the discussions really take off and are not left to chance? If so, how have you done this.
Some part of me thinks this could already be happening with HOLC posts.
Thread: Degrees of "blended learning"; Post: RE: Degress of "blended learning" Author: Nancy Cloud; Posted Date:
January 30, 2011 6: 07 PM
thanks Connie. This is interesting.
To make it easier for others--here are the six types of blended learning approaches, mentioned in the article: • faceto-face driver programs where teachers deliver most instruction in a live classroom and use online activities to
supplement or remediate what goes on in the brick-and-mortar school;
• rotation models where students follow a schedule that alternates between face-to-face class sessions and inperson instruction;
• flex formats where most of the curriculum originates online, but an on-site instructor provides instruction as
needed in individual and small group sessions;
• online lab sessions where students do work online, but in a computer lab at a brick-and-mortar school with aides
who offer supervision but little subject guidance;
• self-blend schools where students may take online courses a la carte to supplement their brick-and-mortar
school's curriculum; and
• online driver constructs where students receive most of the course online and independently, but participate in
required or optional face-to-face meetings.
Page 15 of 184
I assume that each of these interacts with the course content and individual learners in terms of degree of
effectiveness. I wonder if there are surveys out there that allow you to poll your students and see what format
would serve them best and then deliver that, rather than predetermining how courses would be done.
I'd be interested in seeing some if so.
Thread: Students who over discuss...; Post: RE: Students who over discuss... Author: Alexander Sidorkin - local;
The big brother actually keeps track on how many items they have opened and read. See the Dashboard in
Evaluations area. But another idea is to ask students to rate each other's postings. They'd have top read them.
Thread: Technophobia; Post: RE: Technophobia Author: Alexander Sidorkin - local; Posted Date: January 31, 2011
3: 58 PM
Well, speaking is the only other way of communicating. But someone mentioned in class that you should create
different spaces for free and typos-ridden spontaneous communication, and for formal papers.
Thread: AAAHHHHHHH; Post: RE: AAAHHHHHHH Author: Alexander Sidorkin - local; Posted Date: January 31,
2011 4: 04 PM
Yes, start the name of each thread with a number or a letter, Or with Week 1, Week 2, etc. That will sort them.
Also, hide old threads, and you can hide new ones for a time - but this is more work. You can create forums for
different weeks or months, and set their availability to specific dates.
Thread: AAAHHHHHHH; Post: RE: AAAHHHHHHH Author: Denise Guilbault-Langworthy; Posted Date: January 31,
2011 6: 39 PM
Thanks! I will remember that next time.
Thread: AAAHHHHHHH; Post: RE: AAAHHHHHHH Author: Virginia Freyermuth; Posted Date: February 1, 2011 8:
49 PM
Hi Denise,
At my other university, I was trained for online teaching via "IntraLearn." So Blackboard is new to me, and
anything new is slow-going and a bit cumbersome feeling at first--at least for me. I feel quite good that I have all my
courses up on Blackboard for this semester, and I have designed these sites with buttons and calendars as Sasha
suggested. I will be figuring out the discussion boards next and how all this relates to learning objectives, beginning
with my course for HOLC. On snow days such as this, I am loving the idea of a hybrid course design!
Thread: Whys’ and the Why-not’s of the conversion.; Post: Whys’ and the Why-not’s of the conversion. Author:
Alexander Sidorkin - local; Posted Date: February 19, 2011 11: 00 AM
Which programs, courses and which parts of courses can be taught online? The Whys’ and the Why-not’s of the
conversion.
Thread: What do the students actually do; Post: What do the students actually do Author: Alexander Sidorkin local; Posted Date: February 19, 2011 11: 01 AM
Let's talk more about what students actually do. What is an effective learning activity, and what in it depends on
the medium of communication?
Page 16 of 184
For example, expository writing is one kind of learning activity. Its learning value is in exercising the application of
learning to a practical situation. our students will be writing professionally, for many different audiences, and
writing in class models that. It does not seem to depend on the medium of communication at all. Writing is writing.
However, providing feedback is much faster f2f: you can see how students react, and explain or give more
examples in f2f situation. Online feedback is tedious, because your explanations are not heard by other students.
Solutions? Use one of papers from a previous class, and include your devastating comments as an example.
Reply with analysis of another activity, or with more ideas on how to handle writing feedback.
Thread: Whys’ and the Why-not’s of the conversion.; Post: RE: Focused discussion 1 Author: Nancy Cloud; Posted
Date: February 3, 2011 10: 27 AM
I am still learning my way in Blackboard and right now am using it as a companion site in several courses in the
TESL Program.
It is great to have materials on Blackboard that students can access whenever it is needed, such as course rubrics,
guidelines, the syllabus, articles to be read and so forth. Students know they can count on the site for anything they
need. I am also starting to put model or sample papers on the site as when you pass them around in class, students
don't get all the time they need to scan them and thus get an idea of how some of their colleagues have handled an
assignment.
I also like the idea of having a forum for students to ask questions, although many still do this through e-mail.
Students also continue to send first drafts of project through e-mail for feedback. Have any of you found ways to
use Blackboard for these purposes that you think is superior to simple e-mail?
I have also shared links easily and have students do activities related to the links, such as watching a webinar and
commenting on it; raising questions, etc.
I have also formulated activities to be done in relation to readings.
I do think that Bb works well for making sure the students are reading by creating online activities for them to
complete that give evidence that they are reading and also creates new discussion directions based on interesting
student responses.
I have not conducted an entire class online and wondering what those of you who have think are the advantages. I
think I need to hear them because I am still pretty biased towards real-time, in-class, f2f interaction for all the
reasons we shared when we met--reading body language, building relationships and so forth.
So I look forward to listening to the activities that those of you using Blackboard for Hybrid or online courses are
finding that work well in that medium. I cannot envision doing a full program completely on line. Is anyone doing
that?
Thread: Learning Objectives (Feb. 13th); Post: RE: Learning Objectives (Feb. 13th) Author: Karen Berard-Reed;
Posted Date: February 3, 2011 2: 48 PM
What a great idea, Jennifer. I've had my students do a similar activity with standards but never with the course
syllabus. It is one of those ideas that makes me think "WHY haven't I ever done that?!". When we've picked apart
the standards (either the K-12 health education standards or the RIPTS) there are usually instances of
misinterpretations that occur. It is helpful to bring those out early on so students are working within the
appropriate framework. Thanks for sharing a creative idea.
Thread: Inspiring Meaningful and Active Discussion on Line; Post: RE: Inspiring Meaningful and Active Discussion
on Line Author: Karen Berard-Reed; Posted Date: February 3, 2011 3: 00 PM
Page 17 of 184
Nancy -- You bring up a good point. I don't have a lot of experience specific to online learning for this response but
it does make me think about how I set up classes to try develop a strong sense of community. Early on -- I find it
helpful to give everyone a chance to talk about themselves and particularly, about their strengths and helpful skills.
Sometimes the beginnings of this are as basic as the introductions on first day of class, other times, we talk
specifically about Professional Learning Communities and what that could look like in our own classroom
environment. I also try to give students many opportunities to provide feedback to their peers so they get more
and more comfortable providing and accepting feedback respectfully and appropriately. We talk very specifically
early on about how to do this and why it is important -- maybe that kind of set-up would be helpful online as well.
Thread: Homework assignments in an excel type spreadsheet; Post: Homework assignments in an excel type
spreadsheet Author: Vivian La Ferla; Posted Date: February 3, 2011 5: 19 PM
This is the first time I am using Blackboard and trying to prepare a portion of the course online.
I have been trying to set up a homework spreadsheet with Blackboard. Does anyone know how to set it up? Also,
trying to upload Lab assignments for my course.
Any advice?
Vivian La Ferla
Thread: What do the students actually do; Post: RE: Focused discussion 2 Author: Constance Horton; Posted Date:
February 5, 2011 9: 01 PM
I agree - it can be tedious to 'grade' online so having some other strategies as you suggest are really helpful, Sasha.
I have also sometimes posted an example of a finished assignment in Blackboard so students have a model, esp. if I
am not seeing them F2F before it is due. I have had good feedback on this practice from students.
Thread: Whys’ and the Why-not’s of the conversion.; Post: RE: Focused discussion 1 Author: Alexander Sidorkin local; Posted Date: February 5, 2011 12: 12 AM
Nancy: I don't think there are pedagogical advantages in a fully online classes in comparison to f2f. The advantages
all have to do with audience: online offerings may be necessary when we are trying to reach people who are unable
come to campus and take regularly scheduled classes. Those could be working adults, people with limited mobility,
people outside of driving distance. we may reach those for two reasons: 1. Not enough people to fill our classes
2. Not wishing to exclude those groups from educational opportunities.
Fully online programs are, in my view, more expensive and more labor-intensive than regular ones - if they are
done well. Hybrid courses, however, do not cost nearly as much in terms of time expenditures. Every class has
some elements that can be easily shifted to online format. The components you mention are hard to shift online,
and if there is no reason to do it, don;t do it.
Thread: Homework assignments in an excel type spreadsheet; Post: RE: Homework assignments in an excel type
spreadsheet Author: Alexander Sidorkin - local; Posted Date: February 5, 2011 12: 14 AM
Vivian: You can simply attach an Excel spreadsheet to an item in Content Area.
on Line Author: Alexander Sidorkin - local; Posted Date: February 5, 2011 12: 23 AM
Page 18 of 184
Yes, it is important to create space for personal sharing. For example, give an assignment to introduce themselves
creatively - tell a story, send a picture, share a face book profile. Something outside of classroom - encourage to talk
about families, hobbies, experiences.
You can also ask students to call each other on telephone and interview each other, so there is more connection. It
is also often feasible to ask student to get together in their homes in small groups.
on Line Author: Virginia Freyermuth; Posted Date: February 5, 2011 11: 00 AM
My students create a work of art symbolizing responses to questions about their own contexts and personal goals.
They talk about themselves through the work of art, which is somehow less threatening to them. This sharing
develops a strong sense of community early on, and it models strategies they can use in their own classrooms to
create a positive and accepting learning environment. Ground rules are determined to create a process that is safe
and respectful. The visual representation is powerful and helps them construct meaning. For non-art students,
perhaps a photo-montage, a collage, or poetry would also work well.
on Line Author: Janet Johnson; Posted Date: February 5, 2011 4: 13 PM
I've had varying success with online discussions. Part of it is the nature of the interface--how user-friendly it is.
This newer version of BB has a much better discussion forum than 9.0, because viewers can see all the replies
without all the clicking.
I've liked Google Groups as well, because you can set it so that students receive the messages in their email. That
creates immediacy, in that one can just hit "reply" and respond as if it were a personal email.
It also depends on the quality of questions that candidates ask. Discussion boards are a genre, and there are certain
conventions that make it not only a respectful environment, but one that is inviting. So explicitly teaching how to
write thought-provoking questions/posts is something we can do.
You can also set up a system in which each person has a buddy each week who responds to him/her. For example, I
might require that candidates all post a question/issue, respond to a particular classmate, and then choose another
classmate to respond to.
Janet
Thread: Whys’ and the Why-not’s of the conversion.; Post: RE: Focused discussion 1 Author: Mary Ellen McGuireSchwartz; Posted Date: February 5, 2011 4: 55 PM
I think that it depends....
on the needs of the students...
the needs of the prof...
the needs of the learning community...
the goals of the course...
the skills and needs of the students...
Page 19 of 184
the comfort level of the instructor...
etc.
There is not an easy answer to which programs, courses, and which parts of courses can be taught online. I believe
that there is a learning curve for all of us, including our students, to be comfortable and competent to use the
technology necessary. We need to scaffold our students through the process. We also need scaffolding through the
process of learning. It also takes time, effort, and success. We can build upon our success and the success of our
students. It is a learning process. It is also another way of thinking, reflecting, expressing, and teaching. We need to
develop the skills to convert courses online.
Practicum courses require f2f time. How much can be done online? I am not sure.
Thread: AAAHHHHHHH; Post: RE: AAAHHHHHHH Author: Denise Guilbault-Langworthy; Posted Date: February 5,
2011 8: 30 PM
Yes, the snow days have brought new meaning to on-line. I am still waiting to see what I think about all of this. : )
on Line Author: Alexander Sidorkin - local; Posted Date: February 6, 2011 12: 18 AM
The issues Nancy raises are very important; I recognize all of them instantly. What is the purpose of a student
discussion? In f2f classes, a good discussion demonstrates that students can think in ways we teach them to think.
It is also a teaching method: by channeling the discussion, we reinforce the right ways of thinking and reasoning.
These elements work well when the instructor is present and can direct the discussion instantly. In the threaded
discussion, there is always time delay, we cannot interfere immediately, and this is why it does not work as well.
What I found works better is the format like in our projects forum. I put forth challenges, and students respond.
Then they simply comment/evaluate each other's responses. It is not really a discussion, but it works.
A free-flowing discussion online very often degenerates into an exchange of trivialities. And it is very hard to
channel it into something more meaningful. A colleague responded to every single comment of every single
student, and about killed herself doing it. Another solution is to strictly prescribe student roles: half will ask good
questions, and another half will answer them. You would need to teach them to ask good questions, of course.
But in the end, managing a good discussion online is a challenge. I would limit it, and instead have students
produce more sustained writing, solving problems, presenting solutions. we do not need to grade everything students can provide feedback to each other.
Thread: Learning Objectives (Feb. 13th); Post: RE: Learning Objectives (Feb. 13th) Author: Virginia Freyermuth;
You write: A final benefit of this group activity was the students' realization that many of their PreK-8 students
may not have any idea what the objective of a lesson really is unless they are sure to explain it in language students
understand and then to check with students to confirm their understanding of the objective(s).
This is such an important point! Students of all levels need to understand learning objectives in clear language that
means something to them. In a visual subject such as my own, translating the visual into words can be particularly
challenging. My future teachers cannot assume the words are interpreted the same way for all.
Thread: Students who over discuss...; Post: Playing Chips Author: Jennifer Davis-Duerr; Posted Date: February 8,
2011 11: 30 AM
Page 20 of 184
Because I used real poker chips in my class, they associated certain color chips with value. As a class, we
determined what each chip's value was. For example, the class decided that the red chips represented comments
that were in support of someone else's comment, such as sharing an example or story. They decided that it takes
the most effort to develop and then offer up thoughtful questions, so that was a more valuable chip, and so on. I did
periodically ask them to self evaluate - which chips did you play today and what was the impact on your and
others' learning? In this way, they could see WHY they should be in the game, not just because it's my expectation.
In response to the aspect of not really responding to one another, only looking out for themselves, I associated this
to the poker game as well. If you make a play that's bold (raising the bet) then others are impacted. If you simply
continue to go along hoping luck will strike (simply seeing others' bets, never raising), you'll likely stay in for
awhile, but you won't win the pot. Students have to decide what they want out of the class, and then have to
determine what they're playing is getting them. This is where I came in, pointing out good plays and calling
students' attention to what made them good. On a discussion board, this is when I might post a closing remark of
some kind, synthesizing the conversation and pointing out valuable posts.
Sometimes it seems as if discussion boards are never ending, which can be good, but can also seem vague or
unfinished. I think some kind of culmination would help students come to a close on a topic, which is often
necessary for the learning within the discussion board to be retained. Thougths?
on Line Author: Jennifer Davis-Duerr; Posted Date: February 8, 2011 12: 12 PM
The importance of community and ways to establish this has already been discussed here, but I thought I'd add in
some experience I'm currently having in F2F that has also impacted the students' "forced" online learning last
week.
To help establish community in my courses, I asked students to create a list of either verbs or adjectives that apply
to a community (i.e. their familiy, work, neighborhood, team, etc.) that they feel a sense of belonging to. Then I
asked students to determine and describe how their learning would be impacted if these words described the
community we establish within our class. Students then created a statement of commitment - what can and will
you do to construct this community? They shared these with small groups and handed these in, which lends a
sense of accountability to it. Finally we talked about the idea that communities are built and maintained through an
exchange of expressing and meeting one another's needs. Within groups, they identified and recorded needs that
they have for the community and I did as well. A chart was created during this discussion that summarized these
ideas (attached to this post).
Interestingly, given the weather, I had to have an online make-up session last week. Part of this included having
half the class find, read, and post a summary and explanation of a certain kind of lesson plan on a specific website,
and the other half to do the same with a different kind of lesson plan. Then each group had to go into the others'
posts and answer a question I posed that required their understanding of the post. (How does this student's
selected lesson combined with your own posted lesson help you to understand __________?)
Not only were the posts thorough and thoughtful, but when I asked students for feedback about the online makeup session they shared how it was challenging and yet meaningful for a variety of reasons. They felt accountable to
one another for their learning - they knew that they had to post a decent summary and explanation of the lesson
they found because someone else's success on the next part was riding on them. This mutual accountability for
learning is something I build into my f2f instruction a LOT - with students completing and bringing in assignments
that are then used for activities within our class. They don't want to look like the jerk that doesn't do anything and
seem more apt to work harder for one another than they do for me many times. There's also the element of
competition for some - they like to outdo one another in their assignments.
Page 21 of 184
I also check in, take the "temperature" of the community every so often - remind them of the needs they stated that
they had and ask them if they feel like these needs are being met. If not, why? How are or have you contributed to
someone else's needs being met?
Attachment: ELED 424 Community Needs Chart.docx (13.766 KB)
Thread: Degrees of "blended learning"; Post: RE: Degrees of "blended learning" Author: Eileen Sullivan; Posted
I thoroughly enjoyed this article Connie. Thanks so much for sharing. I particularly liked the definitions of the six
types of blended learning approaches. This would be a good article for all of us to read and discuss.
Thread: Students who over discuss...; Post: RE: Students who over discuss... Author: Eileen Sullivan; Posted Date:
Sasha-It might be good to show the group how to track and produce a report of time and who has viewed each
content. I did a presentation a few years ago and looked at time online versus grades and the one with the most
amount of time online was not always the one with the highest grade. Maybe I will try to find that presentation.
on Line Author: Eileen Sullivan; Posted Date: February 9, 2011 9: 10 PM
Jennifer, this is an excellent activity and could be converted to an online medium. There could be discussion the
first 4 days or so and each small group could post their summary.The facilitator could compile all the ideas into one
document.
Thread: Students who over discuss...; Post: RE: Playing Chips Author: Alexander Sidorkin - local; Posted Date:
February 10, 2011 5: 42 PM
I think this is an interesting point - how do you end the discussion? I never solved it, and just retired old threads,
without much of a culmination. But defining an end to a topic is a great trick.
Thread: Summer Sessions and Hybrids; Post: Summer Sessions and Hybrids Author: John Eagle; Posted Date:
February 10, 2011 7: 09 PM
Does anyone have any specific thoughts regaring a hybrid course during one of the summer sessions? Are there
special considerations, or would it be the same?
Thread: Labor cost-benefit analysis; Post: Labor cost-benefit analysis Author: Alexander Sidorkin - local; Posted
Online courses pose major demands on instructor time. The biggest are: 1. Upfront investment of time into course
design (thinking through it, putting materials online, testing tools, creation of tests)
2. Individual feedback to students. They normally write more than in a regular class, hence more grading. Your
feedback to one student is often not heard by others, hence repetitive feedback.
3. Typing is slower than speaking; writing takes more time than speaking (standards are different - speaking is
more sloppy).
I invite you brainstorm and share strategies on how to manage one's time.
Thread: Creating a course step by step; Post: Creating a course step by step Author: Alexander Sidorkin - local;
Page 22 of 184
What are the steps do you take in developing a course, online, hybrid or f2f? How do you think these sequences are
different fro online or hybrid course?
Thread: Creating a course step by step; Post: RE: Creating a course step by step Author: Alexander Sidorkin - local;
Answering my own question...
I always start with a calendar. I need to understand the limits - how many weeks, classes I have, and which topics I
can plausibly cover, and how many assignments I can fit in, and grade with integrity. In other words, I look at the
size and the shape of the vessel.
Figure out key assignment(s). What is the bottom-line project, an artifact students can produce that would make
me feel good about achieving my objectives? It is rarely more than one.
I usually translate objectives from the bureaucratic language of compliance to a normal human language. In the
process, some are ignored, and others are added. And although we are supposed to start with objectives, and then
fit key assessments, it works better the other way around for me.
Next, how do I build steps to prepare them to perform that key assignment? For example, if it is a final paper, what
kinds of similar assignments would let me teach students to approach what I am looking for?
Then I create rubrics for the final one, and whatever intermediate assignments. Of course, I recycle from other
courses.
Next, the economics of grading. What is worth how many points?
Write instructions for each assignment - not too detailed. Too many instructions, and too much information
confuse and intimidate students. They need to know outlines of what they have to do, and why they are doing it. I
must take time in class or online to explain what I am looking for in each assignment anyway.
In online or hybrid classes - set up forums, prepare threads, load tests surveys, or whatever is needed.
Re-read the texts
Write an email to students about a week before class starts; send them the syllabus - if someone wants to drop, it is
a fair warning.
Thread: Labor cost-benefit analysis; Post: RE: Labor cost-benefit analysis Author: Alexander Sidorkin - local;
General time budget: With a class I taught many times - preparation takes about two full days.
With a new class - double or triple that, not counting choosing new texts, reading them, reading other people
syllabi, etc.
Weekly - for online, or hybrid, or f2f class, plan on one full day, about 8 hours every week, at a minimum. One nice
thing about online - those hours can be spread flexibly; f2f has specific times. During grading weeks - who knows...
can be triple that.
Going over 8 hours a week for one course on a regular basis would be a problem - something was not designed
right. Going a lot lower than 8 hours would mean I am not doing a good job.
Thread: Plagiarism and cheating; Post: RE: Plagiarism and cheating Author: Ellen Bigler; Posted Date: February 11,
2011 7: 25 AM
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These are great ideas. With my F2F class I also ask them in their final papers/projects (actually in the PPT they
present on it to the class) to explicitly identify where the themes/concepts we addressed are embedded in their
work.
I also find that sticking to a requirement that I see stages in the development of their project makes it more
difficult; if they found something out there they would have to backtrack and create an outline etc.
Thread: Technophobia; Post: RE: Technophobia Author: Jennifer Davis-Duerr; Posted Date: February 11, 2011 9:
30 AM
Test of subscriber
Thread: Whys’ and the Why-not’s of the conversion.; Post: RE: Focused discussion 1 Author: Eileen Sullivan;
Posted Date: February 11, 2011 9: 34 AM
A full course online is a bit different than a blended or hybrid. I have taught 2 credit graduate courses fully online. I
had people from around the world in the class and it worked well because the specifics of the class were very
detailed.
There is one section for any course on Blackboard I would suggest-Ask the Professor. Here students asked
questions about assignments. Often many students have the same questions so this helped with time and clarity
issues.
Thread: Summer Sessions and Hybrids; Post: RE: Summer Sessions and Hybrids Author: Janet Johnson; Posted
Hi John,
I have the same issue. We talked about it a little bit today in class, and I think it's worth considering the number of
hours we expect students in regular classes to spend during the summer. A typical Summer I class meets twice a
week for 3 hours each, so that's 6 hours. Then you have the work they would do outside of class. While I know that
it's common to expect 2 hours of work for every hour of class, that seems to be a bit much in this contracted
environment. So I will probably plan for students to be doing about 8-10 hours of work a week, which will include
reading, viewing/perusing websites/listening to podcasts, and doing the online work of discussions, journals,
quizzes, projects, etc. It's also worth thinking about having projects due after SS1 ends, although Incompletes can
be a pain for students and for us.
Thread: Labor cost-benefit analysis; Post: RE: Labor cost-benefit analysis Author: Janet Johnson; Posted Date:
February 11, 2011 7: 48 PM
This will be a good exercise in self-discipline. There are so many ways to extend/have fun with both designing the
course and then playing with it once it's in motion. And if you have students who are enthusiastic, it's even more
easy to get drawn in and spend time doing things that may or may not be necessary and/or particularly fruitful.
That said, being in this profession already requires a certain amount of self-discipline/knowledge. There are fewer
boundaries than many jobs due to email, teaching at night, etc., so we already have to make choices about whether
we are going to check email before going to bed (bad idea), or whether to have a free day on Saturday or Sunday
(good idea), etc. There is always, always, ALWAYS something to be done, but we all need our moments of Zen.
Setting a schedule or limits is important to one's sanity.
Thread: Barriers to Online Teaching/Learning; Post: Barriers to Online Teaching/Learning Author: Jennifer DavisDuerr; Posted Date: February 12, 2011 7: 52 AM
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What or whom do we consider resources for learning the content of our course(s)?
I think this question is at the heart of many of the barriers both instructors and students experience to online
teaching and learning.
Through the perspective of instructors, WE are often seen as the best resource for the learning of the content of
our course(s). As a result of becoming inextricably tied to our content, perhaps we become tied to the idea that WE
are the greatest resource for learning that content. Perhaps we're not.
Through the perspective of students, again WE (the instructors) are often seen as the best resource for the learning
of the content of a course. As a result of the inextricable power relations between students and teachers tied to
evaluation, experience, and the context of education (among other things), I believe students seek to have their
learning needs fulfilled by their instructors. Perhaps they need not be.
Anyone observing me teaching f2f would instantly recognize not only my passion for the content, but also my belief
in bringing one's personal self into one's teaching. Because of the limitations of the digital world, I am beginning to
examine and deconstruct this belief as applied to online teaching. Instead, I am beginning to develop a more
flexible framework; one in which the sources of learning are vast and often not limited to me (meaning my
experience, my knowledge, or my personality). In many ways, I believe this is to our students' benefit, not
limitation, as is often believed by instructors attempting to teach online (including myself).
If at first this seems as if I'm advocating a dehumanizing of teaching/learning, surely I am not. Instead, I am
considering ways in which MORE humans could be involved in teaching and learning. Students could see
themselves and one another as sources of knowledge in a more reflective and collaborative online pedagogy.
Students could also come to see the larger society as sources of knowledge, connecting to teachers, theorists,
researchers, etc. through sources only available online (such as webinars, podcasts, videos, online
presentations/slideshows, etc.).
Recognition of, critical analysis of, and even contribution to this global society is quite imperative for education to
continue to develop. Without such experiences, the characteristic myopic view and practice of education will (in
my opinion) stifle development of our students (meaning those in our classrooms and those they may teach in the
future), and also the larger society in which they are to become active players in.
Thread: Labor cost-benefit analysis; Post: RE: Labor cost-benefit analysis Author: Nancy Cloud; Posted Date:
February 13, 2011 5: 30 PM
I think it's important to set up the course well in advance but to not necessarily set it in stone. I set up TESL 507 in
advance and it ended up being way too much and I wasted time putting up some things no learner needed (say
guidance for students teaching early childhood learners and then no early childhood teachers took the course that
semester). I keep a folder on my desktop and then as I need things I post them. This allows me to make better
decisions once I am in the course whether something is needed or not.
I don't think I want a pre-fab course as then it isn't driven by the learners.
That's a huge cost; no benefits.
Some musings about individual feedback taking more time; typing being slower than talking: If discussions go well
on line and are more public this actually could cut down on e-mails and other correspondence because everyone
can see the reply given to another student (if it is a question about a concept or a project).
I am a fast typer and I like the freedom of being able to post my answer any time. So I actually am not bothered by
writing and don't find it takes too much time. Also, I like that I can review my message for clarity; sometimes I do
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this even the next day and if I don't like it I can make changes. Oral language doesn't have that advantage; but of
course it has many others.
As I stated, I believe in learner-centered instruction and try to model this. So I am trying to use Blackboard to post
things that I know will be needed or to post things once I see they are needed rather than creating large pre-fab
courses that overwhelm and don't benefit the group of learners that are in the course that semester.
Each class is a universe and I don't like the idea of "creating a course" without knowing who the learners are. That
takes time to know, so for me the cost benefit analysis would have to factor in am I creating a cost to myself and not
benefiting my teachers by not first getting to know them before I create what happens on Blackboard?
Thread: Barriers to Online Teaching/Learning; Post: RE: Barriers to Online Teaching/Learning Author: Virginia
Freyermuth; Posted Date: February 14, 2011 5: 47 PM
In my doctoral program, students were called "learners" rather than "students." The idea was that "learner"
suggested a more proactive educational stance; it suggested that the learner's job was to learn rather than wait to
be taught. I think this distinction is subtle but valuable. That being said, a learner is encouraged to seek numerous
sources for their own learning. Learning is viewed as an adventure, almost a personal quest.
I feel that each individual in my course is both a learner and also a teacher. They serve as resources, coaches,
facilitators, and questioners to each other. Thus education becomes a community endeavor, a shared enterprise. I
find this to be much more exciting than everyone looking to me as the only teacher for the answer--and I learn
more, too. We as teachers must model a passion for curiosity and learning as much as a passion for teaching, and
perhaps more.
This takes great courage to give up total power over and promote education as a collaborative enterprise. But in
fact, I think this it becomes more empowering.
How, in an online learning community, do we bring a sense of passion to learning in what is a more technical
environment, and how do we motivate students to want to take passionate ownership of their own learning quest-aside from the ever-present grading system?
Thread: Barriers to Online Teaching/Learning; Post: RE: Barriers to Online Teaching/Learning Author: Julie
Horwitz; Posted Date: February 17, 2011 11: 20 AM
This is an interesting perspective that I feel uneasy about but I don't know why. I guess it is the passion aspect. I do
believe what Jenn said about not being the expert and online education can absolutely be a place to bring in other
ideas, thoughts and view points. But how do we make sure the online aspect is not something students get through
but engage with.
I do have to admit I had a huge success this semester that absolutely surprised me. Because of the snow days I sent
my students in one of my classes a webquest they were to complete. I usually engage with the material on the first
night of class but I was feeling rushed and knew I wouldn't have time to spend the way I usually like to. So students
turned in the assignment and it was amazing. They were able to see multiple perspectives and engage with the
greater community to see what others were thinking. It was then a great jumping off point b/c they saw what I was
trying to get them to see without having me push them. They found it in their own searching. Our dialogue last
night was deeper than with the same class in the fall and I believe it was b/c of the webquest......so I see what you
are saying Jenn, but I still hold that the f2f dialogue we had last night was a necessary component. (and I know you
are not trying to convince me otherwise ;))
Thread: Labor cost-benefit analysis; Post: RE: Labor cost-benefit analysis Author: Julie Horwitz; Posted Date:
February 17, 2011 11: 25 AM
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Janet,
I really like your idea of setting limits. There is always something to do and I unfortunately don't have the
discipline to not check email before bed most nights. There is an interesting guilt I feel about being available and I
wonder if that is one of my concerns about teaching online. If i am available all the time I will never get any writing
done. Even right now this is my writing time and I am catching up on emails, doing piddly things that need
completing. So I am excited to hear how others have budgeted their time with on-line work without feeling like
they are not doing their best.
Julie
Thread: Labor cost-benefit analysis; Post: RE: Labor cost-benefit analysis Author: Eileen Sullivan; Posted Date:
February 17, 2011 4: 40 PM
Developing and then teaching an online class is much more work than a f2f2 but it is an amazing process. I suggest
being online every day and promptly answering email, discussion questions, and evaluating assignments.
Thread: Bloom's Taxonomy for Technology; Post: Bloom's Taxonomy for Technology Author: Eileen Sullivan;
http: //www.usi.edu/distance/bdt.htm
Thread: 100 uses of threaded discussion; Post: 100 uses of threaded discussion Author: Alexander Sidorkin - local;
Let's get it to 100! And we can include the two closely related tools - journals and blogs on this list. REPLY WITH
QUOTE, continue the list.
student-generated discussions
instructor-led discussion, where students respond to instructor questions/challenges/assignment
weekly reflections - journal-like or blog-like
turning in papers
Q&A forum
spaces for group work - groups can plan their work, and share links and other stuff they found
Administer a short-answer test
Use in class to share products of break-out group work
Initiate web quests with initial link, then each student reports results, and shares resources found.
Write a story where every next author continues the previous author.
Create a forum where some student pretend to be school children to model learning difficulties.
Have students post video clips of a lesson segment they plan - have them do a demonstration or an explanation, or
a read-aloud, etc., film themselves. Others will provide critique.
.....
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Thread: Plagiarism and cheating; Post: RE: Plagiarism and cheating Author: Alexander Sidorkin - local; Posted
Yes, good point. You can have them submit progressive drafts in the same forum, so it is easy to find and compare
previous versions.
Thread: Disappearing instructor; Post: Disappearing instructor Author: Alexander Sidorkin - local; Posted Date:
February 19, 2011 11: 07 AM
This is not a real class, and I am not really the instructor, but more of a facilitator. It's OK for me for disappear for a
few days. However, when you teach a class fully online, it is very important to maintain your appearances online.
Not every day, and not obsessively, but I';d say 2-3 times a week, you need to have scheduled time to go online and
just make sure students know you;re there and you care. It does not take much time, just one comment would do
the trick.
Any other ideas about sustaining online presence?
Thread: Barriers to Online Teaching/Learning; Post: RE: Barriers to Online Teaching/Learning Author: Jennifer
Davis-Duerr; Posted Date: February 19, 2011 3: 03 PM
Well, as it so happens, I am now caught in a dilemma that may force my words into action. I need to give my
current ELED 424 students additional instructional time. I actually planned for it, but using the conference time
allocated for the course. But, I've run into a snag - I can't find the physical space with which to hold the class.
This predicament has already brought about some brainstorming of ideas to replace the f2f time with online time,
but time that does not require that students do additional online assignments per se, yet experience more
TEACHING and learning of course. In this way, I'm now forced to answer Sasha's poignant question - what is
teaching? How can I teach these students what they need to know through an online context?
I think a lot of teaching is helping students to understand what they don't see on the surface of something (could be
anything - anatomy of a frog in biology, the workings of the mind in psychology, the mathematical operations and
research methods behind a statistic, etc.). This leads me to try to help my students understand what they don't see
when they watch a good teacher effectively teaching or assessing reading. I need to make the inner workings of
instructional decisions transparent to my students.
Here's what I've got so far: Content: a) Instructional methods/approaches in reading-interactive read aloud, shared
reading, and guided reading
b) Informal assessment techniques in reading - affective domain of reading inventory, analysis of reading
behaviors, and informal reading inventory including miscue analysis
Purpose: a) To provide a visual/auditory model of several instructional methods so that students can analyze the
effectiveness of these instructional approaches, understand how these are used to provide differentiated
instruction, and envision themselves and their own strengths and difficulties to work on when implementing these
approaches and planning their lessons using these approaches.
b) To provide a visual/auditory model of administering and analyzing results of several informal assessment
techniques so that students can understand assessment purposes and processes, determine appropriate responses
to assessment difficulties, and begin to develop a mind for understanding and using data to drive instructional
decisions.
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Proposed Online Solutions: 1. create videos of myself teaching lessons in the various approaches, incorporating
pausing points to make my teaching transparent to students (as I'd do in the f3f class). I could either stop and talk
directly to them, or tell them to pause and read something.
2. find videos of other teachers teaching lessons in the various approaches and then provide written instructions to
tell them when to stop the video and read my comments/critical thinking questions to help them understand what
they're watching
3. find podcasts that discuss the theory behind some of the instructional approaches and/or assessment
techniques, then have students watch video (of me or others) performing these. Finally, have students discuss the
alignment of theory and practice in f2f discussion
4. could find tutorial videos put out by the publisher of my textbook that would already have accompanying
teaching materials with it. If these were not available online, could put them on reserve in the library? (Seems like
a pain for students though.)
Any other ideas?
Thread: Bloom's Taxonomy for Technology; Post: RE: Bloom's Taxonomy for Technology Author: Janet Johnson;
Eileen, that's awesome! I love the "protagonize" at the very top.
Thread: Disappearing instructor; Post: RE: Disappearing instructor Author: Janet Johnson; Posted Date: February
19, 2011 3: 47 PM
I agree, Sasha. I attended a session on online learning at a conference in December, and one of the top things that
students indicated they wanted was instructor presence. It probably gets back to that natural human feeling of
wanting to feel validated, and that your work and thought is not just disappearing into the atmosphere.
One of the problems is that there is the double-edged sword of needing to provide quality responses versus taking
the time to respond to every little thing. I would tell my students I wouldn't respond to all, just some, but had to
make sure I was responding to all students at one point or another. And that's when having a facilitator for certain
discussion threads can get you off the hook.
The other reason to stay present, and for students to know that you are present, is when someone posts something
inappropriate, even if it's just at the edge. I had to gently derail a student last year who wrote something pretty
homophobic, and then hid it behind her religious beliefs. There's a certain skill to writing responding to those
kinds of things--while my first reaction would be to stomp her, I couldn't do that. Instructor presence and response
can keep touchy subjects from escalating.
Thread: Creating a course step by step; Post: RE: Creating a course step by step Author: Janet Johnson; Posted
Starting with the calendar makes sense, but I usually start with the assignments and texts, because those are the
things I get excited about. Planning and creating is the best part of planning a course. The calendar then provides a
framework for whether all the cool stuff I want to do will work. What's a logical sequence? Scaffolding, scope and
sequence. Then how many points for each assignment. I usually do the rubric and assignment sheet at the same
time, and my assignments are usually pretty detailed for methods classes, less so for others. I find that there is a
group of students who take comfort in knowing exactly what to do. In the past, objectives have been an
afterthought, but now I try to think them through, although I have to work on the language. I want students to learn
the discourses of the profession, but sometimes can fall victim to jargon.
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Thread: Barriers to Online Teaching/Learning; Post: Do not replicate, substitute Author: Alexander Sidorkin local; Posted Date: February 19, 2011 10: 05 PM
That's why the logic of conversion is this: "Do not replicate, substitute."
The basic move is not "activity->online activity"
Rather, it is "activity->what was its purpose again?->another activity"
We need to be very clear about where we want our students to be, and help them make the journey. Learning really
begins with this ambiguous realization - that there is something you cannot do, but can learn to do. Teaching is
simply assistance in bridging that gap.
Thread: Disappearing instructor; Post: RE: Disappearing instructor Author: Alexander Sidorkin - local; Posted
I agree, Janet. I learned to collect new responses and just scant them, in search for something either especially
interesting or something offensive, and only replied to those.
And then, every week or so I'd write a "response to all." It could something like this: Most of you have understood
and can apply the concepts we learned last week. However, the distinction between an opinion and a reasoned
argument still need work. About 2/3 of the postings do not contain the "because," and simply agree or disagree
with another opinion.
Now, of course, I have not counted, and have not even read them all in detail, but the scanning gave me an idea.
Besides, from teaching previous classes, I knew where students would be at this point in class.
Thread: Disappearing instructor; Post: RE: Disappearing instructor......don't disappear please Author: Eileen
Sullivan; Posted Date: February 19, 2011 10: 28 PM
I would have to agree and disagree with some of the comments here. I was part of a week long workshop about
online teaching and learning and have tuaght online for 9 nines and learned a great deal about being visible. First,
we do need to have presence as a facilitator. Second, one should check the discussion and posts every day when
teaching an online class. It is not required, but if you also want to get to know your students you can provide cell
numbers or skype. I ask my online students to call or skype me in the first 2 weeks. I start the online coop teacher
class tomorrow, sunday, and I am excited about the work.
Thread: Learning Objectives (Feb. 13th); Post: RE: Learning Objectives (Feb. 13th) Author: Constance Horton;
Thanks for sharing a great aha moment and good model for us, Jen!
Thread: Plagiarism and cheating; Post: RE: Plagiarism and cheating Author: Constance Horton; Posted Date:
February 19, 2011 11: 58 PM
I agree - open book, timed tests. I even do this in a face-2-face situation often. Seems to make sense to me. Of course
this may depend on content.
Thread: Disappearing instructor; Post: RE: Disappearing instructor......don't disappear please Author: Kalina
Brabeck; Posted Date: February 20, 2011 7: 08 AM
I have a question/ concern that is related to this series of posts. Already, by the nature of our jobs, I often find that
the distinctions between work and non-work life become blurry. I check email while setting the table for dinner, or
try to read an article while I'm playing with my son. (I'm writing this post while pumping and watching him play!) I
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guess I'm wondering about how the nature of on-line teaching results in further blending of work and home lives.
For those of you who have taught on-line before, I wonder if you find yourselves having a harder time setting
boundaries around non-work life, particularly given the importance of maintaining a steady on-line presence? I'm
sure I'm particularly sensitive to this issue because I just had my first child!
Thread: 100 uses of threaded discussion; Post: RE: 100 uses of threaded discussion Author: Kalina Brabeck;
13. Students can use it as a forum for peer supervision/ consultation if it is a course that entails site-based learning.
14. Students use it as a forum for "as if" supervision: One student (or instructor) presents a case. Students are
assigned to read it "as if" they were one of the stakeholders and to respond from that perspective (using "I"
language). (In my field, for example, the different perspectives might be client/ therapist/ therapist supervisor.)
15. Students are asked to find and post web-based resources for a particular topic of interest, for example, bullying,
teen dating violence, autism-spectrum disorders...
16. Students participate in a "journal club" in which each week, one student is assigned a peer-reviewed article to
read and briefly summarize for the class.
17....
Thread: Barriers to Online Teaching/Learning; Post: RE: Do not replicate, substitute Author: Julie Horwitz; Posted
I really like this shift and the idea that we need to go back to the why and what. I am also seeing how much more
content we can have students investigate..but then it leads me to the question about quantity in online activities. I
am not a good judge of how long things will take. I always run out of time when I am teaching f2f but I have to stop.
how do I know when to stop with online stuff???
Thread: Summer Sessions and Hybrids; Post: RE: Summer Sessions and Hybrids Author: Kalina Brabeck; Posted
I agree, Janet. Our in-class discussion made me a bit wary of teaching a summer class on-line because it sounded
like we'd be asking the students to commit to a half-time job in terms of the time requirement. (And I guess we'd be
committing to the same!) On the other hand, summer often attracts students who are looking for alternatives to the
typical semester, so on-line formats would probably be especially attractive to students who typically flock to
summer classes. I know that when I teach f2f in summer, I always scale down my expectations a bit. We can't
accomplish in 6 week the amount that we can cover in an entire semester. So, it make sense to scale down our
expectations for an on-line version of summer as well.
One concern I would have, though, is how long it would take students to get up to speed with regards to the tech
piece. Since summer sessions are so short, you'd need to have students who are ready to hit the ground running
with regards to their tech capacities.
Thread: Disappearing instructor; Post: RE: Disappearing instructor......don't disappear please Author: Virginia
Freyermuth; Posted Date: February 20, 2011 9: 27 AM
You are concerned about boundaries between teaching and the rest of one’s life.
This profession, being a way of life, is continually demanding on one’s time and energies. In my 35 years of
teaching, I have never felt such a clear boundary—a distinct edge between my life as a teacher and the rest of my
life. For me, the challenge has been to find a sense of balance between teaching, self and family. It seems to me we
must recognize that balance can give us energy, can help us stay well, and can replenish us in ways that an
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unbalanced teaching life cannot. I hear so many teachers in the field talk about feeling guilty when they take time
for themselves (even when that time is for their professional development)! I hear them talk about the stress of
always having work awaiting them, about increasing demands.
Teaching online brings the whole educational enterprise into the home. Finding balance is further challenged
because the students await us on our desktop in the other room. So we respond at 10 PM in our jammies, then
perhaps again we take a quick look before going to sleep, or first thing when we get up. We want to help, to be
there, to stay on top of things. Teachers are a tremendously giving population.
I don’t think there is any one solution to addressing work that always awaits--online or f2f. Perhaps some teachers
have distinct times set aside at home, others grab chunks of time whenever possible. I have learned this, though: it
is important to set aside personal time for family, for fun, for sleeping, for relaxing, for self. I also think it is
important to model such balance for future teachers. How do we help them to not burn out-- and ourselves as well?
How do we all give ourselves permission to lead balanced lives as educators? I think it begins within each of us.
Thread: 100 uses of threaded discussion; Post: RE: 100 uses of threaded discussion Author: Constance Horton;
Posted Date: February 20, 2011 11: 32 AM Author: Kalina Brabeck
Date: Sunday, February 20, 2011 7: 21: 09 AM EST
Subject: RE: 100 uses of threaded discussion
13. Students can use it as a forum for peer supervision/ consultation if it is a course that entails site-based learning.
14. Students use it as a forum for "as if" supervision: One student (or instructor) presents a case. Students are
assigned to read it "as if" they were one of the stakeholders and to respond from that perspective (using "I"
language). (In my field, for example, the different perspectives might be client/ therapist/ therapist supervisor.)
15. Students are asked to find and post web-based resources for a particular topic of interest, for example, bullying,
teen dating violence, autism-spectrum disorders...
16. Students participate in a "journal club" in which each week, one student is assigned a peer-reviewed article to
read and briefly summarize for the class.
17.......Post tentative topics for assigned projects
18. Post (or reply to self) reflection on how the project went- difficulties, unexpected turns, successes.
Interesting question and I don't think it matters whether you have a young child or are an empty nester. You are
right----teaching online takes more time f2f and it may cross the home boundaries. The positives outweigh the
negatives, I think.
For example, I don't have to tell you that I am in a bathrobe working that I am sitting at my la[top in my den multi
tasking or....
I can't access Blackboard on my phone but I look forward to using an ipad to have even more flexibility.
Thread: Disappearing instructor; Post: RE: Disappearing instructor and Single Direction Conversations Author:
Nancy Cloud; Posted Date: February 21, 2011 10: 47 AM
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One thing that I struggle with is having the students make all their comments to me when they see I am online and
replying to discussions. What have the rest of you done to make sure that the discussions don't become a one-way
dialogue with the instructor?
I do see that some of you create Discussion Leaders and that's a great tactic. What else is possible so that the
instructor doesn't disappear, but also doesn't stop the flow of conversation among students?
I have told students in my Internship seminar that I am "lurking" always and they should assume this is the case,
and I think they believe me because I am a rapid
responder to their e-mails, but not sure if this is the way to go either.
I have also done follow ups with individual students of providing resources I think they'd like to see which makes it
clear I'm seeing discussions. Also I have redirected discussions from time to time to make it possible for the wide
range of students I serve to get into the discussion (they are preparing to teach ESL but span Pre-K-Adult teaching
contexts).
What do the rest of you think about "lurking" and only intervening when you see they need instructor involvement
or of some of the indirect modes I have been using, like following up on discussion threads?
And most importantly what other modes are possible for the instructor to be in the discussion but not stopping the
flow of dialogue among students?
Thread: Disappearing instructor; Post: RE: Disappearing instructor and Single Direction Conversations Author:
Mary Ellen McGuire-Schwartz; Posted Date: February 21, 2011 6: 35 PM
Group emails, blogs, discussions, Skype discussions, they all provide opportunities to be in the discussion but not
stopping the flow of student discussion. Online classes really provide time for students to reflect and discuss on the
Discussion Board or on blogs.
I have also seen great expressions of empathy among students when one student expresses challenges or
difficulties in their teaching position. Sometimes I feel like a voyeur. I do not want to interfere with the dialogue. I
will often add my empathy after the students have completed theirs.
Thread: Disappearing instructor; Post: RE: Disappearing instructor......don't disappear please Author: Mary Ellen
McGuire-Schwartz; Posted Date: February 21, 2011 6: 38 PM
Good points for all of us to consider. It is sometimes difficult to separate them, particularly during more intense
summer courses. But we save on the travel time and we can get online when it is convenient and family obligations
are not upon us. Late night, early morning, etc.
Thread: Disappearing instructor; Post: RE: Disappearing instructor Author: Mary Ellen McGuire-Schwartz; Posted
I use Skype meetings to stay in touch with the students. During summer courses, I am on Skype twice a week with
students. I have large group meetings and small group meetings with students when needed. Your online presence
is very important. I try to do it in multiple ways. I think that it is important to post announcements, update the
calendar, add to my tasks, add new links, send individual and group emails, read and comment on the Discussion
Boards, and make your presence known. It is incredibly important to make sure that the students know that you
are available. I also give students my home phone number in case they need to contact me on that day that I am not
online. Accessibility is very important. Although it probably could become an issue if you are always accessible and
there is a student who always wants to be in touch. I have not found this to be an issue, but it could be
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Thread: What do the students actually do; Post: RE: What do the students actually do Author: Mary Ellen McGuireSchwartz; Posted Date: February 21, 2011 7: 01 PM
I enjoy using Skype with Blackboard for students to discuss their assignments and present the assignments online
through the Discussion Board. I always allow time to discuss the assignments through Skype, email, and Discussion
Board. I also will send students examples in course emails and post links to research reviews, literature reviews,
etc. I encourage students to use the library website and contact the reference librarian online. They can also call
the reference librarian. It is important for students to be aware of online resources. I go over them in f2f and online
classes. The library website is a great resource. So are other colleges and universities library websites. In addition
Google scholar, Research Connections(ECE resource), You Tube Edu, and other websites are wonderful resources.
There are also rubrics that students can use to evaluate their own work. We can provide examples and guides to
facilitate the students' learning online.
Thread: 100 uses of threaded discussion; Post: RE: 100 uses of threaded discussion Author: Mary Ellen McGuireSchwartz; Posted Date: February 21, 2011 7: 12 PM
19. Student outlines a chapter and raises 2 or 3 questions for group discussion as lead discussant. Class discusses
chapter with lead discussant guiding and facilitating discussion.
20. Begin a blog on an issue or question in education. Encourage group participation.
21. Ask each class member to post an introduction of him/herself and respond to each introduction. Encourage
questions of each member.
22. Ask everyone to participate in a discussion of new research making news and discuss through a thread. Use
links to newspapers, magazines, etc. Take turns posting news each week.
Thread: Bloom's Taxonomy for Technology; Post: RE: Bloom's Taxonomy for Technology Author: Mary Ellen
It is very cool, but a bit busy in places. Thanks for sharing!
Thread: Barriers to Online Teaching/Learning; Post: RE: Do not replicate, substitute Author: Mary Ellen McGuireSchwartz; Posted Date: February 21, 2011 7: 24 PM
Good question. How do we know? The internet is limitless. There are so many resources, websites, places to
explore. There is also the question of boundaries. Online you can just keep going and going. You can stay up all
night and work on something. Or wake early in the morning and go online to explore, to discuss, to research
something or add something to the Discussion Board, My Course Work, email, etc. Another new discovery,
something to be added to the course on Blackboard. It can be difficult to stop, especially when you and the learners
are excited by something.
Thread: Creating a course step by step; Post: RE: Creating a course step by step Author: Mary Ellen McGuireSchwartz; Posted Date: February 21, 2011 7: 33 PM
1. I develop the syllabus first. What is the content? What are the readings and assignments?
2. In a hybrid, I meet with the learners first. Go over the assignments and rubrics.
3. I work with the learners to set up a schedule for online meetings. For some the second class is online, for others
they want to meet at least one or two more times before going online. Comfort level is very important!
4. I use Skype meetings so that we can talk and discuss any questions. Learners also share their work online by
doing presentations of their assignments.
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5.. I also use an online evaluation and feedback from the learners about how the format is working for them. I use
their feedback to modify and change the course as needed.
Thread: Labor cost-benefit analysis; Post: RE: Labor cost-benefit analysis Author: Mary Ellen McGuire-Schwartz;
I agree. However, I sometimes find myself taking some time off on the weekend for R&R. Then I need too play catch
up with the emails, discussions, etc.
Thread: Summer Sessions and Hybrids; Post: RE: Summer Sessions and Hybrids Author: Mary Ellen McGuireSchwartz; Posted Date: February 21, 2011 7: 45 PM
The first class that I taught online was a summer class. I did meet the first and last class f2f. I met with students on
Skype twice a week. Discussion boards, email, blogs, all add to the class. One of the most amazing discoveries that I
made was the depth of learner discussions. It was incredible to be a part of the in-depth discussions that the grad
students had. Their reflections can be incredible, much more thoughtful than in class discussions. Learners
participated from vacations near and far. It is a relaxed time to work with learners. The days are long and there are
lots of opportunities for online discussion. I also encourage collaborative work online. I love it.
Thread: What do the students actually do; Post: RE: What do the students actually do Author: Julie Horwitz; Posted
I almost always require students to hand in a completed rubric with their assignments. This is for a few reasons: 1)
I know they looked at the assignment requirements 2) they check to see if they have it 3) if they don't it is their
responsibility not mine 4) it helps me focus their assessment on what I really want them to complete.
So I am thinking about how I could possibly have a rubric section on my course. As I said before, I am not
interested in fully online, but I think there is a place for hybrid in my world. I like the idea of having a place where
students can reflect on an assignment. For example (and go with me here, this is a brainstorm) before each
assignment is handed in students would be required to comment (in a specific thread or section) what they liked
about the assignment, what they found most challenging and what they think I should do in the future. I am not
positive about exact question but I think this would be a way for me to collect information about the assessments
and address any problems before I grade.
Thread: Disappearing instructor; Post: RE: Disappearing instructor......don't disappear please Author: Julie
Horwitz; Posted Date: February 21, 2011 8: 28 PM
Kalina,
It is interesting that I don't think anyone answered your question directly. I think for me this is an answer in itself.
Maybe I am too protective of my time, my kids time, my writing time but I have yet to hear anything except
teaching online really takes more time. It might be flexible time, but it is more.
I have tried to only answer email in the morning but then I feel anxiety about all of those unread emails. I don't
know the solution but I do think at the beginning of the semester we can set up specific time-frames for answers,
feedback and discussions.
I also wonder if our accessibility is a horrible model for our students? Should teachers/ admins/ counselors be
available all the time? Is this possibly why teachers are in the position they are facing in this country? Give, give,
give and don't take (time).
Maybe this is my reaction to Wisconsin right now, but at what point should we be able to be with our families and
not feel guilty about not getting back to a post that really can wait?
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Wow, sorry if it was a rant...didn't mean it that way. I also don't want to come across as not caring about my
students, I do, I love what I do but I don't want it to be my entire life.
Julie
Thread: What do the students actually do; Post: RE: What do the students actually do Author: Virginia Freyermuth;
This shows you welcome students' thoughts about what you are doing and models your willingness to learn from
your the students and reflect on your own teaching. There is much wisdom in not waiting until the end of the
semester to have our students let us know how it's going.
Thread: Disappearing instructor; Post: RE: Disappearing instructor......don't disappear please Author: Elizabeth
Holtzman; Posted Date: February 22, 2011 3: 25 PM
The question of accessibility is such an interesting one. Particularly in considering it from a position of modeling
for our students. This has come up in school psychology in terms of the wonderful possibilities of using technology
to enhance caregiver communication with school based personnel. However, the reality of increased involvement
is the time it takes to be done well with appropriate responsiveness. And the reality is that the more voices
involved, the more perspectives to consider, the more time it will take. I believe the payoff is well worth it, but
requires good boundaries. I don't believe teachers, administrators or counselors should be availabe all the time
(except if on call, which may be the case for some admin.in crisis situations or counselors outside of school
settings).
And I think that being present is so much more than a question of time availibility. For me, the focused time to
respond (both in work and play) is much more productive than more constant "shared" or mulitasking time. That
is if I devote time specific to targetd task (be it playing with my boys, cooking, responding to student needs, writing
etc.) I am more productive and available. This does not preclude daily presence in online teaching, for me just not
continual presence. Perhaps it becomes an expected presence according to task and need. It may be a personality
or style difference, but I do think clear boundaries in terms of accessibility is a very good practice for sustaining
ourselves in this profession. And essential for modeling and not enabling students. It gives time for some
independence, reflection and anticipation. All good.
Thread: 100 uses of threaded discussion; Post: RE: 100 uses of threaded discussion Author: Virginia Freyermuth;
23. Students can discuss their learning styles. How best do I learn? What would help me succeed in an online
learning environment?
24. Students provide links to e-potfolios of their visual work. There can be a group discussion about the eportfolios.
25. Students are assigned to small groups to co-construct a website or e-portfolio. They could describe and reflect
on their online collaborative process in the discussion board.
26. Students are asked to view an exemplar work of art online. They discuss the work using Visual Thinking
Strategies after viewing the website, describing how this process works. http: //vtshome.org/
27. Students create a work of art and journal about the creative process daily as it unfolds.
28. Students submit a piece of writing on the discussion board. Each student selects one piece of writing by another
and interprets it visually in a work of art. The works are posted and online discussion takes place where they
reflect on the connection between written and visual languages.
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29. Students discuss a current event and decide how they want to collectively or individually respond through
using Glogster (online poster design) http: //www.glogster.com/
30. The instructor writes the first line of a poem and each student adds a several lines. The poem is interpreted
using digital photography by each student and posted online.
Thread: Labor cost-benefit analysis; Post: RE: Labor cost-benefit analysis Author: Jennifer Davis-Duerr; Posted
In regards to strategies on how to manage one's time: In my f2f classes, I have students do brief written responses
often, sometimes 2-4 times in a single class session. In online format, I expect that these kinds of written responses
would be in discussion boards.
In order to save time in my f2f written responses I do the following: -give them a 3x5 or 4x6 card to write on,
thereby limitng the amount they can write, making students be more thoughtful and concise in their responses and
reflections
-give them a time limit and an audience, hence I ask them how long they think they need and tell them that they
will be sharing these with one or two or their small group once they're done writing
-sometimes brief written responses are done outside of class and then they bring them in ready to discuss them
and hand them in during our next class session
-I read their cards after the class session, finding trends amongst their responses (could be common questions,
insights, misconception, etc.) as well as differences among the responses
-I take time during the next class session to share some particularly pertinent trends and differences. This time
may be brief, simply bringing clarity to a commonly misunderstood term, or could be lengthy, answering a
conceptual or theoretical question that students are having difficulty with, connecting their insights to current
events in education, etc.. Particularly interesting or insightful responses that were different than the trends I found
are also discussed, sometimes to push students to see another perspective, or question their previous beliefs, etc.
In an online format, I envision that I could meet the same purposes with slight variations to the procedures within
a discussion board.
-limit discussion board posts to a certain number of characters, like a Facebook post, or Twitter. I don't think there
are ways of limiting characters within blackboard, but I'd likely instruct students to create their posts in a word
document where there is a character counter (and a spell checker!) and also a way to save their posts for future
reference should they need them for a futre class activity or assignment (kind of like the index card)
- Instead of reading and replying to EVERY discussion board post, I could read all of them for trends, just as I do
their response cards now. I could then use those trends to do a number of things - post new content (maybe an
article, video, podcast, or powerpoint or even just a clarifying post within the same forum that serves the purposes
I stated above in the f2f format)
-In place of students sharing with one, two or their small group, I could have students read 1-3 posts and compare
the peer's post to their own, noting similarities and differences. This would get students to do some of the work for
me in a sense, but also (hopefully) broaden their perspective, confirm their understandings, and/or point out
where they may have misunderstood or not read something thoroughly enough
Thread: Technophobia; Post: RE: Technophobia Author: Jennifer Davis-Duerr; Posted Date: February 25, 2011 12:
05 PM
Page 37 of 184
I couldn't figure out where to post this link, but this seemed as good a place as any as it might alleviate some of the
technophobia that some of our students might experience: http: //www.pbs.org/teacherline/free-orientationcourse/
This is a free online learning orientation course designed for teachers and offered through PBS, but likely useable
for anyone. PBS is providing online professional development for teachers and this is their way of helping those
teachers be successful in the online professional development. I think this is something that could benefit our
students at RIC as well, though maybe we'd need something that is more directed at our learning management
system (Blackboard)? I don't know know if that would be necessary.
Here is a bit of description: Free Orientation Course
Take our free, two-hour orientation course, "Practice Learning Online with TeacherLine" to prepare for online
learning. Enter the course through your My Courses page.
At the end of this course, you will be familiar with: The importance of time management and the self-discipline
required to be a successful online learner.
Skills for navigating course content quickly and efficiently.
Strategies to improve the quality of your participation in an online learning community.
Where to go for help.
Resources available through PBS TeacherLine.
*In order to take the course, you must first join PBS TeacherLine. Join for free.
Thread: Disappearing instructor; Post: RE: Disappearing instructor Author: Constance Horton; Posted Date:
February 27, 2011 8: 50 PM
I like to set the entry point at announcements - then if there is something I really want to have them see, they can
hardly avoid it. I post an announcement weekly and stress they need to check email 2-3 times a week. I also work
hard at the beginning to comment on each assignment turned in so they get used to reading my feedback.
Thread: Disappearing instructor; Post: RE: Disappearing instructor Author: Constance Horton; Posted Date:
February 27, 2011 8: 51 PM
Thanks for bringing that up, Janet. I have not seen it in my course yet but now will try to be ready for it.
Thread: Labor cost-benefit analysis; Post: RE: Labor cost-benefit analysis Author: Constance Horton; Posted Date:
February 27, 2011 9: 08 PM
Thanks, Jennifer. It is helpful to hear someone think about some ways to take one task morphing it into an online
environment.
Thread: Bloom's Taxonomy for Technology; Post: RE: Bloom's Taxonomy for Technology Author: Constance
Horton; Posted Date: February 27, 2011 9: 19 PM
Love it, thanks, Eileen!
Thread: Disappearing instructor; Post: RE: Disappearing instructor......don't disappear please Author: Alexander
Sidorkin - local; Posted Date: March 1, 2011 7: 58 PM
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It is up to us to manage time in on-line class, while in F2F it is to a degree managed for us by the organization.
That's the difference; it is not that online takes more time. It takes as much time as you allocate, no more and no
less. When I taught online, I found it to be manageable and comparable to F2F, if a little more intense. For a F2F
class, you psych yourself up, because it is a performance. You need to maintain the path, and a level of energy. For
online teaching, you just need to do more clear, more structured thinking. I find it different, but also enjoyable.
Thread: Summer Sessions and Hybrids; Post: RE: Summer Sessions and Hybrids Author: Alexander Sidorkin local; Posted Date: March 1, 2011 8: 12 PM
One of the reasons to consider hybrids is to stop being beholden to the college's schedules and space limitations.
Why not plan a 6 or even 4 weeks of f2f, but extend the actual end of the class for 4-6 more weeks, and finish it
online? The whole idea of semesters and schedules is nothing but an attempt to manage the physical space.
We move to the virtual world to escape some limits, not to create new ones! If you constrain your thinking to the
things you are used to in the physical world, plus add the limits that exist in the virtual world, you end up with a
double set of constraints. The point is to add new freedoms in exchange for accepting new limits.
Thread: Disappearing students - taming the timing; Post: Disappearing students - taming the timing Author:
Alexander Sidorkin - local; Posted Date: March 1, 2011 8: 35 PM
It also happens that your students disappear. When we make a course schedule a bit too flexible, they will
postpone, procrastinate, forget, etc. The at the end, they will try to do everything, will get frustrated, and blame you
for their failure. You can only go so far by saying - it's your own fault. In the end, it is the instructor's responsibility
to ensure students exert themselves steadily, without over-reaching, but without slacking off either. How do you
make that happen? What are some ways of pacing student work?
In F2F environment, there is the natural rhythm that has to do with coming to class. If you do not bring your work,
or do not read, you will be embarrassed, or get points off. It does not work in online environment. what do we use
instead?
Thread: Disappearing students - taming the timing; Post: RE: Disappearing students - taming the timing Author:
Corinne McKamey; Posted Date: March 1, 2011 10: 05 PM
I'm a "vanished" student so to speak.
I couldn't make the initial large meeting, and since then I have felt disconnected. After the meeting I missed, there
was a lot of jargon that suddenly popped out of the air that I couldn't follow and different areas of blackboard I
wasn't oriented to e.g. "what's the difference between the chat room, forums, and weekly discussion tabs?" I'm also
feeling overscheduled this semester, but that's no excuse.
I thrive in small seminar settings and project work groups with a specific task at hand. I'm having trouble leaping
into this online space. It was useful to have Sasha's email point me here -- if I don't have pointers, the whole
project/class falls off the map for me.
Thread: Bloom's Taxonomy for Technology; Post: RE: Bloom's Taxonomy for Technology Author: Mary Sullivan;
Posted Date: March 1, 2011 10: 52 PM
Eileen,
This is terrific...thanks for sharing.
M
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Mary Ellen McGuire-Schwartz; Posted Date: March 1, 2011 10: 58 PM
Welcome back Corinne. I think Sasha showed how to engage you and bring you back into the fold. It is very
important to be in touch with students when you are teaching online. Sasha's use of email is one example of
engaging students. There are many ways to pull students into the fold. I think that it is important to engage
students, to speak/communicate in a way that engages them. To make personal contact is very important.
Sometimes when I send out group emails, each student feels that I am individually communicating with her/him.
The student will respond. I think connect, connect, connect and engage, engage, engage.
Thread: Bloom's Taxonomy for Technology; Post: RE: Bloom's Taxonomy for Technology Author: Eileen Sullivan;
Posted Date: March 2, 2011 8: 36 AM
Haven't decided how to use it but will post and share with my online class now.
Any ideas on how to actually use it?
Thread: Summer Sessions and Hybrids; Post: RE: Summer Sessions and Hybrids Author: Eileen Sullivan; Posted
Date: March 2, 2011 8: 44 AM
I really like the idea of summer hybrids. It is a perfect way to teach f2f and then follow up with discussion and
other content in the online format. I wonder if there is any research as to whether it is best to do f2f and online
format consistently throughout a set time frame for a course or to do the online portion at the end or beginning?
It would seem best at the end of the course as you would have met the students and been exposed to the content
and could even review the technology part of blackboaard and run a short review of how to navigate.
Sullivan; Posted Date: March 2, 2011 8: 50 AM
It is important to have an online presence. I made short 2-3 minute flip videos to
introduce each module for online coop teacher class this semester. I was taught that you need to be online every
day if you are teaching an online class. Moderating discussions is a skill you learn after teaching online for a few
times. At first I think I
over-responded to students' comments but I learned how to moderate discussions with experience. You need to
read all the comments but respond to ones to assist with probing question or provide expertise and interject
comments from the readings and the content of the class.
Constance Horton; Posted Date: March 2, 2011 11: 11 AM
This happens even in F2F classes but harder in online situations. The first class I ask for a survey from students
with an emergency phone number and another email outside of RIC that they check regularly. When I get no
response after emails in and outside Bb, I try texting their phone- that usually gets a response.
Thread: Disappearing instructor; Post: RE: Disappearing instructor Author: Virginia Freyermuth; Posted Date:
March 3, 2011 7: 51 AM
Mary Ellen,
How do you Skype with multiple students at the same time? I have used Skype, but not with groups of people.
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Thread: Technophobia; Post: RE: Technophobia Author: Virginia Freyermuth; Posted Date: March 3, 2011 7: 55
AM
Thanks for the link and the tip. I will check it out.
Thread: What do the students actually do; Post: RE: What do the students actually do Author: Jennifer DavisDuerr; Posted Date: March 3, 2011 11: 05 PM
I require self evaluation on rubrics as well and for the same reasons as you do, Julie. Bob Rude and I were
discussing grad students' dependence on rubrics the other day though, and it's making me consider pulling back on
this a bit at times. I think in some ways students become overly focused on "pleasing the teacher" and lose the
ability to determine for themselves what hard work should result in. At times I even wonder if my rubric limits
students from doing more. If they can get the A by doing _____, why go further?
Although it makes students uncomfortable at times, I think developing this kind of professional judgment is
needed. Determining acceptable and desirable outcomes of one's work is something professionals have to do all
the time, as no one is giving us a rubric to tell us exactly what we should be doing all the time. Does this make
sense, or am I in utopiaville?
I particularly like your idea of having students reflect to me after they've completed an assignment, but BEFORE
I've graded it. Maybe if they could do so anonymously I could get a better sense of the value of the assignment in
their eyes. (I could see how this would be important for a course in any format.) I often ask these questions at mid
semester or end of term course evaluations, but I do think I'd get better feedback immediately after they've done
an assignment. Thanks!
Thread: What do the students actually do; Post: RE: What do the students actually do Author: Jennifer DavisDuerr; Posted Date: March 4, 2011 12: 05 AM
1. What is an effective learning activity?
I think it’s easy to identify an ineffective learning activity, but determining what constitutes an effective learning
activity seems to be a tad more challenging.
I think an effective learning activity is characterized by:
a) an acknowledgment of one’s current knowledge (including a lack of it), followed by a comparison to newly
gained knowledge
b) engagement - in solving something puzzling, overcoming a challenge, and/or developing a deeper
understanding of oneself or others
c) the ability to categorize new knowledge in order to call it forth in the future
d) the application of new knowledge, thereby confirming/solidifying the new knowledge in order to achieve a goal,
progress toward the acquisition of more knowledge, or determine a need for additional knowledge
e) meeting multiple purposes – eliciting both implicit and explicit learning, with some implicit learning often not
realized until reflection on the activity
For example, reading, for me, is an effective learning activity. Because I interact with the text (i.e., talk back to it,
disagree, challenge, expand on, question, condense, etc.) within my mind, but also right there all over the text,
reading many times aligns with all the characteristics above.
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I do not believe that reading is often an effective learning activity for my students though, mostly because I don’t
believe that many of them have learned or developed the ability to interact with text. In order for assigned reading
to be effective then, I require a series of different Reading Response Activities that elicit the characteristics above.
Sometimes I think it works, but other times not so much.
2. What in an effective learning activity depends on the medium of communication?
I do think that I most often expect my students to learn similarly to how I do – through writing, talking, listening,
and reading. I ask them to write reflections or responses to readings, discussions, and occasionally videos in class.
As a break from the norm, in my Monday night f2f grad class, I asked my students to create skits. Although all
groaned and threw me looks of exasperation, the activity not only met the characteristics above, but they seemed
to be having a great time (it was LOUD in there, and there were many laughs). I don’t think that an effective
learning activity is always fun, but it helps.
Considering the medium of communication and how this influences the effectiveness of learning activities is
interesting, revealing my instructional comfort zones (reading, writing, talking, and listening), but possibly
limitations for my students. Perhaps technology can bring both them and myself beyond those comfort zones and
into more creative and critical thinking.
Thread: Research on distance education; Post: Research on distance education Author: Alexander Sidorkin - local;
This is something one of our candidates for the Dean of Continuing Education position brought with him to the
interview. It is a bit cryptic, and was probably created as a notes to self. But it is interesting. See especially the six
recommendations at the end. What do you think? I think each could deserve a separate thread.
Six Recommendations
Use quizzing to promote learning, both to introduce а new topic (Low) aпd to re-expose students to key content
(Strong)
Connect abstract and concrete representations of соnсерts. Moderate
Interleave worked example solutions with problem-solving exercises. Moderate
Space learning over time over several weeks or months. Moderate
Combine graphics with verbal descriptions. Moderate
Ask deep explanatory questions. Strong
Attachment: Research on distant learning.pdf (13.574 KB)
Janet Johnson; Posted Date: March 4, 2011 5: 17 PM
The only class at RIC where I have flunked a student was my hybrid class a year ago. I was a rookie and didn't
schedule enough f2f meetings, which was a problem. We met for the first two weeks, once at midterm, and once at
the end of the semester. I also met with students individually to talk about their projects. During that midterm
meeting, this student admitted that she just couldn't focus on the course without having to attend class. We talked
about pretending that our meeting time was the time she could devote to work on the class. I also made sure to be
in contact with her individually. It was too bad--I feel as if I offered her multiple chances, but she just couldn't make
the commitment in this kind of environment.
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On this note, I attended a session at a conference last winter, and the speaker said that the percentage of students
who drop out of online courses is markedly higher than f2f. Not only is it the environment, but people often choose
online classes because they have other substantial commitments that keep them from f2f classes in the first place.
So they are from the eight-ball from the beginning. Both teaching and taking online courses are not for everyone.
Thread: Research on distance education; Post: RE: Research on distance education Author: Janet Johnson; Posted
Date: March 4, 2011 5: 52 PM
I'm not sure about #1, but I think it depends on the class and the learners as far as using quizzes. To be more
specific, I don't think quizzes act as incentives for learning, but rather as a punishment for not doing the work. Not
doing the work strikes me as the punishment itself--a student can't move on.
But quizzes, if done properly--i.e., getting beyond comprehension questions--can serve as appropriate assessments
of student learning. I guess I don't like to see assessments positioned as the proverbial stick instead of the carrot.
I do see value in the others, even if I'm not sure what all of them mean. Matching written with graphics is
important, for example. That's why I like Prezi and what Ginny was writing about in her project. Even online
learning can look a bit dependent on written text if the instructor doesn't deliberately introduce other formats and
multiple kinds of texts--visual, media, music, and so on.
Karen Berard-Reed; Posted Date: March 6, 2011 9: 28 AM
I appreciate this thread-- I am feeling like a disappearing student myself. One of the things of I learned about
myself, fairly recently in my educational career, is the personal connection acquired during class meetings is very
motivating. I find myself more vested in the process when I meet f2f with students (or classmates in grad school)
regularly. I imagine I am not alone in this feeling and it could be why some learners struggle with the online
environment. This will be one of my challenges -- finding a way to maintain that motivation while I don't KNOW my
students as well as I do in a f2f setting and continue to finds ways to build the relationship among students and the
instructor.
Janet, in addition to students who may select online learning as a scheduling solution, I also suspect that some
instructors may choose to teach in an online environment because they (mistakenly!) believe online teaching will
free up some time for other projects. I think an important message to online teachers and students is that this type
of coursework is certainly not less time consuming and potentially may fill more time. I have encountered faculty
members who have indicated that online teaching is a bit of a cop out and an "easy way out" -- I strongly suspect
those individuals have little experience with effective online learning. I'm not sure how to get folks more open to
the experience but also assess it in a frame of reality.
Thread: Homework assignments in an excel type spreadsheet; Post: RE: Homework assignments in an excel type
spreadsheet Author: Vivian La Ferla; Posted Date: March 6, 2011 5: 39 PM
Thanks,
I've been a bit swamped with observations and teaching 3 --4 credit courses and plan to work on this over the
break.
Vivian
Thread: Creating a course step by step; Post: RE: Creating a course step by step Author: Charles McLaughlin;
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I've taken a cue from the communication class I teach. As a new member of the on-line learning community, I
started to look for ways to organize my classes where I used on-line materials. Storyboarding seemed to be a good
way to organize goal and objectives, readings, course materials, time, and activities. So for each class or lesson, I
created a small storyboard for what I was going to do and use. I also identified where something was located; if I
need to use the announcement page, e-mail to make sure everyone was getting the information necessary to
complete the assignments.
Thread: Disappearing instructor; Post: RE: Disappearing instructor Author: Charles McLaughlin; Posted Date:
March 10, 2011 10: 56 PM
Hey Connie:
Like you, I try to make them aware of the fact that I will be communicating with them regularly. This was especially
helpful in the 251 class (f2f). The students knew that I would get back to them in a reasonable amount of time or
really quickly if it was a 911 event.
One thing that has worked for me is to create reports that track the number of views students have made to
different areas of the BB environment. It was actually more fun in WebCT, but.... Anyway, I could comment directly
to students who were not making progress, had disappeared, or seemed to be lost. I could then contact them about
what I had seen ... " how'd he do that???" and ask if I could help out. The result is that they got the idea that, "he's
watching us and he knows what we're doing!" and they told their friends what I was up to.
Charlie
Thread: Research on distance education; Post: RE: Research on distance education - and my own trial run Author:
Constance Horton; Posted Date: March 11, 2011 6: 55 PM
Last week I tried out a class that was entirely presented online. As I said to the students - "pretend you are in sunny
California taking this course and we can't meet face to face". I had given them the distance survey awhile ago - and
many seemed in the middle - distance learning could be appropriate.
My lesson used skills they had already learned in new ways. I created two short Camtasia videos to show how to do
the project, which was due before the next class unless they emailed me 2 days ahead with problems/questions I
couldn't solve with them.
I asked them to use the blog to describe their feelings about the experience - and how it seemed to fit their
personality. They were split almost 50-50 - preferring face2face class over distance learning or vice versa. These
are undergrads in a 200 -level course, so in general, young. What I did not include and would the next time, is a
synchronous option with me - either virtual office hours or chat or skype at a certain time.
Good experience for them - and me.
Thread: Creating a course step by step; Post: RE: Creating a course step by step Author: Virginia Freyermuth;
I prefer to start by thinking about my students and how this course might build upon their prior learning and
further serve to challenge and engage them. Who are they likely to be? What could their possible needs and goals
be at this time? What are they seeking, and how might our interaction provide opportunities for their growth, and
also my own growth? What lines of inquiry will cause them to relate the course content to their own lives in ways
that are useful and inspiring? Then I think about the world around them, and what the expectations and demands
are that impact my course design, such as required assessments and assignments, time limitations, etc. Working
from both the envisioned inner needs of my students as people and the demands of the larger environment, I work
to determine a process by which the requirements can be met while honoring the students themselves. This edge is
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where objectives and assessments are determined, followed by what I hope is a sequence that allows learning to
unfold. Ginny
Janet: It is probably true about the droop-out rates, but unless you could randomly assign students to either a f2f or
online class, you cannot rule out self-selection bias. Probably people who sign up for online classes are already
overburdened, and are seeking a more flexible option. Perhaps they even perceive it as an easier option.
Teaching and learning online is like overcoming a disability - certain important functions become unavailable, so
both instructors and students need to compensate. Yet for some people online education is the only option, and for
many - such as working adults - it is a preferred option. The variety of offerings is a matter of access to education,
and ultimately, it is a matter of justice.
Thread: What do the students actually do; Post: RE: What do the students actually do Author: Alexander Sidorkin local; Posted Date: March 13, 2011 8: 44 PM
Jen, try adding an item in your rubric like "Original thought," or "Insight." Explain - they need to write or do
something that you have never heard before; in other words, something brilliant, unexpected.
Thread: Google Docs; Post: Google Docs Author: Alexander Sidorkin - local; Posted Date: March 13, 2011 9: 03 PM
I am usually cynical about various new tools and platforms. They very rarely change the game, and all can be used
better or worse. For example, Bb is not an improvement on WebCT, and both have not improved much over the last
15 years. The various e-portfolios are all the same. PowerPoint is stale and not changing. But once in a while,
something comes along that will revolutionize the world. I believe Google Docs is one of those things; most people
just don't see it yet.
Google's signature is simplicity. The ability to instantly publish any document, and to allow others to collaborate
with you are indeed revolutionary, because it is just so simple - and free. Docs can do most of the things Bb can do, for free and without the learning curve. They can do what Dreamweaver or Survey Monkey can do - and those are
complex programs, requiring learning. Docs can replace Wiki, and most of Adobe. All of it for free.
It is possible that someone will beat Google at its game, but what is important is the simplification of information
technology, and the radical move to collaborative model.
Thread: Group work; Post: Group work Author: Alexander Sidorkin - local; Posted Date: March 13, 2011 9: 20 PM
This is larger than on-line or hybrid teaching. What is the appropriate use of group work? Do we abuse it? Is it an
easy way out - give them something to do, and you don;t have to do much teaching? We all know what the
problems with group work are - the free-loader problem, the difficulty of assessing individual students, etc. If it is
worth it, why?
Bb has a good group tool. A group can have its own file exchange, threaded discussion, chats. Has anyone found
some great ways of organizing a group project?
Here is a small list of my painfully obtained lessons about group work: 1. Define roles for each group participant.
2. Allow group members to comment on each other's contribution
3. Acknowledge and recognize leaders
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4. Explain why we work in groups - the ability to collaborate with colleagues is essential to today's teachers.
5. Do not drag out group presentations - make them short and sweet; no more than a fraction of the total course
time.
6. Use them as teachable moments. Correct errors, challenge assumptions - in other words, keep teaching!
7. Allow some students to opt out, especially when group dynamics go wrong.
Thread: What do the students actually do; Post: RE: What do the students actually do Author: Virginia Freyermuth;
I have not previously used "Original Thought" in a rubric, but I like it very much. It is more focused than
"originality." In art, we also value inspiration and intuition. I have found these right-brain aspects of the mind to be
very difficult to assess. Yet I want to encourage students to trust what is just beyond thought--those gut feelings
that can wisely lead you in a certain direction before you consciously know why. I have characterized it as a
willingness to take risks, to move into the unknown with a sense of adventure. Yet using "risk-taking" in a rubric
does not completely characterize or do full justice to these important yet more elusive qualities. Does anyone have
suggestions for ways to help students assess these in an online environment? Written reflection seems initially the
best to me (or video description) for a thoughtful approach to the creative process and its sense of "flow." But I
welcome other ideas. Finding powerful ways to teach art / art education in an online environment means honoring
the full capacities of mind and also heart.
Virginia Freyermuth; Posted Date: March 14, 2011 7: 57 AM
I am not familiar with Camtasia, but I am intrigued now that I have read about it on the web. Did you use videos of
powerpoints? Thanks for making me aware of this option.
Thread: Google Docs; Post: RE: Google Docs Author: Virginia Freyermuth; Posted Date: March 14, 2011 8: 05 AM
Can we make a list of specific things that Google Docs might allow us to do?
Such as: 1. Collaboratively develop a compendium of great lesson ideas
2. Build a great lesson plan: students collaboratively write a lesson plan and work together to refine and
strengthen it, with discussions about how they are making decisions. One person presents the lesson idea and
writes the overview. Another person adds the objectives...etc. Then they can all go back and discuss the merits or
further ideas of each section.
3. Share and comment on the writing of their teaching philosophies
4. Conduct a group critique
Thread: Report on Evidence Based Practices in On-ine Learning; Post: Report on Evidence Based Practices in Onine Learning Author: Charles McLaughlin; Posted Date: March 14, 2011 12: 11 PM
Friends:
Attached is a report the was mentioned on the pdf that Sascha sent regarding research on distance education. I
became intrigued by the bold type above the suggestions "Best Practices in Education" on the pdf he sent in that
post. The last week or so I've been having conversations with IT folks about the requirements for building a good
class. The discussions I've had seem to reveal that students do better in on-line classes than in F2F. That was
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puzzling to me because building classes is labor intensive and they are devised to help students learn or produce a
product that shows they have mastery of the content.
I started the search for more information, because I can't seem to get a straight answer about what are the best
methods for content delivery and an understanding of how students are learning with the on-line tool. One thing
that I've learned is that asynchronous learning seems to create networks of learners within the class, rather than
the teacher as leader (fountain of knowledge). It is possible that the network exerts greater learning potential than
the teacher does. So, there's going to be more discovery, more collaboration, and more student - to - student
communication. The question is how to discover when this happens, the kinds of activities that make this happen,
and how to maximize this so that everyone in the class has the shared experience. It follows that the role of the
teacher is much different than in F2F classes.
Does dependency on the teacher inhibit learning? Why does it appear that student-to-student interactions seem to
breed better achievement results?
If students are to be successful, what is the relationship among the teacher--technology--pedagogy--student?
Thanks for the forum,
Charlie
Attachment: finalreport.pdf (1.172 MB)
Thread: Creating a course step by step; Post: RE: Creating a course step by step Author: Eileen Sullivan; Posted
Date: March 15, 2011 11: 55 AM
Story board-This is a great idea Charlie-like a curriculum map.
Eileen Sullivan; Posted Date: March 15, 2011 11: 56 AM
Thanks for bringing this up Karen. Online teaching, while it allows for flexibility of where and when you teach, is
actually more time consuming. Off to look up some research to post for others about this.
Thread: Research on distance education; Post: RE: Research on distance education Author: Eileen Sullivan; Posted
Date: March 15, 2011 11: 57 AM
This is an excellent and simple document to use for effective online teaching Sasha.
Thread: Google Docs; Post: RE: Google Docs Author: Kalina Brabeck; Posted Date: March 18, 2011 12: 54 PM
What about copyright issues? It was my assumption that it's fine to copy, scan, and post things on educational
platforms like Blackboard because they are clearly for educational purposes-- If one uses Google Docs does that
change?
My husband wrote a paper in law school on copyright issues and copying texts in academia... I'll have to ask him.
All I can remember from his paper right now is that some professor from a university in Georgia was sued by a text
book company...
Thread: Google Docs; Post: RE: Google Docs Author: Alexander Sidorkin - local; Posted Date: March 18, 2011 9: 41
PM
A google doc is nothing but a web page that everyone can edit easily. The same laws apply. But it is challenged
some fundamental boundaries - that a document can belong to someone, or be . The difference between your
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private hard drive and the internet is not as hard - it is a matter of changing sharing settings. The whole idea of
sending an attachment file becomes obsolete.
But you can make either a single doc or an entire folder open to a group of people, which simulates Blackboard as a
protected classroom sphere.
Thread: Report on Evidence Based Practices in On-ine Learning; Post: RE: Report on Evidence Based Practices in
On-ine Learning Author: Alexander Sidorkin - local; Posted Date: March 18, 2011 9: 57 PM
This is why I love these conversations: faced with a very different environment - online in this case - we have to
question the most fundamental assumptions about teaching and learning. Yes, we need to rethink what teaching is.
Out identity and power as teachers was always based on knowing more, and sharing that knowledge with students.
But now we need to reposition ourselves as facilitators of learning. we're in a helping profession - helping students
to learn from texts, from experiences, and from each other. This is not an easy shift, but a necessary one, online or
f2f.
Thread: Video; Post: Video Author: Alexander Sidorkin - local; Posted Date: March 18, 2011 10: 01 PM
Let's talk video. shall we record video clips of ourselves, explaining things? Why would you do it, and why wouldn't
you?
Another, a very different question. Assume you found a great clip somewhere on the internet. What is the best way
of using it? Just say - watch this clip, and answer these questions, or reflect? Is there a more sophisticated way of
using an outside video?
Thread: Google Docs; Post: RE: Google Docs- spreadsheet Author: Constance Horton; Posted Date: March 19, 2011
7: 35 PM
Another use - I find Google Docs spreadsheet also useful when students need to 'sign up' for something. A make a
spreadsheet with their names and the required columns, and they can fill that in at their leisure, see each other's
info, easily edit if there is a change, and it is easily accessible anytime.
Constance Horton; Posted Date: March 19, 2011 7: 42 PM
I was trying to demonstrate how to use a couple programs in Microsoft Office so having a screen capture what I
was doing and having the option for my own voice narration was useful. I have not used videos of powerpoints you mean pre-existing ones?
I do have students look at one that is posted online during my course for another unit and I think it is reasonably
effective. Being able to stop, start, and replay any video is important for students, I think, as they don't all
comprehend at the same speed.
Thread: Google Docs; Post: Google Docs alternative with WindowsLive Author: Jennifer Davis-Duerr; Posted Date:
March 20, 2011 10: 31 AM
Has anyone played around with Windows Live version of Google Docs? It might become easier for our students to
learn this as it will all be connected with their @live.edu e-mail accounts. Scott Badger has been talking about this a
bit at trainings this week, and apparently students can collaboratively work on Powerpoint presentations, Word
Documents, etc. and then post them on the SkyDrive (a 25MB online place). Students can post photos, docs, etc. and
give different people different levels of access to what they post. This might be more streamlined than students
(and faculty) using both Google Docs and WindowsLive, though I've not become very familiar with both yet. Just
starting to look into this.
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Students don't even have to have Microsoft Office on their computers in order to create/edit/save docs on
SkyDrive, which might really help with the Mac vs. PC issues I run into often with students.
Jennifer Davis-Duerr; Posted Date: March 20, 2011 10: 58 AM
I like the idea of "teaching and learning online is like overcoming a disability". Having come from a SPED
background, I think I can approach meeting students' needs online more creatively if I apply what I know about
how students' have overcome disabilities in their classrooms. There are a variety of issues that I would assist
students with that might come in handy with assisting online college students as well:
Engagement/Motivation/Effort: -assign students buddies, someone to read/comment on your work consistently,
yet not evaluate you
-provide intermittent opportunities to evaluate your own learning, set new goals, and plan for the process to
repeat
-scheduled individual conferrencing (students knew that they could count on me to provide individual attention
and support at specific times)
Time Management: -ask students to estimate about how much time they think an assignment or project (or
portions of a project) should take them, then guide toward a reasonable expectation so that students are overdoing
it or slacking off (possible unknowingly putting forth less effort on an assignment than you'd intended)
-provide organizational support (shared agenda) so students had constant reminders of upcoming assignments
-provide due dates for portions of a large project (need outline by this date, draft by this date, final by this date)
Processing of Materials: -provide specific purposes for reading, writing, assignments. Focusing attention on what
matters most, what they need to make sure they get out of something and show me that they got out of it
-provide assignments that require students to chunk large reading assignments (Read section 1,
comment/critique/question, Read section 2, comment/critique/question, etc. until reading assignment is done)
-TPS (ThinkPairShare) Although this is usually a practice I have students do in F2F class format, they could pair up
and co-create a document where each writes a few sentences about their reading/viewing of a video or
powerpoint, read each others’ and comment on that. I suppose a discussion board posting and comment would do
the same thing.
Showing What you Know: -provide options for students to show what they understand in a variety of ways and in
brief increments (might encourage students to post “ talking head” video, create a ppt slide with clipart/pics/and
text, rephrase/summarize key points, provide a link that connects to the idea being taught, etc)
That's a good list, Jen.
I am thinking using a low-tech option like a scheduled phone call once in a while to every student may be a good
idea. I have never tried it, but looks like something to try.
Thread: Google Docs; Post: RE: Google Docs alternative with WindowsLive Author: Alexander Sidorkin - local;
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I tried Office Live briefly, and found it to be more cumbersome than Google Docs. In particular, sharing weems to
depend on having an account with Windows Live. Google will let you share with anyone, with or without Google
account. It may change, but that was the deal about a year ago.
On-ine Learning Author: Julie Horwitz; Posted Date: March 20, 2011 7: 48 PM
I completely agree that our job is to help our students discover their own knowledge but as Sasha said, it is difficult
for so many teacher to give up the control in their classroom. I am not sure that college professors are much
different from our teachers in training in this area. So many of my students are concerned about classroom
management and being able to control the classroom. I really believe if we (all teachers) in our hearts trust that our
students are smart and can do what we set forth for them than our classrooms would be much more constructivist
and so much more learning would occur. I think one of the difficult things with this is that the hard work comes in
the planning and from what I have seen in my own teaching, I need to know my content in and out if it is going to
work. This is where I think teachers become fearful and hold on to the "traditional ways" become they can control
the conversations and do not end up in areas where they might not have the answer. This is too bad because those
uncharted areas are so much fun and interesting.
As Charlie said, thanks for the forum to think this through.
Thread: Video; Post: Video reviews Author: Charles McLaughlin; Posted Date: March 21, 2011 3: 04 PM
During the 310 class, I use two videos from the James Burke "Connections" Series. They are each about 40 minutes
long. The problem with that is many students have trouble paying attention to the video for that amount of time. I
tried this once; running the video for about 8 minutes and then at a preselected spot stopped and had a brief
discussion. Then, I turned the video back on and stopped it again at the 8 minute mark..... and again... and again.
Continuity was lost, the discussion disjointed .... argh!
Solution: I developed a video review sheet for both videos. I prepared a sheet with essential questions related to
the development of important inventions and innovations that changed history. I set the questions up so they were
in the chronological order these devices were seen in the video. The change in student attention and behavior was
much better than the on & off scenario. The bonus was that the discussions we have after the videos are much
better and valuable to the class. Students have something in front of them with facts, or how they interpreted the
facts. I also can rely on full particiaption because everybody worked on getting the info. My students seem to
appreciate the fact that I viewed the video, too; and prepared these sheets so that they could have an outline of
sorts.
I've attached a sample of the one I used this semester.
Charlie
Attachment: Distant voices 2011.pdf (47.378 KB)
Thread: Sliderocket; Post: Sliderocket Author: Denise Guilbault-Langworthy; Posted Date: March 25, 2011 2: 53
PM
I am investigating possibilities for online presentations that would allow for chat. I found a website called
sliderocket (http: //www.sliderocket.com). Has only used this or found something similar?
Reply Quote Mark as Read
Thread: Video; Post: RE: Video reviews Author: Denise Guilbault-Langworthy; Posted Date: March 25, 2011 3: 06
PM
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Thanks, Charlie! Thanks for asking this question Sasha as I wondered the same thing .
I did some looking around on youtube to see if there might be supplemental material available online. I was
surprised to find some excellent youtube video on measurement and evaluation. I wondered how I could make the
most of the video. Also wondered if I am actually dispensable. Find the right video content and sequence, put it up
on Bb and voila. Seems like the only thing Bb can't do is correct papers!!!
On-ine Learning Author: Denise Guilbault-Langworthy; Posted Date: March 25, 2011 3: 54 PM
Hmmm... I cannot wait to read this report. I do understand how this might be possible. When I am casually looking
for information online I almost always walk away with more than I expected to learn. One site leads to another and
before I know it the day is gone. Your question about teacher dependency is interesting. I wonder if there is a
feeling of academic freedom with online courses that might not exist in a f2f class. I always like to assume students
are curious about things and they will naturally seek outside resources. I have included web resources on my
syllabi for the last several years and recently found out that students have not ever explored them. I do know
students are overwhelmed and simply do what is listed in the syllabus. Does the online course remove those
perceived/imaginary limits of the classroom? DO students in online courses take more ownership? I am just
rambling...
As far as professors wanting "control" over a course, I can see that in some instances. I am not sure that is true of
the majority. As you know, even if you have only taught a single class, you can always expect the unexpected. They
can be the most wonderful opportunities. I don't think it is a fear of not knowing the answer in the moment. For
me, the reluctance comes with the loss of personal connections. How do you really connect with a name on the
screen. Ok, ok, ok... I just thought of the over 40 and sexy chatrooms. : )
Thread: Group work; Post: RE: Group work Author: Denise Guilbault-Langworthy; Posted Date: March 25, 2011 4:
21 PM
I was recently speaking with a graduate assistant in mathematics who works at another other institution. He had to
sub for a prof who teaches a math course for ed majors. He taught 10 classes. Nine of the 10 classes were primarily
group work. The one class was test day. Needless to say, his opinion of ed profs is quite low. That is group abuse!!
Your post inspired me to try the group tool with my practicum course. Lately I find myself making the same
comments on lesson plans to the same students. Usually by this time in the semester students are somewhat
competent and can self correct. This is happening for some but not all. I think I will assign "groups" to comment on
rough drafts for a few weeks and I will lurk in the shadows. Sounds like a win-win for all.
Thread: Plagiarism and cheating; Post: RE: Plagiarism and cheating Author: Denise Guilbault-Langworthy; Posted
Date: March 25, 2011 4: 53 PM
I usually ask for drafts of papers along the way. I hadn't thought of it as a way to deter plagiarism. I will keep that in
mind!
Open book tests are another great option as it appears to raise the chance of receiving a high grade. It always
amazes me at the number of students who still do poorly even with access to notes and text.
Denise Guilbault-Langworthy; Posted Date: March 25, 2011 5: 08 PM
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Using Bb has made a difference in encouraging students to complete assigned readings on time. I had a whiny
bunch last semester. They complained that they just couldn't get everything completed as scheduled. Thinking that
I was being helpful, I told them that if anything had to wait they could postpone readings /reading reflections but
they should get them to me as soon as they could. Well, the end of the semester came and they had not done the
readings and it was my fault for being flexible. They said I shoud have made them stick to due dates. You gotta love
'em!
I am using Bb this semester and all assignemnts have a firm due date (no late submission). They are staying on
track for the most part. I like this much better and I think they do as well.
As far as me as an online student - I can relate to Connie. I was mostly on top of things when we had our f2f
meetings for this course. I got stuck on project 3 and used that as an excuse to slack off. I guess I am one of those
online students who needs firm deadlines.
Thread: Disappearing instructor; Post: RE: Disappearing instructor Author: Denise Guilbault-Langworthy; Posted
Date: March 25, 2011 5: 15 PM
I wondered that as well. I thought 3 person calls were the limit - at least for the free version.
Thread: What do the students actually do; Post: RE: What do the students actually do Author: Denise GuilbaultLangworthy; Posted Date: March 25, 2011 5: 33 PM
For those of you who post samples of the assignment online, how do you avoid the tendency of some students to
try to make their assignment look like the example? I don't like doing that because I find students take it too
literally and it limits the ideas that they may have had about the assignment.
Thread: Whys’ and the Why-not’s of the conversion.; Post: RE: Whys’ and the Why-not’s of the conversion. Author:
Denise Guilbault-Langworthy; Posted Date: March 25, 2011 5: 44 PM
Honestly, the only success I have had so far, and it is only a partial success, is keeping students on track with
assigned readings. Students are reading materials by the due date for the first time ever. The reason I say partial, is
that the discussion questions for each reading has not turned into a discussion but rather a place for them to
answer the question and be finished. A few remedies have been suggested and I will try them next year.
Other than the readings, I have not seen an advantage. Most of the courses I teach are best as f2f. I chose the
measurement course as my online guinea pig because the act of music-making isn't involved.
Thread: Video; Post: RE: Video Author: Constance Horton; Posted Date: March 27, 2011 12: 26 PM
For a strictly online class, I would think a short video of the instructor introducing him/herself would be helpful
and set a more personal tone. I like to have all students submit a current photo of themselves and I make a page to
post - so they know who each other are, (as well as for me!) Even in a F2F class, they often seem too shy to talk to
one another unless directed to do so. Maybe in the future, each student would simply make an intro video and post
it to introduce themselves to the class.
The other good use I find currently for video is making a screen capture movie of a skill I'm presenting in class so
they can replay it, and play at their own speed- if they forget how to do it. It does take time though so I need to find
time to do some more.
As teachers fade as the main source on a subject and classrooms/learning spaces become more collaborative, I
often think back on a short article from 2006 which seemed more far-fetched then - the Prensky Challenge, which
involved students teaching each other. I certainly see it happening more and more.
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Our job continues to morph as teacher educators but has always been to help students become independent
learners - we now have new tools.
On-Line Learning Author: Charles McLaughlin; Posted Date: March 28, 2011 5: 56 PM
Denise: The first time I did an entire class on-line it was strictly, flaps up and here we go. I liked that fact that I had
tailored a class made up of incremental steps and cool activities. the thing I was surprised at was that the students
were only somewhat engaged, as this was new for them, too. They seemed unsure and unwilling to take any risks. I
spent a lot of time on the phone with several. I thought I had planned for every contingency; all but students'
reticence to go and explore and try to do something that was different and interesting. I had no sense of controlling
what they were learning, but rather a sense that I was a partner with them in this first flight.
Well, the message got back to other students from those that contacted me and they were simply unwilling to
explore --- they just wanted to know what they had to do to get this over with. I,found it difficult to understand why
the students had adopted such attitudes. When I finally met them in class they said they simply were more
comfortable with me telling them what needed to be done. They also said it was difficult to carve out time since I
wasn't there to monitor them. ?? So for my Orientation crew, my standing in front of them "tellin' the tale", was
what got them to work. The thing I wrestled with this was that all the information was there --- the missing
ingredient was that I was not. Go figure.
So, the question is whether there are ways to determine if a person is suited to take on-line classes or not. Or at
least is there a way to deliver the content in a manner that students can be guided in a way that lets them know
that you the teacher are nearby. I think kids need to get better at risk taking, too.
Charlie
Thread: ARTE 404/504 SECONDARY PRACTICUM IN ART ED PILOT; Post: ARTE 404/504 SECONDARY
PRACTICUM IN ART ED PILOT Author: Virginia Freyermuth; Posted Date: March 29, 2011 8: 44 PM
I have not yet started a discussion thread, so I thought this would be an opportune time to do so. Today, my
students in ARTE 404/504, Secondary Practicum in Art Education, began their pilot of developing a website as a
means for the digital presentation of their Teacher Candidate Mini Work Sample. I will add to this discussion
thread to share with you what I learn from my students in the pilot.
An overview of the process: The students will write a traditional TCMWS on paper according to all the established
requirements. In addition, they will create a website where they will place their unit design on a series of pages,
connected by hyperlinks, and supported by images of work from their Practicum. This voluntary pilot will provide
students the opportunity to have an online home for their unit design. In addition, the students may add to this
website in the future with such things as their art portfolio, student teaching portfolio, art education philosophy,
resume, etc. Given time constraints, I told them they did not need to complete the website by the end of the
semester, but needed to place at least a portion of the TCMWS in this online format for the sake of the pilot. One of
my students is piloting Digication, another platform.
I hope to better understand how conceiving of the TCMWS (unit design) as both a textual and visual project
impacts student thinking about, understanding of, and organization for the unit design of instruction.
The students were trained in the Gaige Hall computer lab today by Ron Gwiazda, the developer of the educational
website platform, TRWorkbench.
Students today made a simple two-page website as a way to demonstrate their understanding of how the
mechanics of web design functions in Workbench. Connie Horton was also present for the training session (thank
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you, Connie) and she helped with both technical and design questions since she has used TRWorkbench in her own
teaching. The RIC STEM website was built with Workbench, also.
The students are completing certain written portions of the TCMWS and will soon design the "shell" for their
websites in which to place text, images, and also PDF files of charts, etc.
I will update this thread as students continue the pilot.
On-Line Learning Author: Alexander Sidorkin - local; Posted Date: March 29, 2011 11: 30 PM
Charlie: I think it is best to go slow, and try hybrid forms before jumping into a fully online course. My first class
online was a disaster, and I think the second was even worse, largely for the same reasons you describe: students
were unwilling to engage, and to show initiative. At one point, I remember, I panicked, and wrote them a number of
very alarming emails, warning about how they will fail the class. It was counter-productive, of course.
Of course, self-directed learners do better in online environment, but they will do better anywhere. It is our
inability to control the classroom interaction that is a problem to be solved.
Denise: Not everything should be a discussion, right? Why do we do discussions in the first place? I think there is a
certain progressivist ideological bias - discussion is good, lecture is bad. But why?
Discussion only works when students are asked to move together somewhere, when a discussion is a collaboration,
where the zone of proximal development mechanisms are active. That does not always happen, and I certainly had
led a plenty of pretty pointless discussions with my students. A place for all of them to answer a specific question is
a great improvement - because they all do it, and no one can hide.
A productive discussion, I noticed, only work when there is a really meaningful controversy, when students are
likely to engage their emotions, and be genuinely divided. They also need the sense of growth - each good
discussion I had, always had the second stage, where I redefine the terms of the discussion, or ask them to go and
find evidence/arguments to back up their positions. It is hard to do f2f, not to mention online.
Thread: What do the students actually do; Post: RE: What do the students actually do Author: Alexander Sidorkin local; Posted Date: March 29, 2011 11: 45 PM
That is an excellent question. One thing I tried is to give them 2-3 very different samples, so they see the range of
possibilities. I also tried to emphasize creativity in rubrics, and discuss explicitly how not to copy samples. But I
cannot say it worked: most students alas are not creative. Without samples, they produce poor quality work, with
samples - copies of the same thing. But then, if they were perfect, why would they need us? : )
One gentle way of enforcing deadlines - create a special thread or a special forum called "late submissions." Also,
take away a point or so for each day it is late.
On-ine Learning Author: Alexander Sidorkin - local; Posted Date: March 30, 2011 12: 09 AM
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I am afraid, nothing good happens in in-line environment y magic. No inherent advantages, sorry. Any good
learning you can eek out of an online class is intentional. It would be great if we all could just retire without ever
needing to teach online. And it may happen - I don't know.
But University of Phoenix is kicking our collective butt. I just spoke with many people from all over the country their graduate enrollments are dropping because of the new regulatory environment and competition from forprofits. We have many private schools right here in RI - JW and Regina, and PC - how are we going to compete?
Thread: Video; Post: RE: Video reviews Author: Alexander Sidorkin - local; Posted Date: March 30, 2011 12: 13 AM
This is awesome, Charlie. Looks like a lot of work, but I completely agree with you - students immediately see if the
instructor have not read the readings, or have not viewed the video. I was caught every time I tried to cheat like
that, and it very embarrassing every time. I think it is important to give oneself time - building a course like this,
with a specific review sheet and other precise tools - takes years.
Thread: Video; Post: RE: Video reviews Author: Alexander Sidorkin - local; Posted Date: March 30, 2011 12: 17 AM
Denise: In theory, technology can free us from content delivery, so we can spend more time on providing feedback,
which includes grading. But if you think about this, feedback is a lot more complex than content delivery, so we will
never be obsolete. From deliverers of information, we become coaches and facilitators. Everyone can look up stuff
on the internet, but very few people can learn how to learn on their own.
Thread: Report on Evidence Based Practices in On-ine Learning; Post: Wondering about evidence of best practice
that works Author: Charles McLaughlin; Posted Date: March 30, 2011 9: 12 AM
Sasha and others: The other afternoon I was working with a grad student who, like myself, is looking at the
"evolution" good teaching in the on-line environment. We looked at full on-line classes, hybrid classes, then
enhanced f2f with the use of blackboard. In this review we, wondered what kinds of habits are developed in the BB
enhanced f2f classes. How do you measure student success in these courses? How do you make sure that the
objectives are being met in this situation if content delivery is 100% from class participation? We also took a look
at how we thought a learning community would develop in a f2f enhanced class. Would there be more
communication among students?We think it would be different from the hybrid and on-line courses.
In the other environments, we wondered if the habits/practices formed in the F2F would transfer to the hybrid and
full on-line classes. For instance, if one had really good success with the chat room, it would stand to reason that
that tool would be used again. Or, would there be some "evolutionary" development of skills -- more sophisticated- as you went higher into the on-line environment. How are those skills developed? In the hybrid class we
wondered what the ideal balance of on-line and face time might be. (Lot's of questions here, but it's fun!). It
appears that the modes of communication in these classes need to be numerous. Which leads to the question, "How
do you, as one individual, remain aware of what's going on in the different Communication areas without
remaining glued to your screen 24-7?"
But, I digress, we wondered if there is a catalog of tried and true practices that are developed in f2f enhanced
environments that are carried over and refined in the other two environments.
What we hope to learn from looking at how teachers use the on-line environment to teach, is the practices that
make good classes, or at least get some good advice about what works consistently.
Charlie
Thread: Video; Post: RE: Video reviews Author: Virginia Freyermuth; Posted Date: March 30, 2011 9: 20 AM
Page 55 of 184
I love this idea, Charlie. I have not previously used online video, so have begun to think about the many possibilities
that exist that I have not yet taken advantage of in my teaching.
For example, there is an arts advocacy video produced by the National Art Education Association titled "Let Them
be Heard" which tapes teens talking about the difference art education makes in their lives. It is put to music and
also incorporates student artwork. I could have my students watch this video, and as they hear the case for art
education, they could take notes about the ways these high schoolers describe art's importance. They could discuss
the merits of what was said, and also what was not said. It could serve as inspiration for them making a video of
themselves talking about art in their own lives, and possibly could also inspire a video that they might make with
their own students one day as an arts advocacy piece in their community.
Arts educators must be heard, but it is often hard for my visual students to put their beliefs and passions into
words. Seeing a video such as this could give them a multi-media avenue for their thinking.
This is the link to that video: http: //www.youtube.com/watch?v=NiBWeyvsr1A
On-ine Learning Author: Charles McLaughlin; Posted Date: March 30, 2011 9: 21 AM
How about consistency in delivery? Perhaps, when on-line students take classes ar RIC, they will see a familiar
pattern on the page. Very comforting! In many cases, of courses people have let me visit, there is a high degree of
creativity, but hard to navagate. The first step might be to develop a format that is managable, easy to use, and easy
to find stuff.
The other thing is that of teacher perception in the on-line environment. For instance, what works in f2f may not be
appropriate on-line. What I notice is an infux of new highly graphic media -- (Video, moving graphics, automation
etc.) while it looks cool to many of us, it may not have the same impact, perhaps the reverse, on the students taking
these classes.
For now, I'll stick with powerpoint, a proven platform that works well on PCs and Macs. And, then slide to cool stuff
in. There needs to be a comfort zone.
Charlie
on Line Author: Carolyn Panofsky; Posted Date: March 31, 2011 5: 17 PM
I think the buddy idea is a good one. There can be so, so, so much to read in a discussion--just look at the ones here!
Meaningfulness may relate to time-demands: if there's too much demand on a student's time, they just lose heart,
even if reading the postings is meaningful.
Denise Guilbault-Langworthy; Posted Date: April 1, 2011 10: 14 PM
Yes, good point Sasha. I guess I see the button on the side and think discussion. What I might do is create a button
for reading summaries and another button for true discussions.
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Thread: What do the students actually do; Post: RE: What do the students actually do Author: Denise GuilbaultLangworthy; Posted Date: April 1, 2011 10: 17 PM
I am curious - how did you define creativity?
Kalina Brabeck; Posted Date: April 2, 2011 11: 37 AM
Yes, seems like being really clear with assignments and due dates, and having some sort of consequence for late
entries, absent entries, etc. is really crucial. I tend to be more lenient on this in my graduate F2F classes but am
realizing that teaching on-line requires perhaps a more rigid approach.
Maybe texting once in awhile is another way to keep students engaged... Guess I'd have to activate that feature on
my phone!
Thread: ARTE 404/504 SECONDARY PRACTICUM IN ART ED PILOT; Post: RE: ARTE 404/504 SECONDARY
PRACTICUM IN ART ED PILOT Author: Virginia Freyermuth; Posted Date: April 3, 2011 6: 19 PM
I am repeating comments here that are located deep within one of the Projects discussions, in case you have not
seen it. Continuing thoughts about this pilot: I continue to be curious to learn if building the website will actually
result in new ways of thinking about and building a unit design (TCMWS) or whether the students will see it only
as a pretty repository for an otherwise black and white paper. What is potentially different about this learning
experience is the fact that they can create immediate connections between elements of the units (links) and deepen
these connections by utilizing visual elements that further reveal and challenge their thinking and learning. Rather
than a pretty TCMWS, I am striving to have students construct their unit in a less linear way and seek out
meaningful connections within their own work, and also connect to external sources (which one can easily do via a
website).
But because they are they are following the "grids" in the TCMWS for the required paper, I do not know if they will
be able to literally "think outside the box." (There is so little time and they are struggling to meet all the required
elements of their various course assessments in Secondary Practicum).
Learning in an art unit design can spiral, with movement forward and back, revisiting ideas and processes as one's
work continues to evolve and grow.
How can this more organic practice be reflected in a concrete unit design? This is what I hope the web design can
bring to the process.
Interestingly, they are really excited about building the website and I witnessed new energy among these
otherwise stressed students at their training workshop for web design. For visual learners, this creative element is
an amazing source of motivation and energy. The TCMWS should capture the imagination; unit designs are really
very exciting things to think about! I hope this format will help them better understand, experience and feel that.
Even if this pilot does not give sufficient time to explore the intended possibilities more deeply, I do hope the
excitement on the part of students is something we take seriously enough to guide future work in this direction,
whatever platform is used.
Thread: Group work; Post: RE: Group work Author: Virginia Freyermuth; Posted Date: April 3, 2011 6: 43 PM
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Denise, I like your idea of peer review of work. I find similar things among my own students. Some understand and
put into practice learning more quickly than others. But I wonder how best to encourage this interaction without
setting up some students to feel they are lacking. The pace of learning varies with each individual.
What might some good strategies be for online peer review that is non-threatening and constructive? In the
classroom, a helpful and generous attitude towards helpfulness during a peer review can be "felt," but online, it
could be perceived differently. Still, it seems there must be a way...
Thread: Group work; Post: RE: Group work Author: Denise Guilbault-Langworthy; Posted Date: April 3, 2011 9: 31
PM
I am fortunate that this group of students are all very close and supportive of each other. They have already
demonstrated that they can give good feedback to each other and so I am comfortable with letting them do so on
their own (sort of). I happen to have 4 students who are writing great lesson plans and 4 who sare still finding their
way. Pairing them up was a no brainer. Ginny, you brought up a great point about the written word and the various
ways one could interpret their meaning. How does constructive and non-threatening feedback happen with a
group of strangers who have not built a relationship of trust?
Thread: Video; Post: RE: Video reviews Author: Denise Guilbault-Langworthy; Posted Date: April 3, 2011 9: 37 PM
I think I am beginning to understand the concept. Although I am amazed at the amount of time it is taking to create
the content for my HOLC on-line course!!!! F2F content delivery is looking might good right now.
On-ine Learning Author: Jaime Ramirez; Posted Date: April 4, 2011 1: 34 AM
Charlie, your comment on how asynchronous learning seems to create networks of learners within the class as
opposed to the teacher being the primary source of knowledge is very important. I have found this also to be true.
However, some more traditional teachers call this "students teaching to themselves" which is part resisting to
relinquish their power in the classroom. When pedagogy focuses on teaching, that is a valid concern. However, the
heart of teaching is learning. If direct "teaching" does not provide as good results as providing the environment for
learning (i.e., via asynchronous tasks), then we should rethink our teaching!
On-ine Learning Author: Jaime Ramirez; Posted Date: April 4, 2011 2: 09 AM
I just experienced competition effects firsthand this week. After meeting with a prospective student, explaining a
lot of procedures and providing him with a real person "knowledgeable" of the MAT program in Spanish, he
decided to attend another university (a private one). Some of the reasons: too many requirements and a lack of
online courses...
So, while we debate if we are going the hybrid, on-line, or traditional way, we are missing out! We have a
wonderful reputation and students do want to come study with us. However, if we don't have more flexibility in
delivery and make real efforts to accommodate our potential students, we'll loose them. One of the keys, I think, is
to present ourselves as personable and "traditional" yet progressive and cutting edge technologically.
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Thread: Summer Sessions and Hybrids; Post: RE: Summer Sessions and Hybrids Author: Jaime Ramirez; Posted
Date: April 4, 2011 2: 16 AM
Great point! This also holds true for students.
Thread: Disappearing instructor; Post: RE: Disappearing instructor......don't disappear please Author: Jaime
Ramirez; Posted Date: April 4, 2011 3: 16 AM
As many of you, I like Vygotsky and follow many of his big ideas. An important one is the concept of scaffolding
which implies at least two important things: the dialogic nature of the discourse in which knowledge is coconstructed and the role of artifacts that mediate knowing. In my view, the whole purpose of scaffolding is the
gradual release of responsibility or aka guidance through interaction in the context of shared experience. With this
in mind, I think the appearing disappearing issue should not be generic, formulaic, and/or constant. It should be
purposeful and well thought out. Vygotsky's concepts above may prove important in providing such rationale.
Thread: Disappearing instructor; Post: RE: Disappearing instructor......don't disappear please Author: Jaime
Ramirez; Posted Date: April 4, 2011 3: 33 AM
The issue of appearing/disappearing should not be generic and constant but purposeful and guided by some kind
of pedagogical rationale. The one I use is Vygotsky's concept of scaffolding which for me it promotes at least two
things: the dialogic nature of the discourse in which knowledge is co-constructed and the role of artifacts that
mediate knowing. The purpose of scaffolding as I understand it is the promotion of a "handing over"; a gradual
release of responsibility; guidance through interaction in the context of shared experience if you will. Under this
framework, appearing/disappearing becomes a function of what we want happening and what should be
happening in the classroom, not a function of simple chronological accountability.
Thread: Disappearing instructor; Post: RE: Disappearing instructor Author: Jaime Ramirez; Posted Date: April 4,
2011 3: 35 AM
The issue of appearing/disappearing should not be generic and constant but purposeful and guided by some kind
of pedagogical rationale. The one I use is Vygotsky's concept of scaffolding which for me it promotes at least two
things: the dialogic nature of the discourse in which knowledge is co-constructed and the role of artifacts that
mediate knowing. The purpose of scaffolding as I understand it is the promotion of a "handing over"; a gradual
release of responsibility; guidance through interaction in the context of shared experience if you will. Under this
framework, appearing/disappearing becomes a function of what we want happening and what should be
happening in the classroom, not a function of simple chronological accountability.
Thread: Google Docs; Post: RE: Google Docs Author: Jaime Ramirez; Posted Date: April 4, 2011 2: 09 PM
I use google docs to let students schedule field observations for practicum and student teaching. It has been
working very well. I have my schedule up there for them. They enter the date(s) they want me to observe them
plus some details (i.e., time, grade).
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It is great because everyone else knows if I'm busy and when I am busy. I tell them to go ahead and schedule
observations during the same day but to allow plenty of driving time for me to get there. I check the list and then
put a mark there confirming the observation. When I complete the observation, I write completed. Nobody else has
access to this document. Only my students and cooperating teachers.
Thread: Group work; Post: RE: Group work Author: Jaime Ramirez; Posted Date: April 4, 2011 2: 21 PM
Very good points indeed.
I find it challenging to assess group work. One of the things I have done in the past is, as you suggest in point 2,
allowing students to comment on each other's contribution. I have made group evaluations a percentage of their
participation grade for the assignment. When they finish the project, each group member evaluates the other group
members on a scale of 1 to 5 to fulfill this participation grade.
I find that giving back to them some responsibility for their own grade is effective and reassuring.
Thread: Google Docs; Post: RE: Google Docs Author: Virginia Freyermuth; Posted Date: April 5, 2011 7: 23 AM
I would not have thought of this idea of scheduling via Google docs! It's a great idea! Thanks!
Thread: Summer Sessions and Hybrids; Post: RE: Summer Sessions and Hybrids Author: Virginia Freyermuth;
Posted Date: April 5, 2011 7: 32 AM
I was recently reading about a hybrid course offered by a university where the learners (they were public school
art teachers taking the course for professional development) met at the end of the course rather than the
beginning. This is my understanding of it: They were given assignments through which they created a body of
artwork. The face to face meeting at the end consisted of several intense days where work was discussed and
displayed. It is an interesting approach, because it created a sense of intrigue. The students also knew they were
working toward something very concrete-- a public exhibition--keeping them engaged. After hearing about the
processes of the work throughout the semester online, each learner finally was able to see the work in real life,
comparing the impact of the virtual and real-life presence of the work. By the time they met, they already felt they
"knew each other" and the community could finally come together in conversation and celebration.
Thread: Group work; Post: RE: Group work Author: Virginia Freyermuth; Posted Date: April 5, 2011 7: 41 AM
In my f2f classes, there are ground rules for respectful feedback. There must be a balance of positive commentary
(what is working well?) and also constructive suggestions (what might make the work stronger...or how could the
work be deepened or extended)? Similar ground rules could be established online. Perhaps students could reflect
on their own work themselves first, then others could respond to those self-reflections--providing feedback on the
reflective process. What does the student agree with? What has been overlooked? What other ideas come to mind?
That way, each student is given the first chance to comment on their own work before opening it up to the peer
review. I would want the process to feel collegial.
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On-ine Learning Author: Virginia Freyermuth; Posted Date: April 5, 2011 7: 50 AM
I agree that we must understand the needs of our students and be responsive. Given the extraordinary demands on
their time outside of this institution, along with the demands of the course of study here, it is necessary to provide
instructional formats that allow them flexibility and support beyond the classroom walls. Simply put, we must offer
more hybrid/online opportunities, and we must add these without delay. There are many choices of institutions
for them out there who are doing this. That is why a course like this is so important; it brings us all together to
share best practices, to share resources, and to think through the deeper issues of online instruction. I must say
that this course has been invaluable to me--especially in that it has allowed me to connect (online and f2f) with so
many of my colleagues whom I do not typically see on campus. I now hope there is a way we can make proposals
for hybrid courses to meet the needs of current and future students. Perhaps it will also help them feel more
connected as well.
Thread: Disappearing instructor; Post: RE: Disappearing instructor Author: Virginia Freyermuth; Posted Date:
April 5, 2011 7: 55 AM
Your occasional e-mails to the participants have also shown your engagement in what is taking place--or not.
Everyone is certain to see the e-mail even if not on Blackboard.
Carolyn Panofsky; Posted Date: April 5, 2011 3: 06 PM
This sounds really useful: I wish we could see it, too. I feel that it's difficult to envision how to use tools that I've
never experienced myself, i.e., in the receiver's/learner's position.
Thread: Research on distance education; Post: RE: Research on distance education Author: Carolyn Panofsky;
Posted Date: April 5, 2011 3: 45 PM
It's interesting that both of the strongest recommendations, and especially "Ask deep explanatory questions,"
would seem to be the same regardless of format. I got curious about the study, so I went searching: the candidate
may have been talking about distance education; but the report is about learning in general and doesn't focus on
distance learning at all. I'll post it in case anyone's interested.
Attachment: IES-Improve St Lrng.pdf (946.558 KB)
Thread: Google Docs; Post: RE: Google Docs- spreadsheet Author: Carolyn Panofsky; Posted Date: April 5, 2011 3:
54 PM
I love this idea! I've been doing this the hard way: print out a word table; have students write in their info; scan;
post. This way of using a spreadsheet (or even a word table) is so much easier and the students can change it.
Thanks! (Feel free to imagine the proverbial forehead slap: 'why didn't I think of that!' ;)
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Thread: Google Docs; Post: RE: Google Docs alternative with WindowsLive Author: Carolyn Panofsky; Posted Date:
April 5, 2011 4: 05 PM
I've used Google docs a lot with students and I do find it very user-friendly and to have an ever-increasing set of
cool tools. But it is not without problems: I've had many experiences of posting a document to a class and one or 2
students have not been able to open it. It may be a mac/pc compatibility problem; in any case, it's good, but not
trouble-free.
Thread: Research on distance education; Post: RE: Research on distance education Author: Virginia Freyermuth;
I am particularly interested in the part of the study you attached that describes the benefits of combining words
and images. The report states, "Many laboratory experiments provide support for the benefits of combining
graphical presentations and verbal descriptions of key processes and concepts."
It seems to me that the pilot study I am currently conducting (having students create a web-based TCMWS)
explores some of the following key questions: 1. How does the online method of transmission of the TCMWS
change the way students conceive of, design, and/or present their unit?
2. What role do the images play in the development and understanding of the unit design?
3. Is the unit design approached differently because the audience for the TCMWS will be altered? ( The unit design
will be more visible and available to a wider audience).
One of my students told me yesterday that she created a website for one of the lessons she wrote for the TCMWS.
She is currently teaching this lesson in her Secondary Practicum. She did this instead of a Powerpoint since she
wanted students to access this website from anywhere, anytime, and have them understand that web design can be
used to present educational material relating to class content. I am so glad to see students "run with" the potential
of the Internet for engaging students in learning beyond the walls of the school!
PRACTICUM IN ART ED PILOT Author: Virginia Freyermuth; Posted Date: April 6, 2011 8: 59 AM
It seems to me that the pilot study I am currently conducting (having students create a web-based TCMWS)
explores some of the following key questions: 1. How does the online method of transmission of the TCMWS
change the way students conceive of, design, and/or present their unit?
2. What role do the images play in the development and understanding of the unit design?
3. Is the unit design approached differently because the audience for the TCMWS will be altered? ( The unit design
will be more visible and available to a wider audience).
One of my students told me yesterday that she created a website for one of the lessons she wrote for the TCMWS.
She is currently teaching this lesson in her Secondary Practicum. She did this instead of a Powerpoint since she
wanted students to access this website from anywhere, anytime, and have them understand that web design can be
used to present educational material relating to class content. I am so glad to see students "run with" the potential
of the Internet for engaging students in learning beyond the walls of the school!
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On-ine Learning Author: Eileen Sullivan; Posted Date: April 6, 2011 4: 17 PM
Charlie-I like your idea of a consistent LOOK and FEEL to the online class for FSEHD courses. We need to have a
common look to our templates but we can personalize the courses to meet our needs. How do we do this? Do we
need an
online committee? I believe there is an all college tech committee. Can we get a report of their work?
Thread: Report on Evidence Based Practices in On-ine Learning; Post: Agree we need to get on the train! Author:
Eileen Sullivan; Posted Date: April 6, 2011 4: 19 PM
I agree with you Sasha that we will continue to lose students unless we offer hybrid and online courses. We will
also be able to attract new students who do not live in RI or even the US!
Thread: Report on Evidence Based Practices in On-ine Learning; Post: Another research report on "The Current
State of Field Experiences in k-12 Onlinr Learning Programs in the US" Author: Eileen Sullivan; Posted Date: April
6, 2011 4: 22 PM
Attached is a new report out on online k-12 programs. In the report the authors write:
"Colleges of education would benefit from addressing the growing need to
prepare future K-12 online teachers, and the current study highlights the importance of continued research in this
area. Important ramifications exist for the field of K-12 online learning as well as for programs of teacher education
who are, whether it is realized or not, preparing tomorrow’s educators for fully online, hybrid, and blended
classrooms."
Thread: Characteristics of a Good Online Teacher; Post: Characteristics of a Good Online Teacher Author: Charles
McLaughlin; Posted Date: April 7, 2011 1: 19 AM
Friends:
In an earlier post related to evidence of good practice and the new dynamic of the teacher/student relationship in
online classes, it was mentioned that the teacher as authority in the F2F environment might not hold up in the
online class. The struggle for power in the F2F classroom, intentional or not, has a direct impact on student
achievement. It is now clear to me that the teacher who is a facilitator of learning and a co-learner with the
students in the F2F environment may be better equipped to teach in the online environment. This type of teacher
has the tools or even the mindset to guide students and assist students in the discovery of new knowledge or a
better understanding of what they think they know.
Based on what WE know about good teaching characteristics in the F2F environment, this question must be asked:
What are the characteristics of a good online teacher? I attached a pdf from a recent review of teacher quality and
student achievment as food for thought. Do the qualities of an excellent classroom teacher easily translate to this
electronic medium? How well are we prepared to engage students in online activities, online collaboration, and
support ongoing dialog and interaction? Remembering, that this is the very environment that they have grown up
in. How does an excellent teacher transfer a newly developed online persona, that will be respected, to his/her
digital natives?
Page 63 of 184
In the interest of time and keeping your attention, I offer two short articles I found while I was looking for
measures of teacher quality in online environments:
Characteristics of 'Highly Qualified' Online Teachers
http: //www.edweek.org/dd/articles/2009/06/17/04characteristics.h02.html
These traits make online teachers successful
http: //www.eschoolnews.com/2008/11/07/these-traits-make-online-teachers-successful/2/?
The proverbial toolbox that we've all developed is going to need to be altered if we hope to be as successful in the
online environment as we've been in the F2F classroom.
Charlie
Attachment: March2008Brief.pdf (957.842 KB)
PRACTICUM IN ART ED PILOT Author: Charles McLaughlin; Posted Date: April 7, 2011 1: 29 AM
Ginny:
I think your students nailed it when they started to develop materials that would reach a wider audience and
provide access to everyone who was interested in the students' work. Developing this sort of material will
absolutely deepen their understanding of what they've learned, tried to teach, and how their own students will
react to such novel work.
Sounds like a motivated group who know the power of the electronic medium.
Charlie
Thread: Google Docs; Post: RE: Google Docs Author: Jaime Ramirez; Posted Date: April 7, 2011 12: 41 PM
You are welcome!!
Thread: Report on Evidence Based Practices in On-ine Learning; Post: RE: Another research report on "The
Current State of Field Experiences in k-12 Onlinr Learning Programs in the US" Author: Jaime Ramirez; Posted
Date: April 7, 2011 12: 49 PM
Eileen. I cannot see the document you attached.
Can you attach it again?
Page 64 of 184
Thanks for your thoughts, Charlie. Yes, they are highly motivated (even though very stressed out) and they
immediately saw the short-term and long-term benefits of the digital media and expanded audiences.
Thread: Sliderocket; Post: RE: Sliderocket Author: Virginia Freyermuth; Posted Date: April 8, 2011 5: 33 PM
Denise, I have not used Sliderocket, but given that Prezi can be shared online and is free (up to a certain amount of
memory)-- at first glance, Prezi seems to offer more opportunities for non-linear design presentations. Prezi can
also accommodate video, sound, text, and images. It take a little getting used to at first, but is really not very hard to
use. I also know TRWorkbench can be used for online shared presentations and my students love using it, so far.
Thread: Google Docs; Post: RE: Google Docs- spreadsheet Author: Virginia Freyermuth; Posted Date: April 8, 2011
5: 40 PM
Agreed! Another great, yet simple and effective idea I had not thought of for Google docs. There are so many
scheduling issues during the Practicum class, for example, and in a large class, it's challenging to know what
everyone's on-site schedule looks like, especially at the secondary level with rotating high school schedules. Doing
this would allow for at-a-glance insight.
Thread: Report on Evidence Based Practices in On-ine Learning; Post: RE: Another research report on "The
Current State of Field Experiences in k-12 Onlinr Learning Programs in the US" Author: Eileen Sullivan; Posted
Date: April 8, 2011 5: 46 PM
Here is the Kennedy&Archambault_OnlineLearning.pdf of the article.
ES
Thread: Creating a course step by step; Post: RE: Creating a course step by step Author: Virginia Freyermuth;
Apparently the University of Wisconsin Milwaukee has been doing a great deal of work on hybrid and blended
learning. This link shows a faculty member's template for a hybrid course design with numerous links she uses to
help guide student work.
https: //uwm.courses.wisconsin.edu/d2l/lms/content/home.d2l?ou=77185
Thread: Report on Evidence Based Practices in On-ine Learning; Post: RE: Agree we need to get on the train!
Author: Mary Ellen McGuire-Schwartz; Posted Date: April 11, 2011 10: 37 PM
I agree. Recently, I had an interesting conversation with a mother of a soldier in Afghanistan who is interested in
taking online early childhood courses at RIC. He lives in Rhode Island. I think that there are all sorts of possibilities
to provide courses and programs for people out of state. It did get me to think about the possibilities.
Page 65 of 184
On-ine Learning Author: Mary Ellen McGuire-Schwartz; Posted Date: April 11, 2011 10: 43 PM
How do we maintain academic freedom within the context of consistency? Is there the possibility of courses
becoming cookie cutter courses? A cousin of mine has taught courses at the University of Phoenix. It sounded to me
that the courses were very controlled with choices for what went into them being made by Phoenix. They do a lot
of training and provide all or most of the content and what needs to be done and when.
Thread: Report on Evidence Based Practices in On-ine Learning; Post: RE: Agree we need to get on the train!
Author: Eileen Sullivan; Posted Date: April 12, 2011 8: 22 PM
I agree MaryEllen. Our classroom is not flat (did you read that book?)
I had people from around the world in a past online class-Germany, Korea,
Australia and two who were serving in Afghanistan.
Thread: Summer Sessions and Hybrids; Post: RE: Summer Sessions and Hybrids Author: Eileen Sullivan; Posted
Date: April 13, 2011 9: 48 PM
Meeting at the end is a great idea Virginia. Like you said they can share their work. I am meeting my online class
the week after class ends as we just want to meet each other. This works for courses which have local students but
you could have students do a live classroom (wimba or other) to share their work.
Thread: Summer Sessions and Hybrids; Post: RE: Summer Sessions and Hybrids Author: Virginia Freyermuth;
Eileen, I had not heard of Wimba. Have you used it before? I am intrigued by the online collaboration element.
I am starting to receive the first pages from my students' website designs for the TCMWS. Seeing the physical sites
and how they are considering the best means to not only present learning and experience, but to also organize and
portray it will be intriguing. This work of creating the website will continue beyond the end of this semester (in
fact, these websites can continue into their professional careers) so it is an ongoing project. This is in part due to
the fact that we only recently did the website training.
Nevertheless, the TCMWS in written form is still due at semester's end.
PRACTICUM IN ART ED PILOT Author: Eileen Sullivan; Posted Date: April 15, 2011 10: 38 AM
Ginny-
Page 66 of 184
I would be interested in sitting with you and perhaps Susan Gracia to see the multi-media TCMWS samples. Can we
set a date?
ES
Thread: Thanks!; Post: Thanks! Author: Kalina Brabeck; Posted Date: April 16, 2011 6: 50 AM
Thanks to everyone who participated in this course and shared their ideas and projects yesterday. Thanks also to
Sasha for organizing and guiding this exploration of on-line learning. I learned a lot about pedagogy and about
multiple ways to present information, including ways that are more conceptual, visual, and non-linear. You all
challenged me to think beyond simply transferring a course from F2F to on-line, and instead to consider what online actually adds beyond F2F. And, it was wonderful to experience the passion and excitement everyone has for
teaching and for their discipline. Best of luck to all with the end of the semester!
Kalina
Thread: Thanks!; Post: RE: Thanks! Author: Virginia Freyermuth; Posted Date: April 16, 2011 2: 36 PM
I totally agree with you! Sasha did a great job! This class has raised my level of knowledge about the possibilities,
questions, and issues pertaining to hybrid teaching and learning. I am glad I had the chance to explore online
teaching in an online learning format! Sasha modeled a way of organizing and managing the very thing we were
learning.
At the same time, I was happy to be a part of this great, thoughtful, and dedicated RIC learning community. Thanks
to all!
TIPS: BLACKBOARD AND BEYOND
Thread: Time and tools; Post: Time and tools Author: Anonymous; Posted Date: January 10, 2008 2: 04 PM
Some 9 years ago, I was dragged into the world of on-line teaching against my will. So I promissed myself to use
only tools and methods that meet two criteria: 1. They save me, the instructor, some time in the long run, OR/AND
2. They are vastly supperior to face-to-face equivalents.
I still more or less follow these, although sometime make errors. For example, I thought it would be cool to put alll
students' picture in Blackboard, so they know who is who. Well, it was a bad idea, because you have to upload each
individual picture as a separate file; and just ain't worth the time. In ahybrid class, students will meet whoever they
want to meet anyway, and do not care to know all classmates' names. In an on-line class, students often wuld like
to be a disembodied name, without a face. It is a bit liberating, and not everyone wants to show his or her face.
There were several tool that I tried, but never used in actual class, mostly because I did not see their benefits. I
wonder if someonne had a better experience with them, and can convince me to try them again: 1. Calendar.
2. Tasks
3. Messages (Blackboard has internal messaging system, on top of e-mail)
4. Address book
Page 67 of 184
5. The electric blackboard
I also never used the digital dropbox, although most people use it to collect papers. I found collecting papers
through the discussion modlue better: students are asked to copy and paste teir papers into a discussion entry.
Disadvantage: everyone can see other people's papers. Advantage: everyone can see other people's papers.
Another advantage: Discussion module allows to collec all papers into one large file; Dropbox is timeconsuming,
because you have to retreave each paper individually.
Thread: Posting Syllabus; Post: Posting Syllabus Author: Anonymous; Posted Date: January 19, 2008 5: 58 PM
Rather than paste a syllabus into Blackboard, I usually post the document for downloading, as well as an "htm"
equivalent for quicker internet access to the document in the form of a webpage.
Thread: Use of threaded discussion in F2F class; Post: Use of threaded discussion in F2F class Author: Anonymous;
When I teach longer classes, those 3-hour blocks that always need a change in activities, I often give group
assignments for in-class work. Go to the computer lab, research certain topics (always give them some initial links
to start). Then discuss, and compile a report. Post this report on Blackboard (I create a special forum called "class
work"). When everyone is back, I display Blackboard reports, which usually have more links; we read the reports,
follow links, and talk. It's nice, because they get to get up, walk to the lab, change pace, but provides more
accountability that simple group discussion. You don't want your group to present something embarrassing.
When I want to show a video clip or have student listen an audio clip., I will post the link in "class work" forum,
then just click on it in class. This give students an opportunity to return to it later and listen or watch again.
Thread: The right to cite; Post: The right to cite Author: Anonymous; Posted Date: January 26, 2008 12: 48 AM
We allready discussed one inherent limitation of on-line class. If you respond to one students, the rest do not
"hear" it, so you end up syaing the same or similar things many times. Here is a trick: In an on-line class, I tell
students that all e-mails I receive from them can be shared with other people in class, unless they are marked as
confidential. So, when someone send an e-mail with a particularly interesting and useful question, I reply: "'See
Blackboard". Then I copy and paste the e-mail, and reply to it publicly. It's a digital equivalent of "Come of you did
not hear it, but Suzy just asked a very importan question, and you should all hear the answer..."
Thread: Hidden Threads; Post: Hidden Threads Author: Anonymous; Posted Date: January 26, 2008 12: 52 AM
If you teach two identical undergrad classes, and merged their shells (which is a good idea; it saves a lot of time),
and you require students to discuss stuff on-line once or twice a week, your threads will become very full very fast.
They clog screens, and become unmanageable. Here is the tip: select old threads, and change their tatus to Hidden
(upper right). This used to be called archiving in the old Blackboard.
Then you cann unhide them again when it is time to greade student participation.
Thread: Locked threads; Post: Locked threads Author: Anonymous; Posted Date: January 26, 2008 12: 55 AM
Want to enforce deadlines on submission through Threaded Discussion? Lock the thread, but create another one
called "Late Submissions." So student still can submit and not fret about it, but it will clearly be marked as late
submission.
Thread: Nicenet.org; Post: Nicenet.org Author: Anonymous; Posted Date: January 26, 2008 1: 01 AM
Want free, simpler version of Blackboard? Ideal for community forums, K-12 classrooms, professional
development stuff, etc. Use http: //nicenet.org
Page 68 of 184
Thread: If your students don't know how to...; Post: If your students don't know how to... Author: Anonymous;
I have had several students this semester getting lost in the Discussion forum. If I choose to score the items, it
blocks participants from creating new threads, and a lot of them were used to creating their own new thread every
time they posted.
Anyway, I use a piece of software called Camtasia, which is extremely useful for -showing- students what they need
to do inside Blackboard. It is so difficult to explain things, and often even more difficult to know if your students
see the same thing you are seeing. I am attaching a video here that I used to show two students this week how to
navigate the Discussion board, since they were used to doing it another way.
jim e. Discussion How-To
Thread: Thinning the threaded discussion.; Post: Thinning the threaded discussion. Author: Anonymous; Posted
Threaded discussions become very clogged very quickly, especially when people use t for unrelated, unfocused, or
personal exchanges. It is a good idea to go through and remove the junk occasionally, and only keep entries that
have some educational value. Offensiv and erroneous entries can also be deleted - this is the space cocntrolled by
instructor, so the freedom of speech is limited in it, and we wshould not feel bad hitting the Remove button.
Thread: Time and tools; Post: RE: Time and tools Author: Carolyn Panofsky; Posted Date: January 26, 2011 8: 31
PM
I am interested by the "save time" criteria: in my experience, the use of online discussion always seems to consume
too much time because I want to read what the students say and often they collectively write more than I have time
to read, at least if I want to try to integrate it into the class in some way. How do others handle this problem? Or do
you have a way to think about it as not a problem? I can definitely see a problem with time arising here (with
HOLC): there are a lot of us and if we all try to read what everyone has written every week, it seems that will be
quite time-consuming.
Thread: Posting Syllabus; Post: RE: Posting Syllabus Author: Carolyn Panofsky; Posted Date: January 26, 2011 8:
33 PM
I'd like to know how to do the htm posting.
Thread: Patterns and predictability; Post: Patterns and predictability Author: Alexander Sidorkin - local; Posted
Date: January 27, 2011 12: 11 PM
An on-line or hybrid course needs predictable patterns for students to follow. If they know every week by Friday
they need to submit something, and by Tuesday they need to read and comments. etc - this makes their lives easier,
and creates a level of comfort. A clear and minimalistic calendar helps.
The danger is making your course exceedingly boring and homogeneous. Therefore, while the patterns of work
should be routine, the content of work should be varied, and also adjusted as you go. For example, in my last
course, I posted a challenge question every week for students - I did not know the challenges in advance; they came
from either an unfinished issues from f2f classes, or when I found most students are still lacking a specific skill, or
misunderstood an important concept. The coursework should not be all planned in advance - it creates structures
that are too rigid.
Thread: Take it slowly; Post: Take it slowly Author: Alexander Sidorkin - local; Posted Date: January 27, 2011 12:
15 PM
Page 69 of 184
Blackboard has a lot of tools. Do not try to use too many of them. Start with one or two, then gradually expand your
repertoire. The point is not to use all the whistles and blows, but only a few things that work for you, and do not
cause you freak out and get overextended. If students sense your anxiety about the technical stuff, they will be even
more anxious. Just posting your syllabus maybe the first tiny step. Adding threaded discussion is another. Grade
book would be my third step, and online quizzes and surveys - the fourth. Those four are basically enough,
although two dozen more are available, should you need them. But there is no point in learning them all.
Thread: Time and tools; Post: RE: Time and tools Author: Corinne McKamey; Posted Date: January 27, 2011 1: 45
PM
I like the idea of using a discussion thread to post public papers.
I tried using the assignment tool to collect assignments last semester and got very frustrated. For some reason, I
had several students who would turn in a paper using the assignment tool and Blackboard wouldn't acknowledge
that the student had submitted the paper. Also, I had trouble having blackboard acknowledge some of the grades I
entered for students. The tech team investigated and acknowledged that I had encountered some "bugs" in the
program. I'm now wary of using assignment or grading tools in blackboard.
In a face to face class, it was easy for me to ask students to come to the computer and to demonstrate how they
upload their papers (they were doing it correctly). In an online class, this is not an option.
Which leads me to a question: how much time in an online course do you expect to spend orienting students to the
environment, and how much time do you spend troubleshooting technical issues?
Thread: Time and tools; Post: RE: Time and tools Author: Corinne McKamey; Posted Date: January 27, 2011 1: 49
PM
Time on technical issues:
By the way, I really like how Sasha has scaffolded our using blackboard in different ways (nicely chunked, not
overwhelming).
On the other hand, here's an example of a glitch: I can't see the chat room because mac is not supported there.
Thread: Time and tools; Post: RE: Time and tools Author: Alexander Sidorkin - local; Posted Date: January 27,
2011 2: 03 PM
Ideally, we should be providing student with a short module for on-line classes, before they even begin a
completely on-line course. It could be safe-paced, but would provide some basic understanding of conventions. I
hope the new CETL center will provide that. our User Services should provide tech support, which they do already.
We should not be teaching technology, but focusing on our content. However, realistically, one can expect some
tech support for students. Even for an on-line course, I would recommend at least one optional f2f class, for the
phobic students. It is also important NOT to ry anything crazy at the beginning of the course. Stick to simple
discussion to make them feel comfortable. Also, put up a welcoming short video clip with your kind and
compassionate face. That helps, even though does not have much learning value. Avoid having rigid, punitive
deadlines, and assume students tried their best.
I always put a tech support forum in - students feel better when their concerns are validated, and someone usually
has an answer - so you don;t need to respond to every issue. It is also helpful to see patterns. Most of student
difficulties have to do with their knowledge, but some are real bugs. To distinguish between the two is critically
important.
Thread: Time and tools; Post: RE: Time and tools Author: Eileen Sullivan; Posted Date: January 28, 2011 10: 13 AM
Page 70 of 184
Thanks for bringing this up fellow Mac user!
Thread: Online Learning Survey for students; Post: Online Learning Survey for students Author: Constance
Horton; Posted Date: January 28, 2011 10: 23 AM
Here is a link to a survey I have used with students to see how their personality and study habits might be suited to
'online learning'.
I'm sure there are others - post if you find one!
http: //www.distancelearn.org/readyDL.cfm
Thread: Online Learning Survey for students; Post: RE: Online Learning Survey for students Author: Eileen
Sullivan; Posted Date: January 28, 2011 11: 21 AM
This is a great survey. Thanks for sharing Connie.
Lots of resources here as well.
Thread: The right to cite; Post: RE: The right to cite Author: Virginia Freyermuth; Posted Date: January 29, 2011 8:
59 PM
This is a great idea. Where do you copy and paste the e-mail and reply in BlackBoard?
Thread: If your students don't know how to...; Post: RE: If your students don't know how to... Author: Virginia
Freyermuth; Posted Date: January 29, 2011 9: 07 PM
The video is a great resource. For you Mac users, if you cannot open the "wmv" format of the video, you can go to
this link to download Flip4Mac. It worked for me.
Thread: Take it slowly; Post: RE: Take it slowly Author: Virginia Freyermuth; Posted Date: January 29, 2011 9: 33
PM
Thanks for this post, Sasha. Being new to Blackboard, I appreciate reading that the point of departure for my
Blackboard course development is fine--right where I am. Others in our group are already quite proficient in
Blackboard, and I enjoy learning from them by reading what they share. I think a statement such as you have made
here acknowledging that students come to the course with different experience levels about the technology
(and/or content) would be helpful to state at the beginning of online courses. It would also be helpful to
acknowledge that an important mindset for this environment is to be open to learning from all the students of the
course--just as you would in a f2f class. It sets a tone of mutual responsibility and encourages self-investment in the
learning process. Although such ideas seem like a given, it does not hurt to expressly state them. We cannot assume
that students understand this, however basic we may deem them to be.
Thread: The "content Collection"; Post: The "content Collection" Author: Constance Horton; Posted Date: January
29, 2011 9: 40 PM
You will see a tab in Blackboard at the top that says "content collection". This is a place you can put items that are
in multiple sections of the same course and link to them. I would not recommend starting with it however - I have
done a course with and a course without using it and I would say in general - skip it.
Thread: Take it slowly; Post: RE: Take it slowly Author: Alexander Sidorkin - local; Posted Date: January 29, 2011
10: 28 PM
Page 71 of 184
Ginny: yes, student and instructors - all need to be challenged but not frustrated. There is a big difference, but one
can imperceptibly turn into the other.
Thread: The right to cite; Post: RE: The right to cite Author: Alexander Sidorkin - local; Posted Date: January 29,
2011 10: 30 PM
I copied the email from my regular email program, and than pasted in in a special Discussion forum.
Thread: Drop Box and Safe Assign; Post: Drop Box and Safe Assign Author: Alexander Sidorkin - local; Posted Date:
January 29, 2011 11: 38 PM
If you use discussion boards for submission of student papers, here is an easy way to run them for plagiarism in
Safe Assignment. Collect all, copy, Paste Special in Word, as text. Then run the file through Safe Assign manually; it
will find whatever plagiarism might be there.
Thread: The B word rule; Post: The B word rule Author: Alexander Sidorkin - local; Posted Date: January 29, 2011
11: 40 PM
To make student discussion livelier, enforce the B-word rule. Any comment must include "because" just to make
sure they are not simply stating opinions without providing any rationale.
Thread: Extend the argument; Post: Extend the argument Author: Alexander Sidorkin - local; Posted Date: January
29, 2011 11: 44 PM
When students reflect on a text, ask them to extend the author's argument in one of three ways: 1. Agree, but find a
new argument to support the author's position.
2. Disagree, but find an argument to support your disagreement.
3. Apply the author's argument to a new field or area.
Never ask students to just comment or reflect. It is not a good assignment.
Thread: A time saving trick; Post: A time saving trick Author: Alexander Sidorkin - local; Posted Date: January 29,
2011 11: 47 PM
Assign one student to monitor discussion in a small group, or in the entire class, but for a limited time. The
assigned student must write a summary of the discussion, and highlight the main points. This way, you can just
read summaries, but not the discussion itself.
Thread: Test banks; Post: Test banks Author: Alexander Sidorkin - local; Posted Date: January 29, 2011 11: 51 PM
Many publishers have developed test banks for their text books. Even if you're not using a text book, ask for a desk
copy, and then for a Bb cartridge. Download the cartridge, and you will have a set of test questions. It saves a ton of
time, for test creation may be very time consuming.
Warning: authors rarely write those test questions; it is probably an assistant or a grad student. Errors in those
tests are fairly common, and poorly written questions are very common. So, check before posting. When you
discover an error, don't panic, and use it as a teachable moment about how to create a proper test item. Give
everyone an extra point : )
Thread: Powerpoint substitute; Post: Powerpoint substitute Author: Alexander Sidorkin - local; Posted Date:
January 29, 2011 11: 59 PM
Page 72 of 184
I dislike Powerpoint, and they are awkward to load on Bb. Ask students to put together a website instead. Google
sites is probably the best right now, but there are plenty of free web hosting and web design sites.
Here is an example of an assignment where building of a website could be expected: http:
//sidorkin.com/366/group_project.htm
Thread: Time and tools; Post: RE: Time and tools Author: Denise Guilbault-Langworthy; Posted Date: January 30,
2011 11: 20 AM
You suggested we avoid rigid deadlines. I am struggling with this. Last semester I was flexible with deadlines to
help ease some of the pressure students were feeling. However, at the end of the semester students freaked
because they hadn't done any of the readings and asked that I keep to strict deadlines because that forced them to
do the work. So... I am using the available/unavailable tools in Bb for reading assignment discussions. There is an
open window and once that window closes the opportunity to discuss the readings is over. Any thoughts on how to
best handle deadlines?
Thread: Posting Syllabus; Post: RE: Posting Syllabus Author: Denise Guilbault-Langworthy; Posted Date: January
30, 2011 11: 21 AM
Me too!
Thread: Locked threads; Post: RE: Locked threads Author: Denise Guilbault-Langworthy; Posted Date: January 30,
2011 11: 26 AM
Does this mean that for every forum you create you create a duplicate for late submissions?
Thread: The "content Collection"; Post: RE: The "content Collection" Author: Denise Guilbault-Langworthy; Posted
Date: January 30, 2011 11: 33 AM
Good to know! Thanks for saving me some time!!!
Thread: Test banks; Post: RE: Test banks Author: Denise Guilbault-Langworthy; Posted Date: January 30, 2011 11:
50 AM
Writing good tests do take a lot of effort on the part of the instructor. When I use written tests (most of my
assessments are performance oriented) they are typically multiple choice. I do not allow students to keep the tests
after they have looked them over. That way, I can keep my bank of test questions for future use. I am assuming that
I could never use my tests in an online situation if I want to continue to keep my test questions out of the public
domain. Is there a way around the possibility of students printing the test if put online?
Thread: Powerpoint substitute; Post: RE: Powerpoint substitute Author: Virginia Freyermuth; Posted Date:
January 31, 2011 2: 11 PM
Thanks for the great link, Sasha! Terrific idea!
Thread: Time and tools; Post: RE: Time and tools Author: Alexander Sidorkin - local; Posted Date: January 31,
2011 3: 33 PM
Yes, you're right, there should be deadlines and some checking on them. But if you see most of your students are
behind, just extend it, especially at the start of the course. I usually try to insert some consequences for being late,
but rarely actually enforce those rules. For example "you may lose one point each day for late submission."
Thread: Posting Syllabus; Post: RE: Posting Syllabus Author: Alexander Sidorkin - local; Posted Date: January 31,
2011 3: 35 PM
Page 73 of 184
Actually, in this version of Bb, you don't need html. Just copy text from your Word document, and then copy and
paste into a Content Item window. It will preserve most of your formatting.
Thread: Test banks; Post: RE: Test banks Author: Alexander Sidorkin - local; Posted Date: January 31, 2011 3: 49
PM
I don't believe Bb will let students print tests. Of course, they can try to copy and paste somewhere, but I think it is
also not allowed - someone should test the 9.0 version.
Another trick - randomize the answers; there is a setting for that. In other words, for one student, correct answer
will be A, while for another the same will be C. it is completely random. Also, use a test bank rather than identical
tests. Again, it would probably take using publisher's banks - too much work for one instructor.
And finally, if you time the tests, there is little time to play and try to copy for the next generation. Also, if the
weight of each tests is not that great, the incentive to cheat is not there.
Thread: Locked threads; Post: RE: Locked threads Author: Alexander Sidorkin - local; Posted Date: January 31,
2011 3: 50 PM
No, just one thread for all late submissions. You can also make a separate forum for late submissions.
Thread: Weighted grades; Post: Weighted grades Author: Alexander Sidorkin - local; Posted Date: January 31,
2011 3: 53 PM
My advice - don't mess with them, unless you want to confuse your students and get lost in complicated math. Just
make all points equal in weight, and assign the right number of points for each assignment.
Thread: A time saving trick; Post: RE: A time saving trick Author: Virginia Freyermuth; Posted Date: February 1,
2011 8: 53 PM
Ah ha! Genius idea!
Thread: Drop Box and Safe Assign; Post: RE: Drop Box and Safe Assign Author: Virginia Freyermuth; Posted Date:
Where is Safe Assign in Blackboard?
Thread: Posting Syllabus; Post: RE: Posting Syllabus Author: Virginia Freyermuth; Posted Date: February 1, 2011
9: 05 PM
Yes! It works well! Even my calendar formatting was preserved.
Thread: The "content Collection"; Post: RE: The "content Collection" Author: Virginia Freyermuth; Posted Date:
Is it possible to link an undergrad and grad section of the same course, do you know? I am currently entering
everything twice because they are listed separately.
Thread: Multiple sections; Post: Multiple sections Author: Alexander Sidorkin - local; Posted Date: February 2,
2011 12: 58 PM
A large class with multiple sections can share the same Bb shell. We had designed a class with over 100 student
teachers once; it had 8 instructors. Some of the activities were shared in the "Commons" area; instructors took
turns monitoring students discussion and focused replies. However, each of the instructors had a "Homeroom" (Bb
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groups are good for that). each homeroom had a smaller, more intimate feedback, and an opportunity to
communicate with students each person actually supervised in the field.
If you teach more than one section of the same class, it is also easier to have a joint shell. You do not need to post
the same stuff twice, send same emails twice, etc. You launch quizzes only once, etc.
Thread: Autotext; Post: Autotext Author: Alexander Sidorkin - local; Posted Date: February 2, 2011 1: 06 PM
If you grade a lot of papers, you end up repeating the same things over and over again. I knew a dude who had
ordered ink stamps with things like "You need a transition here. Transitions connect previous paragraph with the
next..." A contemporary equivalent is Autotext.
I copy and paste an entire set of student papers into one huge file in Word. It can be a hundred pages or more. Once
you type an explanation for something like "dangling modifiers," you can save it as Autotext, and Word will
remember it forever. Next time you see the same error (which is about every paper), just type whatever code you
assigned to it, for example DM, and hit F3 to convert it into the original explanation of what is a dangling modifier,
and how you should avoid it. This is not a Bb feature; you need Word.
Sasha,
The two sample student website links are inactive. Is there another link, or alternative links?
Thread: What Makes a successful online student?; Post: What Makes a successful online student? Author:
Constance Horton; Posted Date: February 3, 2011 10: 13 PM
Found this from the U of Illinois network for online learning and wanted to share. Had good statements about how
students can succeed in online courses.
http: //www.ion.uillinois.edu/resources/tutorials/pedagogy/StudentProfile.asp
Thread: Powerpoint substitute; Post: RE: Powerpoint substitute Author: Constance Horton; Posted Date: February
3, 2011 10: 26 PM
I have created presentations in an easy drag-and-drop website online program instead of Powerpoint using the
Workbench.
http: //www.trworkbench.com
You can sign up for a free account there and try it out.
I have used it with students who seem to find it quite easy and I have a friend who uses it with his high school
classes. One thing I like is that it has no ads and is aimed at education.
Mary Sullivan also used it to create the STEM center website.
Thread: Drop Box and Safe Assign; Post: RE: Drop Box and Safe Assign Author: Alexander Sidorkin - local; Posted
Course Tools
Thread: Powerpoint substitute; Post: RE: Powerpoint substitute Author: Alexander Sidorkin - local; Posted Date:
February 4, 2011 11: 50 PM
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I have some archived on CD, but a couple are still online, quite old: http:
//sidorkin.com/spring07/group1/index.htm
http: //sidorkin.com/spring07/group2/index.htm
Thread: Powerpoint substitute; Post: RE: Powerpoint substitute Author: Alexander Sidorkin - local; Posted Date:
February 4, 2011 11: 51 PM
Google Site is also quite cool. It allows you to create a template and students will find it and use.
Thread: The "content Collection"; Post: RE: The "content Collection" Author: Alexander Sidorkin - local; Posted
It is technically possible to merge any two shells. I don;t know though what is the procedure at RIC. Submit a
request to User Services?
Thread: What Makes a successful online student?; Post: RE: What Makes a successful online student? Author:
If I remember correctly, University of Illinois created one of the first truly successful online programs - I think it
was in library sciences. It was probably some 15-20 years ago.
Thread: Online Learning Survey for students; Post: RE: Online Learning Survey for students Author: Mary Ellen
Great idea.
I use Vark, a learning styles questionnaire at the beginning of the semester. The address is http: //www.varklearn.com/english/page.asp?p=questionnaire
It gives students insights into their learning styles.
Thread: The "content Collection"; Post: RE: The "content Collection" Author: Mary Ellen McGuire-Schwartz; Posted
I use content collection. It allows me to use documents in multiple courses. I find it useful and it saves me time
downloading files.
Thank you! TR Workbench looks like a fascinating resource. I am looking forward to exploring it in more depth. I
appreciate the tip!
Thread: Free Webinar Feb, 17: Starting and Growing A Successful Online Learning Program; Post: Free Webinar
Feb, 17: Starting and Growing A Successful Online Learning Program Author: Jaime Ramirez; Posted Date:
February 8, 2011 9: 17 AM
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Free Live Webinar:
Starting and Growing A Successful Online Learning Program
February 17, 2011; 2 p.m. Eastern time
Also available "on demand" anytime 24 hours after the event.
Free registration is now open.
Learn about the most recent trends in online learning in K-12 school districts from Blackboard’s Practice Leader,
John Canuel, and then hear from Stacey Campo, Poway Unified School District’s Instructional Technology Specialist,
about the nuts and bolts of a successful district implementation.
This webinar will share data regarding the opinions of K-12 district leadership nationwide on the evolving value
proposition of online learning. Both John and Stacey will explore how online learning can be used to meet a variety
of district needs while providing critical tools for 21st Century Learners.
Click here to register.
Thread: What Makes a successful online student?; Post: RE: What Makes a successful online student? Author:
Jaime Ramirez; Posted Date: February 8, 2011 9: 24 AM
I like this resource. One of the things are are not on our control is what they say about "Have(ing) practically
unlimited access to a computer and Internet Service." In my experience, this doesn't seem to be an issue with preservice teachers. In-service teachers however, often complain that this is not possible.
Thread: Autotext; Post: RE: Autotext Author: Jaime Ramirez; Posted Date: February 8, 2011 9: 28 AM
I had no idea about this Sasha. Thanks a lot! I will try it.
Thread: Weighted grades; Post: RE: Weighted grades Author: Jaime Ramirez; Posted Date: February 8, 2011 9: 31
AM
I agree. I have tried them and it was not worth the effort to learn the ins an outs of this for the return I got.
Thread: A time saving trick; Post: RE: A time saving trick Author: Jaime Ramirez; Posted Date: February 8, 2011 9:
43 AM
I do this often and works great. I call them Reading Leaders. I give them a form they are responsible for and this
way the text is co-constructed. I ask Reading Leaders to follow a Text-based-Protocol and to copy and paste the
blog discussion they had.
I'm attaching a sample here.
Attachment: TESL 549 Group Interaction Example.doc (90.5 KB)
Thread: Drop Box and Safe Assign; Post: RE: Drop Box and Safe Assign Author: Virginia Freyermuth; Posted Date:
Thank you!
Thread: Time and tools; Post: RE: Time and tools Author: Eileen Sullivan; Posted Date: February 9, 2011 7: 44 PM
Page 77 of 184
Thanks for these ideas. Well said. I, on the other hand, prefer that students attach their papers and not cut and
paste into the assignment area. There is an option to download all the papers at once as a zip and you can grade
them offline and use word tracking.
Thread: Locked threads; Post: RE: Locked threads Author: Eileen Sullivan; Posted Date: February 9, 2011 7: 45 PM
This is another good idea. As the facilitator/instructor you may want to also write a short review before you close
the discussion.
Thread: Autotext; Post: RE: Autotext Author: Eileen Sullivan; Posted Date: February 9, 2011 8: 01 PM
This is my favorite tip of the day!! Thanks. IDEA! Let's create a word doc of all these tips!
Thread: A time saving trick; Post: RE: A time saving trick Author: Eileen Sullivan; Posted Date: February 9, 2011 8:
35 PM
I have always had a student led discussion for my online classes. It works well and promotes leadership and good
student-to-student discussion. In a curriculum theory class I taught I called an assignment, Current Curriculum
Topic, and each student (in a group of 5-6) was asked to find a current issue (research based), post the article and
have the group read it, and then lead a discussion. It was best to assign each student the days (3-4) that he/she led
the discussion and then posted a review of the discussion.
Thread: Best Practices for Online Education; Post: Best Practices for Online Education Author: Charles
McLaughlin; Posted Date: February 11, 2011 12: 17 AM
I started looking for information about best practices for online education. Here are three items I thought were
interesting. The attached pdf looks at the big picture for developing online courses for degree and certificate
programs. It's also located at: http: //www.ncahlc.org/information-for-institutions/publications.html
The item two is a helpful hints sheet for developing online classes.
http: //www.designingforlearning.info/services/writing/ecoach/tenbest.html
The last item relates to building community in the online classroom: http:
//www.guidetoonlineschools.com/online-teaching/student-engagement
Attachment: Electronic offered degree practice.pdf (54.312 KB)
Thread: Best Practices for Online Education; Post: RE: Best Practices for Online Education Author: Eileen Sullivan;
Thanks for posting Charlie.
Great information.
Thread: White paper on Tagging; Post: White paper on Tagging Author: Charles McLaughlin; Posted Date:
February 11, 2011 12: 32 PM
Scott Badger just sent me this info on tagging in BlackBoard.
Charlie
Attachment: View_Organize_Discussion_Board_Content.pdf (523.511 KB)
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Thread: Report: Blended learning could hit or miss; Post: Report: Blended learning could hit or miss Author: Julie
http: //www.eschoolnews.com/2011/02/10/report-blended-learning-could-hit-or-miss/
Thread: Exemplary Rubric for On-Line Courses; Post: Exemplary Rubric for On-Line Courses Author: Jaime
Ramirez; Posted Date: February 11, 2011 12: 57 PM
You can download the rubric Blackboard uses to evaluate exemplary courses here.
Thread: Exemplary Rubric for On-Line Courses; Post: RE: Exemplary Rubric for On-Line Courses Author: Charles
McLaughlin; Posted Date: February 11, 2011 5: 39 PM
Thanks Andres
That's the ticket
Thread: Posting Syllabus; Post: RE: Posting Syllabus-Word-HTML conflicts Author: Constance Horton; Posted
One of the problems I have had in the copy and paste from Word to Bb is in the size of font. sometimes I have to go
into the code and find the "80%" pieces and delete them - then it looks right!
Thread: The "content Collection"; Post: RE: The "content Collection" Author: Constance Horton; Posted Date:
February 27, 2011 8: 20 PM
You probably have to talk to User services about the intricacies of this....
Thread: Posting Syllabus; Post: RE: Posting Syllabus Author: Virginia Freyermuth; Posted Date: March 3, 2011 7:
59 AM
Can you explain how to do the 'htm' equivalent post as a webpage of the syllabus?
I currently do it as a download on Blackboard.
Thread: Posting Syllabus; Post: RE: Posting Syllabus-Word-HTML conflicts Author: Virginia Freyermuth; Posted
Date: March 4, 2011 8: 46 AM
How does one go into the code?
Thread: Posting Syllabus; Post: RE: Posting Syllabus-Word-HTML conflicts Author: Eileen Sullivan; Posted Date:
March 10, 2011 9: 36 PM
Connie-Scott and Ryan taught me how to fix this font issue. I use Text Wrangler.
ES
Thread: Posting Syllabus; Post: RE: Posting Syllabus Author: Constance Horton; Posted Date: March 19, 2011 8: 48
PM
You can try copying and pasting in the html code right into the Bb box. click submit and see how it looks. Some
people I know copy and paste the Html page into Notepad or Textedit on Mac and strip it of it's code. Then paste it
in. I don't much like that as I lose formatting I spent a lot of time on. But either method is possible.
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Thread: Posting Syllabus; Post: RE: Posting Syllabus-Word-HTML conflicts Author: Constance Horton; Posted
Date: March 19, 2011 8: 52 PM
Above the box where you put your info, on the top right is the "visual editor" You click it to the "off" postion and
you see only code instead of the default view - more like the actual view to students. You have to save in this view
for changes to take place.
Thread: Posting Syllabus; Post: RE: Posting Syllabus-Word-HTML conflicts Author: Virginia Freyermuth; Posted
Date: March 22, 2011 11: 10 PM
Thanks, Connie!
Thread: Extend the argument; Post: RE: Extend the argument Author: Jaime Ramirez; Posted Date: April 4, 2011 2:
29 AM
Thanks Sasha for the simple yet powerful tip.
Thread: Posting Syllabus; Post: RE: Posting Syllabus Author: Denise Guilbault-Langworthy; Posted Date: April 4,
2011 3: 22 PM
Why am I having so many issue with cut and paste? It took me well over an hour and a half trying to make the
pasted version look like the original. When pasted into Bb I get 3 or four different types and sizes of font, spacing is
all wacky, indentations gone... I finally gave up because I could not figure out how to fix it. Any helpful hints?
Thread: Extend the argument; Post: RE: Extend the argument Author: Virginia Freyermuth; Posted Date: April 5,
2011 7: 52 AM
I second the praise for this tip. Being more specific about what we mean by "reflection" means is important and
provides students with structure to think more critically.
Thread: Posting Syllabus; Post: RE: Posting Syllabus Author: Eileen Sullivan; Posted Date: April 8, 2011 5: 59 PM
Denise-see me to talk to you about this but I use a product that makes all the font the same.
Thread: Posting Syllabus; Post: RE: Posting Syllabus Author: Denise Guilbault-Langworthy; Posted Date: April 10,
2011 11: 57 PM
I will - When I copy/paste a chart things are fine. But plain text comes out funny when I post in Bb.
PROJECTS
Alexander Sidorkin - local; Posted Date: February 21, 2011 4: 35 PM
Select one specific course you want to convert to a hybrid or online format. Reply to this message. Change the
Subject to the number and the title of your course. In the message, list learning objectives - but not the ones you
created for accreditation, but try to get to the bottom line - what is it you want your students to know and to be
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able to do? Stay focused, and identify the bottom line: What absolutely has to happen in the course, or it is an utter
failure.
Attach the current syllabus to your message.
Thread: Project 1. Project description; Post: CURR 560 Author: Frank Farinella; Posted Date: January 27, 2011 5:
16 PM
CURR 560: Seminar Curriculum will be taught spring, 2011. The course is active BB and will be hybrid format. I will
utilize this HOLC forum to further develop the BB structure of this course. The goal is to have a graduate level
course that can be useful for students who intend to develop instruction in differing contexts: education,
organizations, (public / private sectors).
CURR 560 objectives and syllabus attached
Attachment: Course Overview Spr11.docx (19.624 KB)
Thread: Project 1. Project description; Post: RE: Project 1 Author: Mary Sullivan; Posted Date: January 27, 2011 7:
14 PM
My goal in this course is to use tools that I have not used previously. My use of Blackboard has been with face-toface courses, except for an Independent Study. Tools used for that are more limited.
Attachment: MATH409SyS2011IndStdySasha.docx (18.522 KB)
Thread: Project 1. Project description; Post: TESL 551 Author: Nancy Cloud; Posted Date: January 27, 2011 7: 57
PM
My goals in TESL 551 are: 1. appreciate individual differences in ELLs in order to plan responsive curricula for a
particular group of students
2. identify the various ESL curriculum design principles and select language content for an ESL course/syllabus
3. select teaching methods, tasks and activities and design curriculum that matches students' linguistic, educational
and cultural characteristics.
4. identify the different purposes of second language assessment: identification, placement in and exit from
programs and measurement of individual student progress.
5. Identify, select, conduct and interpret formal and informal oral language and literacy assessment techniques and
instruments (including standardized, authentic, performance, curriculum and portfolio-based assessments) with
individual students or to complete a needs assessment of a particular group of English Language Learners.
I have used a companion website previously for a part of this course, but this is my first semester creating a
Blackboard site for the course.
My goal is to provide materials that really support the students and which they ask for; not just post requirements
and prescribed readings.
Attachment: TESL 551-S-11.doc (76 KB)
Thread: Project 1. Project description; Post: TESL 541 Author: Jaime Ramirez; Posted Date: January 28, 2011 4: 14
AM
Page 81 of 184
Students will acquire a procedural knowledge of language subsystems (phonology, morphology, syntax, and
pragmatics) that allows them to: phonetically transcribe the oral speech of an English Language Learner
analyze linguistic patters in the oral and written interlanguage of such a learner
use this information to design contextualized linguistically and culturally responsive interventions for such learner
and/or others with similar language development patterns
Attachment: 541 fall 10 Syllabus.doc (388.5 KB)
Thread: Project 1. Project description; Post: ES-Student Teaching Seminar for Elem Ed Author: Eileen Sullivan;
I plan on working to include a few online experiences for the ELED student teaching seminar (ELED 469 and ELED
569). I did not write the syllabus but will critically examine the objectives and the syllabus this weekend for further
planning. I will select a few of the objectives and work to create discussion questions, readings, and assignments
enhance the learning experience and intended purpose of the seminar.
This online part of the seminar would be perfect for these snow days, as time from class would not be missed and
the virtual experience would provide an additional glimpse and experience into the online learning medium.
With many years of online teaching experience, I feel that some objectives lend themselves to the online format,
but all content could typically be converted to online learning with the use of multimedia images and video.
Course Objectives
The candidate who completes this course should be able to: • apply PAR (Planning, Action, Reflection) and the
Rhode Island Professional Teaching Standards to develop attitudes for reflective action such as open-mindedness,
responsibility, and wholeheartedness; (ES Comment-this could easily be completed with readings, reflections and
analysis of videos.)
• develop inquiry skills for reflective action such as observation, problem-solving, inference, drawing conclusions,
and conjecturing; (ES-using video analysis of teaching behaviors)
• apply the above attitudes and skills to make appropriate decisions in the following areas: teaching materials,
behavior, evaluating students and self, setting goals and objectives for the elementary school curriculum; adapting
and accommodating for all students (ES-attitudes are difficult to teach and measure and will change this objective
but content could be easily translated into online format)
• examine educational issues or classroom problems; (ES-perhaps easiest to do online with readings and current
research).
• examine the paradigms which circumscribe conventional thought about classroom practice; (ES-again an easy
convert to online)
• understand a sense of history of a particular classroom & school, and examine the rationales underlying
classroom and school regularities; (ES-most difficult as involves interviews and face to face work)
• examine personal assumptions and biases and how these affect classroom practice; (ES-would be able to do
online)
• examine the process of socialization as a teacher; (ES-would be some work to do this well to do online but
doable)
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• become fully prepared to become a beginning teacher. (ES-not measureable as an objective and will rewrite this
objective)
Attachment: Syllabus_ELED_469-ELED_Seminar.pdf (75.006 KB)
Thread: Project 1. Project description; Post: FNED 346 Summer Version Author: Ellen Bigler; Posted Date: January
28, 2011 9: 42 AM
My intention is to redesign my Summer FNED 346 class as a hybrid class. Students have only 6 weeks; at 8
hours/wk in the classroom during school hours; they have little time to get out to do their 15 hours tutoring. If we
are able to meet approximately half time F2F and the other half of the time connecting through the internet
community in the evenings or weekend, we all benefit. I want to examine what online activities are appropriate,
because F2F is essential too to this course as we come together to question many of our core assumptions.
"Reading" students as we move them forward requires F2F. Once I have this in place for the intensive summer
course I can consider where it is appropriate for the semester-long classes.
to reflect upon the role of history, politics, and culture in shaping current American educational policy and practice
to question assumptions about the purpose of schooling, the student-teacher relationship, and the role of schools
in promoting or hindering the democratic way of life
to think critically about educational issues, developing well-reasoned opinions on central issues in education and
educational reform
to engage in service learning activities in approved public K-12 schools or other educational institutions serving
diverse populations in order to gain insight into the perspectives and experiences of minority students
to acquire an appreciation of the culture, history, and group differences of major American racial/ethnic
subcultures with implications for schools and classrooms
to examine their own attitudes and approaches to civic responsibility, ethnicity, race, social class, religion, gender,
sexual orientation, and exceptionality
Attachment: syl_346Su09-1.doc (280 KB)
Thread: Project 1. Project description; Post: MLED 340 Author: Julie Horwitz; Posted Date: January 28, 2011 11:
29 AM
I will be working on MLED 340: Differentiated Elements in Middle School Instruction. I have never taught this class
but want to add an online component to the middle school endorsement program.
There are three Middle School Competencies which will be met: Competency 6
Analyzes the use of appropriate “best practice” strategies that provide for the needs of middle level students and
are respectful of gender, language, and cultural differences
Competency 7
Analyze the use of a variety of formative and summative assessment strategies that accommodate the diverse
needs and strengths of all students and are respectful of gender, language, and cultural differences
Competency 8
Gain awareness of instructional programs and related activities which create a supportive learning environment
for the middle school student.
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Learning Objectives: · Create a differentiated unit for their content area that includes: o Varied assessments
o Utilizes the UBD structure
o Variety of teaching strategies
· And something else that I am not sure of yet
Attachment: Syllabus MLED 340 fall 2011.docx (48.633 KB)
Thread: Project 1. Project description; Post: RE: FNED 346 Summer Version Author: Mary Ellen McGuireSchwartz; Posted Date: January 28, 2011 11: 37 AM
Universal Design for Learning module link http: //udlonline.cast.org/home
Thread: Project 1. Project description; Post: RE: FNED 346 Summer Version Author: Alexander Sidorkin - local;
1. to reflect upon the role of history, politics, and culture in shaping current American educational policy and
practice
2. to question assumptions about the purpose of schooling, the student-teacher relationship, and the role of schools
in promoting or hindering the democratic way of life
3. to think critically about educational issues, developing well-reasoned opinions on central issues in education and
educational reform
4. to engage in service learning activities in approved public K-12 schools or other educational institutions serving
diverse populations in order to gain insight into the perspectives and experiences of minority students
5. to acquire an appreciation of the culture, history, and group differences of major American racial/ethnic
subcultures with implications for schools and classrooms
6. to examine their own attitudes and approaches to civic responsibility, ethnicity, race, social class, religion,
gender, sexual orientation, and exceptionality
7. to acquire the skills necessary to become a better critical reader and writer
•&νβσπ;List of facts (history facts, sociological, etc.)
•&νβσπ;Concepts (inequality, privilege, social class, critical multiculturalism; culture deficit theories-critique it)
o Ability to apply concepts in new contexts, to their own practices/experiences
•&νβσπ;Skill (identify assumptions, critique them; ability reason; to write and express)
o Ability to analyze news and other text to find assumption
o Can they analyze language use for assumptions?
o Ability to de-center, and to see their own prejudice, control for it
•&νβσπ;Field experience
o Do I want to be a teacher? What kind of teacher do I want to be/can be?
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Thread: Project 1. Project description; Post: RE: MUSE 502 Assessment & Evaluation in Music Author: Denise
Guilbault-Langworthy; Posted Date: January 30, 2011 10: 53 AM
MUSE 502
Perception, Assessment, and Evaluation in Music
At the completion of this course, students will: 1. understand music aptitude and become acquainted with
developmental and stabilized music aptitude tests.
2. understand the difference between music aptitude and music achievement.
3. understand the purpose of testing and how testing can be applied within the music education setting.
4. understand the difference between measurement and evaluation.
5. Be able to write valid rating scales and multiple choice tests for use within a school’s music curriculum and
within music education research.
6. be able to calculate the reliability, objective validity, intercorrelations, standard error of measurement, mean,
and standard deviation of tests, and interpret those statistics so that they can be used in the evaluation of test
quality.
7. be able to analyze individual items of a test for their difficulty levels and their discrimination levels, and
interpret those levels so that they can be used in the evaluation of item quality.
8. to be able to meaningfully evaluate music tests to determine whether those tests are appropriate for use within a
school’s music curriculum and within music education research.
Attachment: MUSE 502 Syllabus Summer II 2009.pdf (155.924 KB)
Thread: Project 1. Project description; Post: SED 444: Teaching Adolescent Literature Author: Janet Johnson;
Articulate and reflect upon your response to particular texts and your rationale for teaching those texts.
Create opportunities for all students to connect their experiences & literacy practices outside of school with their
reading in school in meaningful ways.
Select appropriate texts for individual readers, literature circles, whole class reading, and a classroom library.
Recognize and use technology, media, and popular culture in pedagogically sound ways to enhance student
learning.
Attachment: 444_syllabus_F09.doc (92 KB)
Thread: Project 1. Project description; Post: INST 251 Author: Constance Horton; Posted Date: January 29, 2011
11: 20 PM
I have used Blackboard in a face to face course and would like to convert it to a more hybrid-type. It is a course
that aims to develop technology skills in college students based on the National Educational Technology Standards.
Projects are examples teachers might use in the classroom so it meant to be practical. At the end of the course, the
student should have comfort and skills in using: Blackboard, and a computer operating system
word processing ( more features than just typing text)
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spreadsheets (including creating a budget or basic gradebook)
slide show presentation (including sound/video)
basic desktop publishing (such as a newsletter, awards)
a website creation program
effective searches in web browsers
take and edit digital images to use in documents and on the web
copyright guidelines for education
Spring2011SyllabusINST251.pdf
Thread: Project 1. Project description; Post: RE: CURR 560 Author: Jaime Ramirez; Posted Date: January 30, 2011
11: 30 PM
A very interesting range of curricular models Frank. I'm curious to know if any of these models has better results in
different contexts/for different purposes.
A potential good project could be a stand alone presentation of their curricular design with peer-feedback from
other students at different stages of the design. You could set up groups by curricular models. This way, the
feedback students give may actually be good for them as well.
Models of exemplary designs may be interesting as well to provide students access and practice identifying critical
features of different models.
Thread: Project 1. Project description; Post: RE: Project 1 Author: Jaime Ramirez; Posted Date: January 30, 2011
11: 41 PM
This is an excellent course to do on-line Mary. Perhaps an enhanced podcast of recorded powerpoint to key
elements in the course may be a great addition to this course.
Thread: Project 1. Project description; Post: RE: FNED 346 Summer Version Author: Jaime Ramirez; Posted Date:
January 30, 2011 11: 53 PM
Ellen,
It seems to me that the evocative portraits project could be a digital project altogether.
Thread: Project 1. Project description; Post: RE: MLED 340 Author: Jaime Ramirez; Posted Date: January 31, 2011
12: 02 AM
Good luck Julie. I'm sure it will be wonderful by the time you think it through. What about including a multimodal
component in their differentiated unit?
Thread: Project 1. Project description; Post: RE: TESL 551 Author: Jaime Ramirez; Posted Date: January 31, 2011
12: 07 AM
Nancy,
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Really comprehensive course. Since there's so much to attend to in this course, perhaps lectures can be prerecorded so that students can take a look at it as many times as they want. This may free you more to provide
feedback.
Thread: Project 1. Project description; Post: RE: MUSE 502 Assessment & Evaluation in Music Author: Jaime
Ramirez; Posted Date: January 31, 2011 12: 22 AM
Denise,
Thanks for sharing.
In point 2, understand the difference between music aptitude and music achievement, is there a way to show how
this understanding would be evidenced? Is there a way to watch performances for example and identify different
features of aptitude or achievement? Just curious.
Thread: Project 1. Project description; Post: RE: SED 444: Teaching Adolescent Literature Author: Jaime Ramirez;
A very interesting and appropriate course for the hybrid format Janet. The question of how adolescent literature
can be used to connect with non-mainstream, resistant, struggling readers is a very important one and one that
interests me a lot.
I've seen this happen with the books of Gary Soto. I'm sure you know his work.
I even have some clips of struggling readers I collected in a middle school that you may be interested in using.
Thread: Project 1. Project description; Post: ARTE 404 Secondary Practicum in Art Education Author: Virginia
Freyermuth; Posted Date: January 31, 2011 11: 17 AM
I will develop a hybrid version of our current course, ARTE 404, Secondary Practicum in Art Education.
I will design a version of this course where online and Blackboard elements would supplement and deepen what
takes place in the f2f classroom, which is known as "face-to-face driver" program. This would provide our students
with new technological opportunities for online learning and interaction.
The major objectives for this course are: Plan and teach art learning experiences for secondary students that are
richly meaningful
Practice and improve art teaching skills that are developmentally appropriate for adolescents
Cultivate characteristics of effective, reflective and professional art educators
Determine ways to create positive, respectful learning environments and communities conducive to artistic
learning and engagement appropriate for adolescents
Promote higher order thinking skills and creativity through effective teaching in art
--Virginia Freyermuth
Attachment: 2011 404 504 Final Freyermuth Syllabus.docx (236.087 KB)
Thread: Project 1. Project description; Post: RE: MUSE 502 Assessment & Evaluation in Music Author: Virginia
Freyermuth; Posted Date: January 31, 2011 11: 21 AM
Page 87 of 184
As we are both in the arts, I will be following your progress to learn ways that our musical and visual content areas
can be enriched by the online environment. I hope we can trade any great tips and resources in the arts that would
be beneficial for our students! --Ginny
Thread: Project 1. Project description; Post: RE: MLED 340 Author: Julie Horwitz; Posted Date: January 31, 2011
12: 00 PM
I like the idea of adding a twist to their differentiated unit. have you seen examples of what they could add? What
are you thinking?
Guilbault-Langworthy; Posted Date: January 31, 2011 5: 48 PM
I would love it if we could pick each other's brains a bit. Let's do it!
Denise
Guilbault-Langworthy; Posted Date: January 31, 2011 6: 11 PM
Hi Jamie,
Music aptitude is often confused with achievement. We can never really know someone's aptitude via observation we can only guess. (as many times as I try to guess I am most always proven wrong). Most music teachers are
unaware that the two are completely separate issues.
To assess their understanding I do play recordings of various student performances and ask them to determine
audiation level and achievement level. It is a trick question - anyone who indicates an aptitude level is soon
reminded that they cannot know without actually administering the tests. You can determine achievement by
watching a performance but you cannot determine aptitude. It is really easy to label a low achiever (poor
performance) as having a low aptitude but is isn't always the case.
Thanks for asking!
Thread: Project 1. Project description; Post: RE: MUSE 502 Assessment & Evaluation in Music Author: Virginia
Freyermuth; Posted Date: January 31, 2011 10: 34 PM
Did you see Sasha's tip for a substitute for PowerPoint? It looks pretty intriguing to me: http:
//sidorkin.com/366/group_project.htm
Thread: Project 1. Project description; Post: RE: MLED 340 Author: Jaime Ramirez; Posted Date: February 1, 2011
2: 03 AM
Let's keep the conversation going. I'm just thinking about Nancy's concern about the proliferation of reading and
writing. Perhaps their unit could include assessment for learning in different modes/genres? (a cartoon, a comic
etc).
Thread: Project 1. Project description; Post: RE: MUSE 502 Assessment & Evaluation in Music Author: Jaime
Ramirez; Posted Date: February 1, 2011 2: 06 AM
Great explanation. It makes sense!
Does it happen that you can easily label a high achiever (great performance) as having high aptitude and isn't
always the case either?
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Just curious (again!! : )
Thread: Project 1. Project description; Post: RE: ARTE 404 Secondary Practicum in Art Education Author: Eileen
Sullivan; Posted Date: February 1, 2011 7: 31 AM
Hello Virgina, this is an exciting adventure and your course will be visual and eye pleasing with all the art posted! I
see you scanning and doing videos of experienced teachers teaching art for your students to evaluate. Sign out a
flip camera and practice with that if you have not used one.
Thread: Project 1. Project description; Post: RE: FNED 346 Summer Version Author: Eileen Sullivan; Posted Date:
Ellen, when you are mapping out this online course, think of how some components of it can fit into your
traditional face-to-face course and enhance tour students' learning experiences there as well. When I designed an
online version of a class I had taught for over 20 years, the online development and teaching almost forced me to
be a better face to face teacher. Some of the written assignments were the same for the face to face class and the
online class.
Thread: Project 1. Project description; Post: RE: Project 1 Author: John Arango; Posted Date: February 1, 2011 10:
07 AM
TECH 407: Practicum in Elementary Technology Education (Grades K through Six) Strategies for presenting
technological topics and learning activities at the elementary school level are introduced. Topics include theory,
activity safety, and the development of elementary integration activities.
Attachment: 407-Syllabus-spring2011.doc (107.5 KB)
Thread: Project 1. Project description; Post: RE: ARTE 404 Secondary Practicum in Art Education Author: Virginia
That's a great idea. Where are the flip cameras located to be signed out? In order to take video in which children
may also appear (and then be posted on the Blackboard site) do you have any advice concerning photo releases?
Thread: Project 1. Project description; Post: RE: FNED 346 Summer Version Author: Kalina Brabeck; Posted Date:
February 2, 2011 12: 09 PM
As we were discussing assignments that would draw on non-verbal learning styles and capitalize on the on-line
format, it occurred to me that photovoice might be an interesting methodology for the students to use. It's a
method by which students would be asked to represent themselves and their point of view through taking photos,
and then creating a narrative to accompany those photos. Carolyn Wang has written a lot about this methodology.
Thread: Project 1. Project description; Post: CEP 532 Theories & Methods of Counseling Author: Kalina Brabeck;
I teach in the CEP program and would like to develop one of our foundations courses, CEP 532 Theories & Methods
of Counseling, as a hybrid course. It's a requirement of all students in all School Psych, Mental Health Counseling &
School Counseling programs. It's also open to non-matriculated students.
The bottom line for this course is that students must: a) Develop an understanding of theory and its role in
counseling.
b) Develop a solid understanding of the basic theoretical models that inform the counseling profession.
c) Be able to apply those theoretical models to conceptualize case material and to inform what they do with clients.
Page 89 of 184
d) Begin to develop their own theoretical framework of counseling and change, which is rooted in the theoretical
models we cover during the semester.
The most recent syllabus that I've used for this class is attached.
Attachment: CEP 532 syllabus fall 2009 Brabeck.doc (150.5 KB)
Thread: Project 2: Lists tudent activities F2F and online; Post: Project 2: Lists tudent activities F2F and online
Author: Alexander Sidorkin - local; Posted Date: February 21, 2011 4: 34 PM
Make a list of all activities students do in your class when it is taught f2f. Then make a list of activities students can,
in theory, do on-line within your class.
Thread: Project 2: Lists tudent activities F2F and online; Post: ARTE 404 Secondary Practicum in Art Education
Author: Virginia Freyermuth; Posted Date: February 2, 2011 2: 04 PM
A potential hybrid version of ARTE 404 is exciting because it could be so visual! This would reinforce the strengths
of art education students.
My biggest concern about doing this in an online environment, though, is confidentiality. Read below for specific
ideas and concerns.
F2F: Students make works of art.
Students engage in an inquiry-based process of making works of art in class. Building a respectful learning
community is modeled.
On-line version: After students have experienced this process f2f, they could then be given an inquiry for creating a
work of art at home to be posted online (not sure how yet), write a statement about what they learned through the
process in a discussion board, and then they could respond to other students’ submissions.
What would be lost is the live student-to-student interaction during the process that is a crucial part of their
learning.
F2F: Students Write.
>Write inquiry-based lesson plan ideas inspired by exemplars.
Online: Same thing, but sharing ideas could be even simpler here since all ideas could be posted rather than
printed, and thus a wealth of lesson ideas would be readily available.
>Write reviews and gather ideas from professional journals and art ed. literature
Online: Same thing: opportunities for discussion could be quite rich here. It would be easy to include links to online
sources.
>Write reflections pertaining to the Practicum.
Online: same thing, plus images could also be included and shared. Students could create PowerPoint and slide
shows in addition to their writing. But how to maintain privacy in an online format? I like Sasha’s idea of a group
project website, but are these confidential? Not quite sure what one looks like yet.
> Write two lesson plans. The lesson plans could be placed on Bb for comments, suggestions, and/or extension of
ideas from other students.
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>Teacher Candidate Mini Work Sample: Online: I would love to find a way for the TCMWS to be more visual for our
art students. I would like this project to capture their imaginations and be a thing of both knowledge and beauty!
Perhaps designing their unit in a more graphic way via a website, such as Sasha has suggested? How exciting it
would be if our students knew how to create a unit design on a website; once they are teachers, it would be great to
post units online for their students. In my opinion, it needs to be more than b&w writing on paper for our art
students so their learning styles are honored.
> Summary reflection about philosophy, art ideas, favorite topics and future plans.
Online: How great it would be to have a celebratory presentation online, with music, images, voice, and/or video. I
want to know how our students could do this!
F2F: Students engage in and document Practicum Teaching Experience
>Students spend a minimum of 25 hours in art classrooms
Online: Students could create a blog or journal about their ongoing experience. This could be an amazing part of
their mutual self-reflection and learning, but I am very concerned about privacy issues concerning children &
teachers in schools. Can blogs or journals be done in a closed and protected online environment?
Students could create a slide show of works of art created by students for the two lessons they teach.
Students could share snippets of video from their teaching, and/or share images of student works of art (not sure
how yet). I think it’s an eye-opener to see our own teaching in action.
Students could create a short video or slide show of the classroom space, how it is organized, how the art teacher
creates a positive learning environment. They could write about how the space is effective and what they
themselves might change.
With permission, they could videotape interviews with students about their works of art (once again—not sure
how to download these into Bb yet).
F2F: Students talk, show, sit, listen.
Online: >Students can interact in discussion boards. We could Skype. We could have live chats.
I would like to know all the possibilities for online learning. I’m sure I’m mentioning only the tip of the iceberg!
Thread: Project 1. Project description; Post: RE: ARTE 404 Secondary Practicum in Art Education Author: Eileen
I know IT has a few cameras to sign out as I used them last year, but I own my own. It is easy to use too and I can
upload right to YouTube and BlackBoard.
Thread: Project 1. Project description; Post: RE: CEP 532 Theories & Methods of Counseling Author: Karen BerardReed; Posted Date: February 3, 2011 3: 05 PM
Hi Kalina --
Since you've taught this as a hybrid course, I'm wondering about the projects and activities that students complete
on-line. I've been thinking about my courses and the question floating around has been, "Which activities can be
modified to work as online experiences?"
Then, at one point, I was struck with a different question and began to wonder if there were components of my
course that might work BETTER online.
Page 91 of 184
Have you found this to be the case at all? --Karen
Thread: Project 1. Project description; Post: HED 300 - Concepts of Teaching in Health Education Author: Karen
Berard-Reed; Posted Date: February 3, 2011 3: 34 PM
HED 300 - Concepts of Teaching in Health Education
My Bottom Line Objectives: Candidates should leave HED 300 with the ability to plan effective health education
lessons for diverse audiences. The lessons should provide opportunities for learners to think critically about health
information and develop skills to enhance health. Appropriate and varied assessment strategies should be main
focal points of the health lessons, as should well-written objectives, meaningful use of health education standards,
varied instructional activities, and detailed content and questioning strategies. Candidates should also develop
communication skills and reflective abilities necessary for effective educators.
Attachment: 300 syll Sp11.docx (111.442 KB)
Thread: Project 1. Project description; Post: RE: MLED 340 Author: Karen Berard-Reed; Posted Date: February 3,
2011 3: 47 PM
Julie -- this course looks very interesting! It brings me back to my middle school teaching days and how important
differentiation is with these learners. Good luck with the course - it will be interesting to see which components
you turn to for the online activities.
Thread: Project 1. Project description; Post: RE: CEP 532 Theories & Methods of Counseling Author: Kalina
Brabeck; Posted Date: February 3, 2011 7: 09 PM
Hi Karen,
Well, I just experienced one of the potential frustrations of on-line work... I had a nice reply to your post all typed
out, but when I hit "submit" I lost my internet connection, and the post along with it!
The jist of my response was...
I like your reframing of the question. I actually have not taught this as a hybrid course before, although I've used
various on-line assignments in the past when I have taught it f2f. One semester, I used a text book that had a
website with links to videos of 3 counseling intake sessions w/ 3 different clients. The students could pick a
particular theory to apply, and choose 1 of the 3 cases to apply it to. They would be led through a series of
questions requiring they conceptualize the case from that particular theoretical vantage point. Their answers
would be streamed to me in my email. It was a great way to get them lots of practice w/ case conceptualization and
to do so at a time/place convenient for them. I'm thinking of trying to incorporate similar ideas into a hybrid
version of this course...
This time I'm going to copy this email before I hit "submit"!
Thread: Project 2: Lists tudent activities F2F and online; Post: MLED 340 - Differentiated Instruction Author: Julie
Remember this is a new class to me and I am not 100% positive exactly what students will do in class. So here
come my assumptions of what I will do f2f with my students: •&νβσπ;Learn about Professional Learning
Communities and form them for the entire semester.
o Be active members of the PLC
o Learn about and engage in tuning protocols
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o Team functions in middle school
•&νβσπ;Engage in differentiated lessons and then create and implement differentiated lessons
•&νβσπ;Cooperative learning activities
•&νβσπ;Multiple Intelligent research and activities
•&νβσπ;Engage in both formative and summative assessments while learning about them
Online: •&νβσπ;PLC could originate in class but continue online and move some of the discussion into online
groups
OK, So I am realizing my issue. All of these could be different discussions online. I see how I could create groups
and cluster them indifferent ways. I do see that PLC would be fun to have online b/c they could really dig into
discussions and lesson plans. I just wonder about differentiation ideas. I guess since this is a new course for me I
don’t yet know what that would look like. I can see having students conduct web quests for differentiated lessons
and critique them. Finding Youtube videos (or teacher tube) with demonstrations of differentiated teaching and
have students conduct “observations” of these videos. Have students create a differentiated lesson using
technology to aid students in prereading and during reading activities.
While I am not sure exactly what I will do yet, this helps to beginning thinking through activities that are not just
discussion threads. I also do realize I don’t think I even want to tackle how to do cooperative learning online. ….but
never say never..
Thread: Project 1. Project description; Post: RE: FNED 346 Summer Version Author: Alexander Sidorkin - local;
I agree with Eileen: thinking through online options helped me become a better teacher. It is hard to explain why you are just forced to think more abstractly, to remove yourself from the familiar. And you become more aware of
the bottom line - what you are trying to teach.
Thread: Project 1. Project description; Post: RE: MLED 340 Author: Alexander Sidorkin - local; Posted Date:
February 5, 2011 12: 36 AM
· Create a differentiated unit for their content area that includes: o Varied assessments. CAN YOU MAKE A LIST OF
ASSESSMENTS THEY SHOULD KNOW? AND WHAT IT IS TO KNOW - TO BE ABLE TO RECOGNIZE? OR TO
CONSTRUCT?
o Utilizes the UBD structure NOT SURE WHAT THIS IS.
o Variety of teaching strategies. SAME HERE. HOW MANY STRATEGIES? CAN YOU MAKE A LIST? DO YOU WANT
THEM TO JUST HAVE AN IDEA OF MANY STRATEGIES, OR TO KNOW A FEW VERY WELL? HOW WOULD YOU
KNOW THEY KNOW THE STRATEGIES?
· And something else that I am not sure of yet
Thread: Project 1. Project description; Post: RE: MUSE 502 Assessment & Evaluation in Music Author: Alexander
Sidorkin - local; Posted Date: February 5, 2011 12: 45 AM
Perception, Assessment, and Evaluation in Music
developmental and stabilized music aptitude tests. WHAT'S THE PURPOSE OF BEING ACQUAINTED? SO THEY CAN
Page 93 of 184
USE SUCH TESTS? INTERPRET THE RESULTS, OR SHOULD THEY BE ABLE DEVELOP SUCH TESTS? THOSE ARE
ALL VERY DIFFERENT THINGS.
2. understand the difference between music aptitude and music achievement. AND WHY DO THEY NEED TO KNOW
THAT? ALSO, HOW CAN WE TELL IF THEY UNDERSTAND THE DIFFERENCE? WHAT KIND OF PRACTICE CAN
HELP MAKE IT A DEPENDABLE SKILL?
3. understand the purpose of testing and how testing can be applied within the music education setting.
4. understand the difference between measurement and evaluation.
within music education research. THIS IS IS A VERY GOOD OBJECTIVE - IT IS EASILY MEASURABLE - THEY CAN OR
CANNOT WRITE TESTS. IT IS ALSO FAIRLY OBVIOUS HOW TO GET THERE: EXPLAIN HOW TO WRITE THE TESTS,
AND THEN PRACTICE TILL THEY GET IT. PERHAPS ##1,2, AND 3 WILL BE FOLDED INTO THIS ONE, BECAUSE TO
WRITE A GOOD TEST REQUIRES ONE TO UNDERSTAND THE CONCEPT OF TESTING.
quality. THIS ONE IS ALSO AN EXCELLENT OBJECTIVE... SEEMS A BIT TOO AMBITIOUS, BUT HEY, WHAT DO I
KNOW?
7. be able to analyze individual items of a test for their difficulty levels and their discrimination levels, and
interpret those levels so that they can be used in the evaluation of item quality.
8. to be able to meaningfully evaluate music tests to determine whether those tests are appropriate for use within a
school’s music curriculum and within music education research.
TO SIMPLIFY: 1. CAN THEY EVALUATE EXISTING TESTS?
2. CAN THEY CREATE AND ADMINISTER THEIR OWN GOOD TESTS?
3. CAN THEY READ AND INTERPRET WHAT THEY HAVE MEASURED?
Thread: Project 1. Project description; Post: RE: SED 444: Teaching Adolescent Literature Author: Alexander
Articulate and reflect upon your response to particular texts and your rationale for teaching those texts. I
UNDERSTAND THE RATIONALE - YOU NEED TO KNOW WHY YOU PICKED A TEXT. DO YOU ALSO NEED TO
ARTICULATE THE RESPONSE TO DO THAT? IS THERE A GOOD AND BAD RESPONSE?
Create opportunities for all students to connect their experiences & literacy practices outside of school with their
reading in school in meaningful ways.
HMM. HOW WOULD YOU KNOW IF THEY CAN CREATE SUCH OPPORTUNITIES? IS THERE A DEFINITE LIST OF
OPPORTUNITIES? IS THIS A MEASURABLE SKILL, OR JUST AN ASPIRATION?
Select appropriate texts for individual readers, literature circles, whole class reading, and a classroom library.
OK, THIS LOOKS LIKE A SPECIFIC SKILL. WHAT'S THE RULE, THE ALGORITHM FOR SELECTION OF APPROPRIATE
TEXT? WHAT IS APPROPRIATE ANYWAY?
Page 94 of 184
Recognize and use technology, media, and popular culture in pedagogically sound ways to enhance student
learning. PEDAGOGICALLY SOUND - WHAT'S THE TEST FOR THAT? IT IS LIKE APPROPRIATE - ANOTHER WORD
FOR GOOD. BUT WHAT MAKES THE DIFFERENCE BETWEEN THE GOOD AND THE BAD?
Thread: Project 1. Project description; Post: RE: ARTE 404 Secondary Practicum in Art Education Author:
Plan and teach art learning experiences for secondary students that are richly meaningful I WOULD NOT BE ABLE
TELL A DIFFERENCE BETWEEN RICHLY MEANINGFUL AND POORLY MEANINGLESS WITHOUT SOME CRITERIA
Practice and improve art teaching skills that are developmentally appropriate for adolescents ARE THE TEACHING
SKILLS DEVELOPMENTALLY APPROPRIATE? OR ARE YOU SIMPLY SAYING THAT ADOLESCENTS SHOULD BE
DOING SOMETHING THAT FITS THEIR DEVELOPMENTAL LEVEL IN CLASS? THAT COULD BE A SPECIFIC,
MEASURABLE SKILL. ASK THEM TO NAME A FEW ACTIVITIES FOR SPECIFIC AGE, AND YOU WILL KNOW. BUT IS
THERE A SET OF RULES THAT HELP SELECT RIGHT ACTIVITIES FOR THE RIGHT AGES?
Cultivate characteristics of effective, reflective and professional art educators EFFECTIVE IS EVERYTHING.
REFLECTIVE - YES, YOU CAN PROBABLY TEACH AND MEASURE THE SKILL OF THINKING ABOUT WHAT THEY
ARE DOING. AGAIN, THEY WOULD NEED CLEAR PATTERNS AND SAMPLES OF REFLECTION. PROFESSIONAL...
ARE YOU TALKING DRESSING WELL, OR TALKING LIKE A REAL ART TEACHER?
Determine ways to create positive, respectful learning environments and communities conducive to artistic
learning and engagement appropriate for adolescents SO I SUPPOSE THERE IS A SET OF WAYS TO CREATE SUCH
COMMUNITIES. A LIST OF SOME SORT? AND YOU WOULD ONLY BE TEACHING THEM TO APPLY THOSE GENERAL
WAYS TO SPECIFIC SITUATIONS?
Promote higher order thinking skills and creativity through effective teaching in art. OK, THEY WOULD NEED TO
BE ABLE TO RECOGNIZE AND NAME THE HIGHER ORDER THINKING SKILLS. BUT HOW CAN THEY PROMOTE?
ARE THERE STRATEGIES TO DO THAT, OR WILL STUDENTS BE EXPECTED INVENT THOSE?
--Virginia Freyermuth
Thread: Project 1. Project description; Post: RE: CEP 532 Theories & Methods of Counseling Author: Alexander
a) Develop an understanding of theory and its role in counseling. WOULD THAT MAKE THEIR PRACTICE MORE
EFFECTIVE? HOW WOULD YOU CHECK IF THEY UNDERSTAND THEORY? AND WHAT DOES IT MEAN TO
UNDERSTAND THEORY?
b) Develop a solid understanding of the basic theoretical models that inform the counseling profession. NOW,
THAT'S A GOOD, MEASURABLE OBJECTIVE. MODELS ARE SUPPOSED TO PREDICT, TO HELP SEQUENCE ONE'S
ACTIONS. SO YOU CAN SEE IF THEY CAN USE MODELS TO PLAN FOR THEIR ACTIONS. BUT HOW MANY MODELS?
IS THERE A SPECIFIC LIST?
c) Be able to apply those theoretical models to conceptualize case material and to inform what they do with clients.
OK, THIS IS A PART OF THE PREVIOUS - YOU EXPLAIN A CASE WITH A MODEL - YOU CAN EITHER DO IT OR NOT.
d) Begin to develop their own theoretical framework of counseling and change, which is rooted in the theoretical
models we cover during the semester. HOW DO YOU TELL A GOOD FRAMEWORK FROM A BAD ONE?
Thread: Project 1. Project description; Post: RE: HED 300 - Concepts of Teaching in Health Education Author:
Page 95 of 184
ability to plan effective health education lessons for diverse audiences. The lessons should provide opportunities
for learners to think critically about health information THESE ARE GOOD. SO KIDS SHOULD BE ABLE TO RECEIVE
INFORMATION AND CRITICALLY CONSIDER IT; YOUR STUDENTS SHOULD BE ABLE TO TEACH THAT. BUT HOW
DO YOU TEACH IT? IS THERE A SET OF STRATEGIES TO TEACH CRITICAL THINKING?
and develop skills to enhance health I AM NOT SURE WHAT THAT MEANS. Appropriate and varied assessment
strategies should be main focal points of the health lessons, as should well-written objectives, meaningful use of
health education standards, varied instructional activities, and detailed content and questioning strategies. OK,
THEY NEED TO PLAN THEIR INSTRUCTION, AND YOU LIST THE CRITERIA FOR GOOD PLANS.
Candidates should also develop communication skills and reflective abilities necessary for effective educators. SO
WE NEED A LIST OF COMMUNICATION SKILLS AND REFLECTIVE ABILITIES, RIGHT?
Thread: Project 1. Project description; Post: RE: MLED 340 Author: Janet Johnson; Posted Date: February 5, 2011
3: 53 PM
Hi Julie,
This looks like a fun course to teach and take! I agree with what you said in the first workshop--that because the
focus is differentiated instruction, that lends itself well to online learning.
Maybe one of the strategies they teach has to use media/video or other online resources. When they teach it to the
class, there has to be an interactive web component.
Also, since one of their projects is a unit done as a content area, they could use the "groups" feature in BB to share
their ideas.
They can also post their reflections from their fieldwork to the blog or discussion forum feature. That's what my
student teachers do.
This will free up class time for other instructional activities; plus maybe you can have fewer sessions on campus
and they can spend more time in the schools.
Looks great!
Janet
Thread: Project 1. Project description; Post: RE: INST 251 Author: Janet Johnson; Posted Date: February 5, 2011 4:
02 PM
Connie,
This class definitely lends itself to a hybrid format. Of course, depending on your students' proficiency, you'd have
to wait a few class periods and make sure they know BB inside and out.
I'm sure your final projects have an online component, although I didn't see an exact description. I wonder if there
could be some sort of analysis of website content that their students might be expected to use, either in their
content area (if secondary) or sites that elementary kids go to. So many of those educational websites have a fair
amount of commercial stuff as well, so it's important for teachers to teach their kids how to read that.
Another project might be to analyze school websites as far as what kinds of technology seem available for teaching.
Or just analyze the websites themselves, although I understand this is tools-oriented course.
Page 96 of 184
They could also use the blog or discussion forum features to conduct discussions or write reflections on their
growing comfort/awareness of technology, and its benefits for teaching.
Looks fun!
Janet
Thread: Project 1. Project description; Post: RE: Project 1 Author: Mary Ellen McGuire-Schwartz; Posted Date:
February 10, 2011 8: 42 PM
I have two goals. One is offer a hybrid course for undergrads and the second is to offer a completely online grad
course. The weather has played havoc with my current undergrad courses meetings. I talked with the class on
Thursday about having classes online when there are more snow days. I think that for the moment, I should work
on developing a hybrid model for the undergrad course, ECED 301. I would also like to work on a completely online
class, but I will start with the undergrad class first.
Learning Objectives for ECED 301: Explain and understand the Conceptual Framework (knowledge, pedagogy,
professionalism, and diversity) and its relationship to the reflective practitioner model of early childhood teacher
preparation.
Understand and use the Rhode Island Professional Teaching Standards in observations, lesson plans, and
refelctions.
Develop an understanding of NAEYC Developmentally Appropriate Practice (DAP) and use this information to
create a thematic/integrative 6-week unit and implement it with a small group of students in an after-school early
childhood setting.
Plan, implement, and reflect on developmentally effective lessons (and unit), including formulating goals and
objectives, selecting instructional approaches, motivating and engaging learners, sequencing, pacing, choosing
materials, assessing student performance, and considering student/environmental factors in the act of teaching
which provide active models of skilled performance, scaffolds to support learners, opportunities to practice, and
relevant feedback in the act of teaching designed to meet the broadest range of learners.
Develop an understanding of a variety of teaching models and their applications and use this information to enact
developmentally and culturally appropriate practices with young children which utilize multiple methods of
presentation, engagement, and expression.
Demonstrate effective communication skills, written and oral, in lesson development, class participation, and
written reports/papers/exams and the use of technology.
Demonstrate an understanding of children’s cognitive, social, affective, and motor development to plan and
implement developmentally effective lessons.
Become increasingly skilled at professional reflection on self and others.
Demonstrate an ability to plan for culturally and academically diverse
learners, as well as students with special needs and/or disabilities
through the use of Universal Design for Learning and differentiated
instruction.
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Acquire and display appropriate professional and ethical attitudes and practices including the NAEYC Code of
Ethical Conduct and FSEHD Code of Conduct.
Use technology and community resources to enhance teaching and learning through the use of Blackboard, the
internet, and other resources.
Develop ways to create a supportive, learner-centered classroom environment utilizing a variety of resources
including children’s literature, music, art, computer software, the Internet, and community services, active models
of skilled performance, scaffolds to support learners, opportunities to practice, and relevant feedback in the act of
teaching designed to meet the broadest range of learners.
Work collaboratively with peers, students, families, and others.
Develop portfolio artifacts to demonstrate competence and growth as a teacher candidate.
Attachment: ECED 301 Syllabus Spring 2011.docx (73.567 KB)
Guilbault-Langworthy; Posted Date: February 5, 2011 5: 46 PM
Yes to a point. If it is a "great" performance (highest level) chances are that the performer also has a high aptitude.
It could also be the case that someone with an average aptitude had to work her butt off to achieve that
performance. : )
I cannot open it for some reason.
Thread: Project 1. Project description; Post: RE: ARTE 404 Secondary Practicum in Art Education Author: Denise
Do you do anything with developing a budget? Some music educators deal with extremely large budgets particularly at the secondary level. I was wondering if art was the same since you have so many supplies to
purchase.
Denise
Thread: Project 1. Project description; Post: RE: TESL 551 Author: Denise Guilbault-Langworthy; Posted Date:
Nancy,
I found it interesting that you listed the objectives in order of importance. Although I place more weight on some
objectives, I have never thought to list them in that order. I will have to go back and look at the way I list them to
see if there is any rhyme or reason to the order. Do you find it helpful to students?
I was also intrigued by your goal to go beyond Bb postings that merely relate to requirements/readings. It seems
so far beyond my level. I would love to know how it works for you.
Denise
Thread: Project 1. Project description; Post: RE: Project 1 Author: Denise Guilbault-Langworthy; Posted Date:
Page 98 of 184
John,
I am curious - what do you do with music in your integration course topic?
Denise
developmental and stabilized music aptitude tests. WHAT'S THE PURPOSE OF BEING ACQUAINTED? SO THEY CAN
USE SUCH TESTS? INTERPRET THE RESULTS, OR SHOULD THEY BE ABLE DEVELOP SUCH TESTS? THOSE ARE
ALL VERY DIFFERENT THINGS. So they can use the aptitude tests appropriately, interpret the results, and use the
results to teach to individual strengths and weaknesses. NOT so they can develop their own aptitude test - we leave
that to the expert. : )
2. understand the difference between music aptitude and music achievement. AND WHY DO THEY NEED TO KNOW
THAT? ALSO, HOW CAN WE TELL IF THEY UNDERSTAND THE DIFFERENCE? WHAT KIND OF PRACTICE CAN
HELP MAKE IT A DEPENDABLE SKILL? Not really a skill. It is simply important for teachers to know. It is important
to know because one cannot reliably estimate a student’s music aptitude on the basis of that student’s music
achievement.
within music education research. THIS IS IS A VERY GOOD OBJECTIVE - IT IS EASILY MEASURABLE - THEY CAN OR
CANNOT WRITE TESTS. IT IS ALSO FAIRLY OBVIOUS HOW TO GET THERE: EXPLAIN HOW TO WRITE THE TESTS,
AND THEN PRACTICE TILL THEY GET IT. PERHAPS ##1,2, AND 3 WILL BE FOLDED INTO THIS ONE, BECAUSE TO
WRITE A GOOD TEST REQUIRES ONE TO UNDERSTAND THE CONCEPT OF TESTING. I see them as seperate leading up to understanding the concepts of testing. Perhaps I am wrong. I know you are trying to help us simplify.
Let me think on this...
quality. THIS ONE IS ALSO AN EXCELLENT OBJECTIVE... SEEMS A BIT TOO AMBITIOUS, BUT HEY, WHAT DO I
KNOW? We get it done! : )
Yes, the 3 objectives you wrote does sum up the big ideas of the course. Is that really all that is needed in my
objectives? I have this idea that I must list everything.
Thanks for the suggestions and comments!
Denise
Thread: Project 2: Lists tudent activities F2F and online; Post: MUSE 501 - Assessment and Evaluation in Music
Author: Denise Guilbault-Langworthy; Posted Date: February 7, 2011 12: 40 PM
Make a list of all activities students do in your class when it is taught f2f. Then make a list of activities students can,
in theory, do on-line within your class.
Assignment
f2f
On-line
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Design a rating scale based upon the assigned vocal improvisations. The rating scale must have at least three
dimensions.
X
X
If I can upload audio files into Bb. And given there is f2f time to present the material.
Listen to the tapes using the rating scales of other students in the class. Calculate the intra-judge reliability, interjudge reliability (validity), and intercorrelations of your rating scale.
X
X
If I can upload audio files into Bb. And given there is f2f time to present the material.
Calculate the theoretical mean, observed mean, theoretical standard deviation, and observed standard deviation of
your rating scale. In five sentences, interpret those statistics.
X
X
I would have to either 1) teach the “how to” in a f2f class or 2) create a “how to” video.
Write a 20-item multiple choice test based on what was covered in this course so far.
X
X
Administer your multiple choice test. Calculate split-halves reliability, item discrimination, item difficulty, standard
error of measurement, observed mean, theoretical mean, observed standard deviation, and theoretical standard
deviation. Write a one or two page paper discussing those statistics and what they mean about your test.
X
X
This could easily be accomplished on-line. It would save valuable class time as it takes quite a while to do during
class.
Calculate the standard scores and the percentile ranks of the students who took your multiple choice test.
X
X
Write an essay test on measurement and evaluation and take it yourself. Code your answers so that others could
correct your test.
X
X
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Read an experimental or investigative research study of your choice. Write a two page paper discussing what was
measured, what types of measurements were used, how they were used, and whether or not the measurement was
successful. Be prepared to present this information to the class. Your presentation should be 8-10 minutes long.
X
X
Bring examples of portfolios from your teaching. Lead discussion on your use of portfolios. How might they be used
for the RI Arts Proficiency.
X
X
Presentation - critical review of a music test.
X
I would want the presentations to happen in a f2f so No to on-line
In theory, it looks as if everything but the final project could be done on-line. Don’t ask me how I would do it – I
need lots of help here!!
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: Project 2- INST 251 Author: Constance Horton;
I make a great deal of use of Blackboard in my course. Deciding which pieces really don't need F2F meeting is what
comes next, and finding time to make some videos.
Make a list of all activities students do in your class when it is taught f2f.
Then make a list of activities students can, in theory, do on-line within your class.
INST 251 Activities
F2F
online
Intro- meet each other
Y
Millennial survey- cell phone poll demo
Y
First assignment- practice Blackboard, personal info.
Y
Photos- take of each other. Use editor to crop and create thumbnails
Y
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Discussion and practice: size of memory, basic hardware/software vocab. and tasks, artifacts
Y
Review of H/S
Y
Quiz on Hardware/software
y
y
Word processing skills
Y
Y
Word processing first assignment and exchange for comments
y
Word processing templates/tables/ - skills
Y
Y
Word processing 2nd assignment
y
Word processing assessment
Y
Y
Demo and modeling for desktop publishing
Y
Y
DTP project 1
Y
DTP project2
Y
Combine digital photography and DTP – demo
Y
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Photo/DTP project
Y
Effective Internet searching/authenticity- demo
Using sites with students
Y
Y
Internet searching assignment
Y
Presentations – demo and skills, examples
y
Y
Presentations – quick quiz
Y
Y
Presentation- project
Y
Y
Spreadsheets – demo and skills
Y
Spreadsheets – assignment 1 (formulas, formatting)
Y
Spreadsheets – assignment 2 (charts)
Y
Spreadsheets – assignment 3 (own creation)
Y
Spreadsheets – asssessment
Y
Y
Copyright/Plagiarism discussion/info
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Y
F2F vs Online pros and cons; types: blogs, wikis, discussions, social networks
Y
Online discussions
Y
Website skills/demo
Y
Website assignment
Y
Thread: Project 1. Project description; Post: RE: CURR 560/ reply ff feb 6 Author: Frank Farinella; Posted Date:
You asked whether different curricular models have 'better' results in different contexts. In general, the answer is
yes. The systematic instruction model is suited for developing specific training programs (applied learning). It is
typically utilized by organization and work based curriculum developers. The understanding by design model
helps the curriculum developer to focus on the learner outcomes right from the start rather than be overly
influenced by broader based goals and standards. Ralph Tyler's model was one of the first attempts to capture and
present an organized procedure for developing instruction. There are elements of his structure in most CD models
that have been established after Tyler.
Thread: Project 1. Project description; Post: RE: FNED 346 Summer Version/ ff Author: Frank Farinella; Posted
This is a course that presents constructs that can be (and are) viewed and applied differently and with varying
levels of passion. It will be useful for students to research, study and consider for themselves the underlying
principles that shape the varying applications and outcomes that we see in a 'democratic society'. For example:
what is 'individualism' and what is 'collectivism'? How are rules, values, expectations, programs, outcomes
differentially affected by the influence(s) of these principles?
Thread: Project 1. Project description; Post: RE: Project 1 Author: Frank Farinella; Posted Date: February 6, 2011
9: 24 AM
I have collected some 'real life' problem cases that require both the application of the Kepnor-Tregoe Problem
Analysis technique and the utilization of basic math to 'solve'. Presenting a groups challenge by setting up groups
on BB and opening intragroup communication functions could be interesting and useful.
First present the KT Model (it is straight-forward). Then the groups Problem Analysis challenge. BTW the KT
model is a very useful and transferable construct.
Thread: Project 1. Project description; Post: RE: Project 1 Author: Elizabeth Holtzman; Posted Date: February 6,
2011 12: 36 PM
This course is a year long graduate practicum course in School Psychology. The students are in their 2nd year of
training (of a 3 year program). They spend 200 hrs a semester (approximately 2 days a week) on site in a school
setting supervised by school psychologist. They do weekly 1 hour supervision at RIC with me and there is a 3 hour
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weekly seminar. This is a 3 credit course and the time requirements due to the field work, artifacts required and
group supervision are intense. The idea of a hybrid format for some of the 3 hour seminar sessions is attractive in
adding more flexibility to students' tight schedules, linking with site and field supervisor to share content,
increasing technological comfort in students. In terms of what is going to be learned, students develop
competencies across school psychology domains and integrate culturally responsive practice and ethical
awareness in to everyday practice. Trends in the field and how they are actualized in school districts across the
state are targeted in terms of content and reflection.
Attachment: cep_605_spring_2011.docx (42.181 KB)
Thread: Project 1. Project description; Post: CEP 605 School Psychology Practicum Author: Elizabeth Holtzman;
This course is a year long graduate practicum course in School Psychology. The students are in their 2nd year of
training (of a 3 year program). They spend 200 hrs a semester (approximately 2 days a week) on site in a school
setting supervised by school psychologist. They do weekly 1 hour supervision at RIC with me and there is a 3 hour
weekly seminar. This is a 3 credit course and the time requirements due to the field work, artifacts required and
group supervision are intense. The idea of a hybrid format for some of the 3 hour seminar sessions is attractive in
adding more flexibility to students' tight schedules, linking with site and field supervisor to share content,
increasing technological comfort in students. In terms of what is going to be learned, students develop
competencies across school psychology domains and integrate culturally responsive practice and ethical
awareness in to everyday practice. Trends in the field and how they are actualized in school districts across the
state are targeted in terms of content and reflection.
Attachment: cep_605_spring_2011.docx (42.181 KB)
Thread: Project 2: Lists tudent activities F2F and online; Post: CEP 605 School Psychology Practicum Activities
Author: Elizabeth Holtzman; Posted Date: February 6, 2011 1: 17 PM
Current activities in f2f format: In class activities: Formal case presentations (of counseling case)
Crisis panel discussions (of e resource topic)
Outcome measure building support and peer collaboration
Counseling technique training specific to DSM-IV disorders
Direct instruction re: special education law and practice
Resource sharing regarding special education paperwork, organization and time lines
Professional skill development (leading meetings, presenting assessment results, report writing, professional use
of language, interviewing, CV writing)
Collaborative seminar work with School Counseling and Education Leadership practicum classes (3 meetings)
Assignments now submitted in Chalk and Wire: School System analysis
Crisis Prevention and intervention policy analysis
Individual case anaylsis (taped counseling sessions, transcriptions, case conceptualization and treamtent report)
Assessment to intervention (psycho educational assessment reports linked to evidence based interventions,
reflection on feedback to child, caregiver, IEP team)
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School based group (curriculum and process notes for school based group)
Behavioral consultation (Functional Behavioral Assessment report)
RTI experience (curriculum based academic assessment and intervention assessment, progress monitoring and
outcome reported)
Home-school collaboration (report of experience integrating caregivers by education and partnership in promoting
wellness or providing intervention)
E-resource list (contribute resources to address crisis topic on wetpaint site for class resource center)
Activities that could be done on-line
In class activities
Crisis panel discussion (through chat or ongoing discussion)
Outcome measure support and peer collaboration
Direct instruction re: special education law and practice
Resource sharing
Some of the professional skill development (CV writing, report writing)
Assignments
* Assignments are already submitted via chalk and wire and a wet paint class wiki site. This has been a transition
for students to use all electronic means of assignment submission and feedback. But positive and very useful in
terms of data collection re: student work and timely submission and assessment of the work.
Thread: Project 1. Project description; Post: RE: CEP 532 Theories & Methods of Counseling Author: Elizabeth
Holtzman; Posted Date: February 6, 2011 2: 24 PM
I think that the question of whether practice grounded in explicit theoretical perspective is tied to more effective
outcome is important to present to the students, because it is indeed not a given in terms of buy in. Also in terms of
being able to articulate a theoretical framework and how it informs case conceptualization (c and d), it seems there
needs to be an understanding of what is meant by having a theory of counseling and how it informs treatment. So,
the ordering makes sense to me. Broadly start with what is meant by the terms theory, philosophy and model and
what is the value of such framing. Then articulating implicit personal understanding of change and doing the
overlay of that in terms of basic models and theories of counseling.
But in terms of concretely, how do you check if students understand theory (or more basic what it means to
understand theory) I think it is more that there is a understanding of historical and current role of theory in
counseling psychology. This can be assessed in an essay question or reflection response to position paper or
research article on this topic. I think the understanding of specific theoretical models as assessed in (b) makes
more sense as I am not sure what assessing general understanding of theory would add.
Thread: Project 1. Project description; Post: RE: HED 300 - Concepts of Teaching in Health Education Author:
Elizabeth Holtzman; Posted Date: February 6, 2011 2: 28 PM
In response to Kalina, you indicated you were thinking about what might work better on line. In thinking about
your course, I was thinking about health education needs and how important these lessons are in terms of not just
the students but caregivers/family too. It seems like use of online technology might allow some exciting modeling
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that your students could then take to enhance the learning possibilities by providing school-home collaboration in
terms of the important content.
Thread: Project 1. Project description; Post: RE: Project 1 Author: Carolyn Panofsky; Posted Date: February 6,
2011 5: 28 PM
Mary--This seems like an ideal kind of course to do online. I think I missed something though: Is this course on
Blackboard? What's the CMS site? Also, I'm wondering what you mean by "tools you haven't used before": what
tools are you planning to use?
Thread: Project 1. Project description; Post: RE: TESL 541 Author: Carolyn Panofsky; Posted Date: February 6,
2011 5: 47 PM
Andres-- This course is similar to the discourse analysis course I'm using. I think the opportunity to use audio files
that students can listen to online is a really helpful new tool for such courses. I'll be interested to hear about how
this goes and to share sites with useful materials.
Thread: Project 1. Project description; Post: RE: FNED 346 Summer Version Author: Carolyn Panofsky; Posted
Ellen,
I'm really interested to see what kinds of discussions you decide to have online and how they work out. With the
kind of difficult materials we use in FNED 346, I have the sense that online may be more successful for the least
risky kinds of discussions. What do you think?
Also, since I was interested in your youtube videos, I checked them out--and all of them were no longer available.
Did you know that?
Carolyn
Thread: Project 1. Project description; Post: EDP 662: Culture & Discourse in Education Author: Carolyn Panofsky;
EDP 662: Culture & discourse in education is a course for students in the RIC/URI doctoral program; completion of
the first-year courses is a pre-requisite. The course has never been offered in summer, so I'm redesigning it to
make it fit into a tighter time frame; however, the course will be run for 10 weeks, rather than 6. The hybrid format
is intended to accommodate the variable schedules of students in the summer for that extended period of time.
The objectives of this course are: 1/ To gain a working knowledge of classroom discourse research and
methodologies, including conceptual frameworks, approaches, and analytical tools, for the study of discourse and
culture in education;
2/ To practice the use of these frameworks, approaches and tools, through the collection and analysis of data;
3/ To practice several approaches to the transcription of discourse data;
4/ To collect, transcribe and analyze at least 2 samples of discourse from 2 different contexts;
5/ To become familiar with digital audio recording technology (hardware & software).
Attachment: EDP662 Su 2011 syl-IN PROGRESS.doc (29.5 KB)
Thread: Project 2: Lists tudent activities F2F and online; Post: 532 Author: Kalina Brabeck; Posted Date: February
7, 2011 11: 49 AM
Page 107 of 184
In-Class Activities: 1. Short lecture on theory, typically using PPT.
2. Instructor case presentations to illustrate the application of theory to case material.
3. Small group exercises in which students receive a case and work together to apply the theory being covered to
that case. They are guided by a set of questions: How do you conceptualize, or explain the nature of the client’s
problem(s), through the perspective of this theory?
What goals (short-term and long-term) would you establish with this client, using this particular theory?
What techniques from this theory would you use to work with this client?
How would you know if your therapy was successful? That is, what signs of change would you look for based on
this theory?
Describe any relevant multicultural considerations in your work with this client. This may include multicultural
considerations for the client as well as relevant differences between you and the client. Note how these
considerations would or would not be addressed by using this theoretical perspective.
4. Watch short video clips demonstrating the practice of different theoretical approaches. Follow up process
discussions.
5. Role plays in which students practice using skills consistent with the theory being covered (e.g., Adlerian
Lifestyle Inventory; Rogerian client-centered reflections). Follow up discussions to process the role plays and
discuss how theory informs the interventions used.
6. In-class exercises to foster self-awareness and deepen understanding of theory (e.g., group exercise to promote
reflection on the importance of birth order (a key concept in Adlerian therapy) to their own development).
Assignments: 1. 5 journal entries that reflect on theories covered in class.
2. 3 case conceptualization essays that apply specific theory to a specific case history.
3. Personal approach to counseling paper that articulates the students’ emerging theoretical framework for
counseling and change.
4. Final exam.
5. Group presentation (have done some semesters; others not) on the application of a specific theory to working
with a specific population (e.g., Cognitive-Behavioral Therapy for Treating Social Phobia).
Conversion to On-line: 1. Posting PPT to deliver lecture material.
2. Instructor can present written case on-line and then facilitate on-line chat or have students post responses in
discussion format.
3. Provide case material and assign students to small groups and set up a space for them to have a private
discussion about the case, using questions to structure their discussion, and then submit a summary of their
discussion to instructor. In the past, I used a text book that had an accompanying website. On the website, there
were 3 different intake sessions w/ three distinct clients. The students could watch the intake and read a written
summary of the session, and then select a theory to apply to the case. The website then led them through a series of
questions to help organize their thoughts, and their responses were streamed to my email. What I liked about this
is that it gave the students practice with conceptualizing the same client via different lenses. In an on-line or hybrid
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version of this course, I would probably use this text and the website again, although from past experience I realize
I'd need to supplement it with a more traditional text to make sure that the students get all the content.
4. Video clips demonstrating different theories “in action” could easily be provided on-line, with a space for on-line
follow up discussion.
5. Students could be asked to participate in exercises to foster self-reflection at home, and then blog their
reflections.
6. All assignments could be submitted on-line.
7. If I wanted to, I could also set up a few short on-line quizzes to make sure the students were getting the content.
8. Not sure about the role plays… Maybe students could video or audio tape themselves demonstrating or
practicing a particular technique and then upload it, for others to comment on… But that might be too labor
intensive for everyone.
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: Project 2: CURR 560: Curriculum Principles and
Development Author: Frank Farinella; Posted Date: February 7, 2011 7: 00 PM
HOLC: Project 2 Note: 7 Feb 11
CURR 560: Curriculum Principles and Development will have two phases: parts one and two – the knowledge
phase, parts three and four – the application phase. In parts one and two students will be introduced to broad
constructs and principles in order to establish a foundation for developing instruction (in any context – education,
businesses, non-profit organizations, and other settings). Part one will focus on teaching and learning models; /
part two on selected curriculum development models. In part three techniques, ‘tools’ and processes are
introduced and practiced. These techniques are needed to carry out 4 stages of curriculum development; analysis,
design, development, evaluation. Students practice individually. In the fourth part of the course, each student
conducts his/her own curriculum development project. In this project each student utilizes an appropriate CD
model and employs ‘tools’ and techniques matched to analyze/plan, design, develop and build an evaluation
scheme for a module of instruction. The purpose and focus of the module will be student selected.
BB Utilization:
Phase One, parts one and two – knowledge building phases
Two Content Areas (1. teaching/learning models and 2. curriculum development models): with content items, links
to e-mail function and discussion board to allow students to share research findings, posted BB assignments with
due dates.
Phase Two, part three (CD tools and techniques)
One Content Area – with four separateModules for analysis/planning; design; development; and evaluation.
Content items within each Module (for posting templates, instructions, references for key curriculum techniques,
do’ and don’ts), possible use of the WIKI tool (BB 9.1)to permit posting and peer review, active BB assignments to
permit individual student submissions.
Phase two, part four (student CD development project)
Each student will have an personal BB journal to maintain a log to record activities, report progress or issues and
permit direct comments from the instructor (primary) and course mates (secondary). If useful the BB 9.1 WIKI tool
can be utilized for group information and references sharing .
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Course E-mail function for one to one; one to several communications.
Thread: Project 1. Project description; Post: RE: Project 1 Author: Eileen Sullivan; Posted Date: February 8, 2011 7:
42 AM
Mary Ellen-these snow days have confirmed my belief that every faculty member should be on Blackboard. They
should also have a few classes that could be implemented totally online. I like your idea here to plan for the hybrid
class.
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: Project 2- INST 251 Author: Eileen Sullivan;
I like your display of this content Connie. I assume this is what you have selected to do online as many of the
beginning activities could be online as well.
Thread: Project 1. Project description; Post: ELED 534 Developmental Reading: PreK-8 Author: Jennifer DavisDuerr; Posted Date: February 8, 2011 9: 57 AM
ELED 534 Developmental Reading: PreK-8
Bare Bones Objectives: 1. Understand three major dimensions of reading (linguistic, cognitive, and sociocultural)
and the domains of reading (cognitive and affective), then be able to explain how research supports these three
dimensions.
2. Understand each of the major components of reading (phonemic awareness, phonics, vocabulary,
comprehension, and engagement) and the most effective ways to teach components taking into consideration the
dimensions of reading and domains of reading.
3. Analyze your personal history with reading and learning to read as well your beliefs about how reading should
be taught and is best learned. Reflect on this analysis based on the three dimensions of reading, the domains of
reading, and the current state of reading instruction in our country.
Attachment: Duerr Syllabus ELED 534-01 Reading PreK-8 Spring 2011.docx (52.493 KB)
Thread: Project 2: Lists tudent activities F2F and online; Post: ELED 534 Developmental Reading PreK-8 Activities
Author: Jennifer Davis-Duerr; Posted Date: February 8, 2011 11: 16 AM
ELED 534: Developmental Reading PreK-8
CURRENT F2F ACTIVITIES (Specific)
POTENTIAL ONLINE ACTIVITIES (Specific)
Small Group Discussions of Course Reading Response Cards – Discussion of quotes, questions, and personal key
ideas from assigned reading
Group discussion board, with split postings: i.e., due date for quote/question/crux and then second due date for
responses to first postings
Teaching the Dimensions Professional Development Presentation – Small groups of students work together to
create a professional presentation which includes sharing of an elementary level lesson that emphasizes their
assigned dimension. Audience evaluation of presentations with a form created by the presenting group.
I need to learn more about collaborative creations (such as powerpoint presentations, word documents, prezi
presentations, etc. ) for this and other activities in the course. How difficult is it to have multiple people working on
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one project? Could members take on specific jobs and then determine successive due dates to complete those jobs
so that each person would build on the previous person’s work, or is this too complicated?
Small Group Professional Literature Circles – Discussion of self selected current research within components of
reading
Group discussion board with file share so that they could post their article critiques as well as the actual article if
requested.
Individual Presentations of Literature Unit Genre Project – Project overview and teaching of one lesson to a small
group, and group evaluation of presentation
Group file share to post presentations (could use a variety of formats, and even video if students had access to the
technology). Even entire unit could be posted for students to share. The teaching of the elementary level lesson
might not be possible, but maybe the lesson plan could be posted?
CURRENT F2F ACTIVITIES (Ongoing)
POTENTIAL ONLINE ACTIVITIES (Ongoing)
Read Aloud of Children’s Literature – I read aloud quality children’s literature that ties into our content in various
ways. The following are discussed in small and whole groups either before, during, or after these read alouds: a)
Techniques for reading aloud for various purposes and various students, b) how to identify and locate quality
children’s literature, c) authors, genres, language, writer’s craft, illustration, etc., d) ideas for using specific texts
and/or similar texts in the classroom in teaching components of reading and content areas such as math, science,
social studies, etc. , e) alignment with dimensions of literacy and domains of reading
I could create videos of myself reading aloud with the “talking head” idea, or could post links to online videos of
reading aloud. With each read aloud, I could post a discussion board question to focus their attention on a specific
aspect of the read aloud. This way, students could watch the video multiple times if needed and have the time to
respond to the question and to one another’s answers.
Think-Pair-Share – These are quick (1-5 min) interactions in the midst of a lesson/lecture/ demonstration, etc. to
help students process what they’re hearing/viewing. I ask a question, students often write down their thinking,
then share their thinking with a partner, triad, or small group. Whole class may come back together and discuss
likenesses/differences/insights that occurred within small group discussions and often I summarize/synthesize
the discussion by either responding orally or creating a Word document during the discussion. These “Course
Creations” are then posted on Bb.
Although I know that this could be accomplished in discussion boards, it would be cumbersome and not timely at
all. Although chat or virtual classroom could be used, I don’t know if this would work very well.
Group poster creations – I pose a specific problem or current issue that relates to the content. Small groups pool
their knowledge to create posters/charts/tables/etc.. Posters are sometimes exchanged with another small group,
put up around the room for individuals to interact with (put sticky note questions and comments on, vote on with
stickers, record information from, etc.) , put up around the room for the whole group to discuss, and/or simply
serve to focus the group on solidifying their ideas and discussion though they are not shared with others.
I don’t know how I might create a similar activity, or something that would match the purposes I have for this in
f2f.
Watch videos and/or my demonstrations of effective teaching practices – Sometimes students simply observe,
sometimes small groups or individual students pretend to be elementary readers. Demonstrations/simulations are
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analyzed during and after with small groups discussing their observations and/or their experience in the role of
the student.
I could post videos of instruction (those that I create or those that I find online) and then create group discussion
boards, assigning students to respond to certain ones and then to comment on others’.
Making instruction transparent – I often stop in the midst of or after I’ve done something within my instruction to
ask students WHY they think I have designed my instruction this way or to identify what I did wrong (why an
activity isn’t working). Students either individually or with a partner identify the purpose or error within my
instructional decision (could be related to behavior management, organization, time management, engagement,
clarification of content, etc.).
Not sure if this is still applicable in online format.
Thread: Project 2: Lists tudent activities F2F and online; Post: ELED Seminar Ideas Author: Eileen Sullivan; Posted
I have to make a statement, as almost every and any activity can be translated into an online learning experience,
but some lend themselves better to the online medium. With the Elementary Education Seminar all the activities
have been taught f2f and all of them can be converted to an online medium. I hope to work with some ELED
supervisors to have them select a topic and find some online readings. Some of the possible topics we may use are:
Data driven assessment
Cultural diversity
English Language Learners in general education
Classroom management
Lesson plans
Students with special needs in the general education classroom
Itinerant teachers of general education students
Cultures of schools and districts
Roles of personnel in the school and district
Curriculum in many disciplines
State and district standards and expectations
Rubrics
Many roles of the classroom teacher
Connecting with parents
Union membership
Multiple intelligences and differentiated instruction
Teacher Candidate Work Sample
Strengthening one’s content background
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Confidentiality and the law
Teaming and collegiality
The job search
Instead of listing the f2f vesrus online I will be converting all the activities to online medium for use with the
student teaching abroad experience. Instructors will also be able to select pieces of this work to use during the
traditional f2f seminar so there is a dual purpose.
Not complete, but a preliminary chart/foundation:
Face to Face
Online Medium
Introductions
Pictures and discussion introduction,
Flip video introductions
Assessments in student teaching –OPR and TCWS
Readings about assessments and video of Susan Gracia, discussion questions
Readings and discussions of topics in small groups (For the content of the class-there would be 1-2 topics each
week)
Readings posted and discussion board with good questions for discussion and required postings
Best practice discussion
Videos of classroom teachers with analysis
Analysis of teaching behaviors-usually done with a discussion and some video?
Use of video used for Coop Teacher class and flip videos (with permission) for analysis
Student discussions of reflections of classes planned and taught
Student to student discussion board and journal/blog entries with one day each week selected to be posted
Hi Denise,
As you may know Art Education has only 3 courses before student teaching. My previous university had 6 courses
in Art Education before student teaching. In addition, the third of these courses (ARTE 404/504) has a Teacher
Candidate Mini Wok Sample (TCMWS) which is a valuable yet lengthy written document. I am exploring ideas for
an alternate and more visual approach to the TCMWS through HOLC for art educators.
I also hope this will improve the time pressures felt by students in this course. Thus, I also hope it will give time for
the VERY important practical aspects of the real-life art educator, such as developing complex art budgets and arts
advocacy since so many art teachers must spend a great deal of time teaching people outside of their classrooms
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about the value of art education. Well, that is a long-winded answer. In a nutshell, I briefly describe the process and
strategies for making the budget work, but I do not have time to do it in great detail.
Thread: Project 1. Project description; Post: RE: MLED 340 Author: Julie Horwitz; Posted Date: February 10, 2011
9: 35 AM
Janet,
I like the idea of having a space to share ideas. They could create a tool box of possible strategies for the future.
Students might have a pro/ con for each strategy so in the future they will know all about it when they are planning
lessons.
thanks.
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: ELED 534 Developmental Reading PreK-8
Activities Author: Julie Horwitz; Posted Date: February 10, 2011 9: 37 AM
ok, so this might be one of those benign comments, but I want your structuring skills.....this chart is so easy to
follow and see what is going on in your class. The students must love you....
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: Project 2 Author: Karen Berard-Reed; Posted
Here are some examples of activities in which HED 300 students participate and how they could be modified as
online activities.
HED 300: Class Activities
F2f
Potential Online
Create a list of teen risky health behaviors; use the list to categorize into content areas; illustrate overlap between
content; connect to HED standards;
Could be covered in an online discussion and PPT slides.
Model unprofessional / professional teacher behaviors; students link to RIPTS; students create and perform skits
demonstrating behaviors reflective of RIPTS
I actually had to modify this activity into an online activity this semester due to snow days. I had students
participate in an online discussion where they reflected on qualities of effective teachers they worked with in the
past. They also completed a matching activity to assess ability to comprehend and apply a reading assignment and
create a graphic depiction linked to RIPTS.
Create “foldable” graphic organizers to illustrate qualities of effective teachers
Video demonstration and each student completes the foldable independently
Microteaching assignments (4) that gradually increase in length to develop various skills related to teaching
?? Yes—s tudents could complete the same activity but find their own audience. They could record the MT and load
it onto blackboard. Some of the experience would be lost – the audience members also gain knowledge and
inspiration from peers’ MTs .
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Provide feedback to peers after MT experiences
Could still provide feedback if require to watch peers’ videos.
Shadow & Observation assignment: candidates work with a teacher in the field and match experiences to course
content
Write-ups could be submitted electronically.
Explore children’s books for evidence of cultural perspectives; discuss the value of selecting materials covering a
wide range of cultural perspectives; complete lesson plan using children’s books as set induction.
A video presentation or powerpoint presentation could be created to explain main points. Students could complete
the work independently and share examples on a discussion board.
Model a variety of set induction strategies / teaching strategies during lessons throughout the course: cooperative
group work, fishbowl activities, role plays, discussions, carousel brainstorming, power point presentations, games,
using music to enhance the lesson, etc…
This is harder – Yes – students could watch video of examples of the various teaching strategies in action but I feel
like something is lost when they are not experiencing them.
Work in groups to discuss class material, create products, evaluate peer responses, etc…
Some group discussion could be simulated through the discussion board. Hands-on activities would be a challenge
to do collaboratively.
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: Project 2 Author: Alexander Sidorkin - local;
it looks like anything improvisational is very hard to do online. You never know if students can think on their feet.
There is always time to think before typing anything, and it is not a luxury we have in real life.
Activities Author: Alexander Sidorkin - local; Posted Date: February 10, 2011 6: 09 PM
You have quite a bag of tricks! With processing part - I agree, it is a huge challenge. students can really help each
other to digest information quickly. P part of it is retelling in their own terms, but a big part of it is the emotional
peer support - if you did not get something, you know there are others like you. Questions that students first
discuss in small groups are usually a lot more open and risk-taking - because they are presenting a group's worry
and concern, not their own.
Unfortunately, it is almost impossible to create a space closed to the instructor online. The chat rooms have an
option for students to talk directly to each other, bypassing the instructor, but that's about it.
When we cannot replicate, we need to substitute! Rather than looking for direct equivalent, look for another way of
achieving the same result. Create a forum with low risk chatter, ungraded? Have a forum for anonymous questions
and talk? Supplement Bb with a Google Docs where truly anonymous conversation is possible. Ask students
translate their readings into simple human language? How about a twit-contest. Read an article and summarize it
in 140 characters....
Thread: Project 3 - Do not replicate, substitute; Post: Project 3 - Do not replicate, substitute Author: Alexander
Sidorkin - local; Posted Date: February 19, 2011 10: 15 PM
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OK, those were very cool lists of activities. I have learned a lot. Some never occurred to me. I just wish we could
share more of our trade with each other.
Bu here is the next step. Pick a few activities from your list of from other people lists. Instead of finding a close
equivalent for online classes, find a very DIFFERENT activity which leads, however, to the same or similar results
in learning. This is a more complex trick than you did in Project 2 exercise. It requires a separation between means
and ends. Instead of activity->similar activity, use activity->purpose->different activity logic.
The basic logic of conversion online is not to replicate f2f activities, but substitute them with different ones.
Thread: Project 1. Project description; Post: CEP 315 - Educational Psychology Author: John Eagle; Posted Date:
February 10, 2011 6: 57 PM
CEP 315: Educational Psychology: Learner-centered psychological principles and research findings are analyzed.
Emphasis is on the characteristics of the learner and the nature of developmentally responsive pedagogy. (4 credit
hours) Prerequisites are FNED 346, admission into a teacher education program, or consent of the department
chair.
This course is designed to provide undergraduate students an introduction into the field of educational psychology
in order to prepare them to become reflective practitioners. The course focuses on four broad areas including:
Human development and learner differences, Cognitive and learning processes, Student motivation and the
learning environment, and Assessment
Necessities: Upon completion of the course, it is expected that students will be able to: 1. Relate theories of
development to teaching and learning so that students are able to create developmentally and professionally
appropriate instructional sequences and materials in the process of becoming reflective practitioners
2. Develop awareness of, sensitivity to, and responsiveness to learner differences, culture and human diversity and
reflective practice
3. Identify basic principles of tests and measurements and relate them to valid forms of assessment and
performance in the classroom
4. Recognize alternative forms of assessment, including portfolio and performance assessment
5. Utilizea variety of assessment techniques appropriate to diverse learners and accommodate socio-cultural
differences that affect learning.
Thread: Project 1. Project description; Post: CEP 315 - Educational Psychology Author: John Eagle; Posted Date:
February 10, 2011 7: 00 PM
CEP 315: Educational Psychology: Learner-centered psychological principles and research findings are analyzed.
Emphasis is on the characteristics of the learner and the nature of developmentally responsive pedagogy. (4 credit
hours) Prerequisites are FNED 346, admission into a teacher education program, or consent of the department
chair.
This course is designed to provide undergraduate students an introduction into the field of educational psychology
in order to prepare them to become reflective practitioners. The course focuses on four broad areas including:
Human development and learner differences, Cognitive and learning processes, Student motivation and the
learning environment, and Assessment
Necessities: Upon completion of the course, it is expected that students will be able to: 1. Relate theories of
development to teaching and learning so that students are able to create developmentally and professionally
appropriate instructional sequences and materials in the process of becoming reflective practitioners
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2. Develop awareness of, sensitivity to, and responsiveness to learner differences, culture and human diversity and
reflective practice
3. Identify basic principles of tests and measurements and relate them to valid forms of assessment and
performance in the classroom
4. Recognize alternative forms of assessment, including portfolio and performance assessment
5. Utilizea variety of assessment techniques appropriate to diverse learners and accommodate socio-cultural
differences that affect learning.
Attachment: Syllabus(315) summer.doc (125.5 KB)
Thread: Project 1. Project description; Post: RE: FNED 346 Summer Version Author: Ellen Bigler; Posted Date:
February 11, 2011 9: 22 AM
Hi Carolyn,
I think if you create a sense of community first you'll be able to have some valuable discussions online - maybe
even some that you can't do face to face, as some students might be reticent in a large f2f group.
As for those links (syllabus is a summer 2009), one still works (Pink, Dear Mr. President). The other two have been
taken down because of copyright issues, something we need to consider in building our courses around a
particular video....
As I understand there is software that allows you to rip the videos from Youtube. We should discuss the
implications of that. Here's the one I've used: http: //youtubedownload.altervista.org/
Thread: Project 1. Project description; Post: RE: INST 251 Author: Ellen Bigler; Posted Date: February 10, 2011 8:
13 PM
Hi Connie,
I've never used this web-based software, but you might want to look at something like Voki, "a free service that
allows you to create personalized speaking avatars and use them on your blog, profile, and in email messages."
This could allow your students to "speak" to each other in an online format that they would enjoy. It would be high
interest for our students as well as for the students they will teach some day.
Ellen
Activities Author: Jennifer Davis-Duerr; Posted Date: February 10, 2011 8: 21 PM
I agree, that not everything is replicable and therefore might need to be replaced by something entirely different. I
have considered the benefits of having a class be conducted on Facebook, at least in part. This, to me, would be
similar to the Tweet idea - brief, concise, responses. (This is the kind of thing that I do with index cards quite often.
I do think it improves their thinking and writing to some extent.)
If I and my students created alternative "professional" Facebook accounts in which personal messages were not
seen by all in the class, I think it might be a neat addition. I brought this up to my undergraduate students and they
loved the idea because they're already on FB so often, even getting alerts to their smartphones. They'd be much
more likely to check it often rather than having to go into Bb. I don't know if I'd attempt to do an entire class this
way, but maybe some discussion or group processing types of activities. I wonder if you can chat with multiple
"friends" at the same time in FB, like a conference chat?
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Thread: Project 1. Project description; Post: RE: ARTE 404 Secondary Practicum in Art Education Author: Ellen
Bigler; Posted Date: February 10, 2011 8: 22 PM
Hi Virginia,
If money is an issue for future teachers one cool site that I just read about in the New York Times allows for virtual
field trips to some fantastic museums around the world. It's called Art Project, a Google creation that uses Google
Street View to tour museums. Very interesting!
Ellen
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: MLED 340 - Differentiated Instruction Author:
Jennifer Davis-Duerr; Posted Date: February 10, 2011 8: 34 PM
When you say, "I just wonder about differentiation ideas" what exactly do you mean? Are you wondering about
how you'd model differentiation techniques within a lesson?
What if you had all the students in the class either watch the same video of a lesson or read a posted lesson plan.
Then break up the class into small groups and assign roles to each group. Group A would take on the role of
students that had a learning disability that you would describe - almost like a character description. Group B would
take on the role of students that had a physical disability of some sort, Group C would take on the role of English
Language Learners, etc.. Then within their groups, they could have a discussion board that would help one another
to figure out what kinds of accommodations they would need to do well in the posted lesson. Finally, one group
member would have to summarize their group discussion board to post a list of suggested
accommodations/modifications to the lesson that would be effective for reaching those students with those
specific needs. That responsibility could rotate to a different group member with each posted lesson.
I think a lot of times, our students have the answers to many of our questions about effective teaching if you just
give them the problem scenario and let them talk though things with one another, use resources they've been
given, and provide just small bits of scaffolded support. In this case, you might pop into their discussion board and
pose a question to them to get them thinking along the "right" track, if they're not already doing so.
Not sure what you think of this, but just a few ideas that I'd consider trying if I had the chance to teach such a
course.
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: ARTE 404 Secondary Practicum in Art
Education Author: Jennifer Davis-Duerr; Posted Date: February 10, 2011 9: 06 PM
It sounds like there are a couple of key elements that impact your development of a hybrid version of this course:
a) Effective ways for students to develop and share visual presentations
b) Confidentiality of students' reflections
c) Flexibility for students to work with the talents of design and creativity while meeting course expectations for
reflection and analysis of teaching and context
There are a few ideas that are mainly stemmed from resources, just poking around the net and finding free (or
cheap) programs that might meet your needs: http: //www.kizoa.com/ - Slideshow maker, free online program.
Would allow students to create slideshows of their process, their finished, work and their context and these could
be more confidential because they could be e-mailed instead posted. The slide shows could use photos, but also
could incorporate music, graphics and other things. It looks fairly user friendly.
http: //prezi.com/your/ - This is a free online program up to a certain amount of space, which might be tough if
there are a lot of high resolution photos being uploaded, but the flexibility and creativity that students could use
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would be empowering, I believe. Unlike a powerpoint presentation, a prezi is not necessarily linear. There are
samples on the site that would give you an idea of the power of these presentations. I'm not sure if there could be
audio incorporated as well, but I've seen some that incorporate video. Here's a sample of one that does this - The
Power of Storytelling: http: //prezi.com/7okmswx_ex40/power-of-storytelling/
http: //mashable.com/2008/02/16/forget-powerpoint-online-presentations/ - and here is an article that gives
information on 13 different online presentation editors (like Powerpoint). They all have different pros and cons,
including different formats, options, and ways to save (online, downloaded, onto a database, etc.) Most are free,
which would be a pro! The article is a little old (2008), so you might also consider searching through Google
"online presentation builder" and you'll get quite a few hits.
Hope this is helpful!
Education Author: Virginia Freyermuth; Posted Date: February 10, 2011 9: 32 PM
These are great suggestions, Jennifer! Thank you for taking the time to write them out. I have heard of Prezi, but am
not that familiar with any of them. I am looking forward to reading about them in detail. There are certainly many
exciting opportunities out there, and knowing about them is the first step. Many thanks!
Sasha, I appreciate your thoughts on these objectives and am in the process of revising them. Your points are welltaken. I am enjoying the challenge of interacting with my colleagues and gathering new ideas through this course. I
will post my revised objectives soon.
Yes!!! I was touring it earlier this week and it is phenomenal! It's a virtual walk through museums of the world, and
you can pause in front of selected works of art and zoom in for sharp, high resolution details that are incredible! My
students were doing this at the Adams Library on Tuesday.
Thread: Project 2: Lists tudent activities F2F and online; Post: CEP 315 Course Activities Author: John Eagle;
CEP 315 Course Activities
Course Requirements
2 Examinations covering class material
3 Case studies representing different psychological/educational theoretical perspectives
Teacher interview of a current teacher, discussing relevant issues in classrooms and student learning/behavior
Cooperative group activity
In Person Class Activities
Introductions/peer support/networking
Small group discussion
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Cooperative learning activities
Didactic instruction/lectures with immediate discussion/feedback
In class exercises/worksheets with immediate feedback
Multimedia presentations of theoretical components
On-Line Components
PPT lectures online with audio from Camedia (when possible) – discussion/feedback in class, or possibly in
discussion thread
Multimedia presentations of theoretical components, hosted on Blackboard or found online
Out of class exercises/worksheet review of material
Online video examples of teaching strategies
Text chapter outlines – available as both and Advanced Organizer and Review
Text chapter quizzes – for self-assessment of learning
Small group discussion threads – can also be tied to cooperative learning techniques and assignments
Thread: Project 1. Project description; Post: TECH 300 Historical Innovation and Invention Author: Charles
The goals of this course are as follows:
As a result of participating in this class, students will be able to: 1. describe the historical development of
technology;
2. identify the interactions of society, the environment, and technology;
3. create chronological sequences of historic technological events;
(posters, web pages, video, and reports)
4. compare the scale of technological change during various historic periods;
5. identify and use various resources and people to research historical technological development.
Attachment: Innovation11.doc (67.5 KB)
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: ELED Seminar Ideas Author: Virginia
I have never used it, but I understand that you can video conference with up to six people for free through ooVoo.
http: //www.oovoo.com/
I think Sype is terrific, but for conferencing, I think you have to pay a fee. I am impressed, though, by how well it
works internationally.
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: Project 2- INST 251 Author: Virginia
Page 120 of 184
I notice in your course syllabus you teach "US Copyright legislation and ethics associated with the use of
technology in education." Not exactly related to this discussion thread, but could you tell me what sources of
information you would recommend to those if us who want to be better informed about this?
Thread: Project 2: Lists tudent activities F2F and online; Post: TECH 300 Innovation & Invention Author: Charles
It looks like the activities could be accomplished online. Lectures and media could be delivered using blackboard.
F2F
Online
Innovation and Invention Presentation
PowerPoint presentation
FINAL Activity Inventions & Innovators
Report can be uploaded
NASA spin-offs
Spinoff project can be created using electronic media
Invention Timeline
Timeline can be produced as a website
Class projects
Handouts and worksheets
2 Historical Site visits/reports
Site visits – reports and video or stills uploaded
2 Quizzes
Quizzes taken online
Thread: Project 1. Project description; Post: RE: Project 1 Author: Charles McLaughlin; Posted Date: February 10,
2011 11: 36 PM
Hey John:
This is an ambitious agenda, that's for certain. The course is a great training ground for student who are starting to
develop their own sense of identity in the classroom. looks like plenty of opportunities to select areas where they
can shine before your el ed students.
Charlie
Thread: Project 1. Project description; Post: RE: CEP 315 - Educational Psychology Author: Charles McLaughlin;
Page 121 of 184
Hi John: Nice work here. I'm glad that the teacher interview is part of the course. I think this is a very valuable tool
for student use in order to discover differences in the classroom. The ability to network with professionals who
might become mentors later seems to be a reasonable outcome too.
When this runs in the summer do you have a pool of teachers who are willing to meet (on campus) with your
students while on vacation, or do you use the remedial programs where teachers might be working?
Thanks
Charlie
51 AM
Here's a link to the Altervista downloader: http: //youtubedownload.altervista.org/
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: Project 2 (FNED 346) Author: Ellen Bigler;
Activities students do in FNED 346: Schooling in a Democratic Society
Participate in large group and small group discussions of readings.
Community-building exercises.
Watch videos and discuss them.
Take exams.
Present work (small groups) and provide feedback/ critique each others' work.
Listen to what the instructor has to say. Participate in a class discussion.
Plan together.
Report out on what they are observing in the schools and make connections to class readings/films.
Make presentations to the class on their group assignment.
Become the experts on a particular topic/area and then move around the room sharing their expertise with others.
SCWAMP Exercise: Rotating around the classroom in small teams to respond to prompts on the forms of (largely
invisible) privilege that various categories experience or benefit from (brainstorming); building on the prior
groups' comments; pulling it together as a class in a concluding discussion.
Which ones can be done in an online class?
Most of them can be accomplished online; I think the SCWAMP exercise is a major exception. Meeting with their
colleagues F2F is beneficial in working on projects, but that can be continued online. Sharing the work can be
online, but presentation skills are not fostered. It is difficult for the instructor to also "read" their students as
readily when they are in cyberspace, and much of that reading comes from observing them in classroom
interactions.
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: ELED Seminar Ideas Author: Eileen Sullivan;
Page 122 of 184
Thanks. Off to check out your suggestion Ginny.
There are also features on Blackboard for a virtual classroom where we can all be online at the same time. I have
used it and this feature before is valuable and will be used more in the future I think.
Thread: Project 1. Project description; Post: RE: CEP 315 - Educational Psychology Author: Eileen Sullivan; Posted
Or you could use Skype for the interviews?
Thread: Project 1. Project description; Post: RE: FNED 346 Summer Version/ ff Author: Ellen Bigler; Posted Date:
February 11, 2011 10: 02 AM
Thanks Frank for your input on this. My dream would be that students first have as a pre-requisite the survey
courses on US History so that they have some sense of the development of these principles. I wrestle with how
much I can do in this class to lay the groundwork.
Thread: Project 1. Project description; Post: RE: INST 251 Author: Eileen Sullivan; Posted Date: February 11, 2011
10: 02 AM
I have used Vocki for an online class once and we all created avatars. It was fun.
Even the graduate students enjoyed the process.
06 AM
If the public schools allow students to access this site then they could do same. Do you know of any ed-related site
that allows them to create an avatar that looks like them?
Thread: Project 2: Lists tudent activities F2F and online; Post: SED 444_Teaching Young Adult Literature Author:
Janet Johnson; Posted Date: February 11, 2011 7: 34 PM
SED 444 (Teaching Young Adult Literature) F2F and Online Activities
Activity
F2F
Online
Weekly Book Discussions
This could be as a class or in groups, as I learned about today. I would model facilitating a discussion and then have
one student facilitate at least one book discussion. Could possibly assign other roles too, as we do in literature
circles.
Weekly Journals
This is where candidates can write reflections on the books. But I would want to be pretty structured so that they
are reading as both readers and teachers—that is, with enjoyment, but also with a critical eye.
Book Quizzes
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I haven’t given a quiz or test in a long time, but this seems pretty necessary. I like the idea of having a time limit and
withdrawing the quiz by a certain point. These would be mostly objective, did-you-read, but questions would also
hit various levels of Bloom’s Taxonomy.
Reading from Critical/feminist/multiple perspectives
This would need to be taught/modeled in class, and I’m not sure what I would require as far as assignments go.
Occasional website/podcast or video viewings (discussion)
I like the idea of including things from media and/or experts in the field on the topic of YAL. The assignment would
be to watch/listen/peruse and then participate in a discussion. This could be as a class or in groups (maybe give
students options of what to watch, etc.)
Mini-ethnography of Adolescents/ce (paper—share in class)
Students would observe teens in their own environment (mall, park, etc.); and write a mini-ethnography. Maybe
use Photovoice.
OR—s tudents could check out websites designed by and for adolescents/young adults. Chat rooms, media, etc. It
has to be a place where young adults interact, either through chat or video or something.
Final Project: Options so far: unit plan on a particular author/genre/theme; critical paper on content; website for
teachers of adolescent lit; etc.
Share in class, but it could be a web/media based project
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: SED 444_Teaching Young Adult Literature
Author: Jennifer Davis-Duerr; Posted Date: February 13, 2011 3: 54 PM
Not that I'm suggesting that the entire course would need to be online, but I was just thinking of a way that you
could teach students to read from various perspective using Word Review tracking features. I'm not sure what all
is included in this aspect of your course, but perhaps providing a written representation to supplement other
instruction could help students understand this and apply it themselves? You could type the text, let's say an
excerpt from a shared novel the class is reading, and embed the in-the-head thinking from various perspectives
about specific lines or paragraphs within that text. You could use different colors of comments in the Review
feature in Word so that students could differentiate among perspectives. I wonder if it would work better to create
separate documents or to do the embedded comments all within the same document.
(Writing this idea here just gave me more ideas for how I could teach students reading comprehension strategies
for my course, so thanks for the opportunity!) : )
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: Project 2 Author: Nancy Cloud; Posted Date:
February 13, 2011 5: 12 PM
TESL 539: Activities done face to face: interviewing each other
jigsaw readings
after film/video: guided discussions (in partners, triads, small groups)
before film/video: guided discussions (in partners, triads, small groups)
focus groups (adult ESL educators, early childhood ESL educators, etc.)
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defining terms in pairs; checking with partners (pair share)
sharing of experience of being a second language learner
debating theories of language acquisition
viewing powerpoints; discussing theories
Carosel writing in teams; responding, reflecting to key questions
review & discussion of case studies (ELLs with disabilities, etc.)
sharing of model projects as exemplars of what is expected on key projects
compare and contrast activities (advantages of younger/older language learners)
completing questionnaires and sharing results (beliefs about language acquisition,
language learning style preferences)
review of material in partners (e.g. communicative functions by proficiency levels; WIDA standards, RI Adult ESL
Standards)
processing of vignettes/scenarios
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3: Author: Frank Farinella; Posted Date: February
14, 2011 3: 46 PM
Do you want us to manipulate higher structured and lower structured teaching elements to create varying learning
models? (ff)
Thread: Project 3 - Do not replicate, substitute; Post: Freyermuth HOLC Project 3 Secondary Practicum in Art
Freyermuth HOLC PROJECT #3
ARTE 404/504 Activity: Write the Teacher Candidate Mini Work Sample
Traditional form: Submit a written TCMWS paper.
> Online equivalent: Submit the TCMWS document online. An online submission, in digital form, makes for easier
documentation/sharing than a hard copy.
Overarching Different Activity: > Create a multi-media website in TRWorkbench that contains the required
elements of the TCMWS, but allows art education students to demonstrate their learning by incorporating visual
imagery, audio and/or video in their TCMWS. Building a website is a very different activity than writing a paper. It
is well matched to the field of Art Education. Why is it well matched to my field? It promotes a multi-faceted
construction of interconnected ideas rather than a linear page-by-page document. Building a website promotes
hypertext and hypermedia as a means to construct and present knowledge. Breaking away from a dominant linear,
textual mode to a non-linear, visual and textual mode draws upon the strengths of our students and I believe will
more accurately capture and portray their extensive and unique knowledge in Art Education.
I want to especially thank Connie Horton for helping me realize the potential of TRWorkbench for art education.
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If the idea of this model is acceptable with those who would need to approve this exploration, I would like to move
forward and receive (free) training that has been offered to me in Workbench from its software designer and
perhaps pilot it with several of my students this spring. Workbench could promote collaborative learning by
making the TCMWS a multimedia exploration of teaching design. Posting a project such as this invites shared
investigation.
If we are truly promoting the idea of multiple forms of assessment, then doing the TCMWS in a different and more
visual and auditory form models our willingness to promote multiple forms of assessment--in this case, for our
visual learners.
Let me look more closely at the TCMWS requirements and how web building could extend the traditional, linear
typed paper. These are smaller learning activities of the larger project envisioned in a different activity.
Current Requirement: Process 1: Learning Goals and Unit Objectives The candidate sets significant, challenging,
varied and appropriate learning goals and unit objectives.
• Sets unit learning goals and unit objectives • Aligns unit objectives with national, state or local standards
• Selects unit objectives that are significant, challenging and varied •Describes unit objectives clearly •Chooses unit objectives that are appropriate for students •Provides a coherent rational for teaching the
unit.
Current Activity: >A typed paper.
>Different Activity(ies): For this Process, the student could design web pages that visually as well as conceptually
align goals and objectives with national/state standards. Exemplar works of art or other related imagery could
support written objectives; this could include people, places, or things that convey the power, color, and
importance of the learning objectives. The rationale for the unit could be supported in both text and also video,
where the student speaks about the rationale in his or her own voice, allowing us to better see, feel, and
understand the student’s personal connection to this design for learning. This promotes oral presentation skills.
Imagery to the related rationale could be shown, which could be exceptionally powerful and persuasive.
Process 2: Assessment Plan The candidate uses multiple forms of assessment aligned with unit objectives to assess
student learning throughout the unit.
•Includes multiple forms of assessment • Aligns unit objectives and assessments. • Justifies
assessment methods • Adapts assessments based on the individual needs of students • Provides visual
organizer of assessment plan •Demonstrates technical soundness • Provides a rationale for the
assessment plan
>Different Activity(ies): For this Process, a visual overlay could occur that shows the connection between
objectives and assessments. It is possible to work in layered imagery and text that will help visual learners make
connections and consider “backward design” in a physical as well as conceptual manner. We might also see video
clips of a critique in action, a school student speaking about their learning in a lesson, or our student discussing
how assessment is based on individual needs of students. A visual map could be constructed physically connecting
assessment to objectives. Rubrics or other assessment examples could be placed in related links.
Process 3: Design for Instruction The candidate designs instruction as is required in the particular program in
order to meet broad learning goals and specific unit objectives. The design takes into account student
characteristics and needs, learning contexts, and standards of the discipline.
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• Aligns instruction with Learning Goals and Unit Objectives • Demonstrates accurate
representation of content • Includes lesson and unit structure •Uses a variety of instructional
strategies and techniques•Uses contextual information and data to select appropriate and relevant activities,
assignments and resources
• Uses technology • Articulates intended behavior, social interaction, and student engagement
>Different Activity(ies): For this Process, the lesson design could be written in traditional format, but brought to
life with imagery, links to museums and exemplar works, examples of student work, perhaps even video clips of
our student teaching the lesson, or of students engaged in the lesson. Using technology should be considered
powerful, effective, and expansive, breaking through limited forms of demonstrations of knowledge and
understanding. Technology can have substance and depth when our students become comfortable with its
potential for teaching and learning. Why not begin with their own demonstration of learning?
These are first thoughts. I want to explore more in depth if this approach is deemed a feasible exploration. What
about assessing the TCMWS? I believe the same criteria apply. Additionally, we can comment on the quality and
appropriateness of conceptual and physical construction and portrayal of ideas.
Rethinking the first learning objective--
My Original Stated Objective for ARTE 404/504: Plan and teach art learning experiences for secondary students
that are richly meaningful
Sasha’s Comment: I WOULD NOT BE ABLE TELL A DIFFERENCE BETWEEN RICHLY MEANINGFUL AND POORLY
MEANINGLESS WITHOUT SOME CRITERIA
My response: Yes, I agree, “meaningful” is vague. What are the criteria that determine a meaningful art learning
experience? This is exactly the question asked of students in this course. That is why this learning objective is, I
feel, one of the key objectives for this course.
So how do I state an objective without giving away the answer that I expect students to puzzle over and work out
through the entire course?
What do I have in my own mind pertaining to the term meaningful?
>It must promote higher order thinking skills.
>It must promote what our text calls “Studio Habits of Mind” which are: engagement, persistence, envisioning,
expression, observation, reflection, exploration and stretching, and deepening understanding of the world of art (p.
6).
> It must challenge students to improve studio practice by gaining increasing competence with media, tools, the
visual language, and art processes.
>It sets goals for content, knowledge, and action--know and be able to do.
One powerful approach to the above is through inquiry—designing art learning experiences that promote
exploration of open-ended questions through visual media. Such questions have no single right answer or solution.
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This seeks work that is a unique, innovative and personal. In other words, “authentic.” It strives to have work be
relevant and important to the life, learning and holistic growth of the student. I could elaborate further.
What do I myself think is not meaningful in art education?
Having students make “art” that looks just like the teacher’s example.
Having the students make “ art” that looks like everybody else’s art.
Having students make “art” that looks just like Van Gogh or Monet or any other artist (unless it is purely a technical
experiment).
Having students make cookie cutter “art” that is a craft activity instead of art. Having students go through the
motions of creating “art” that has no important learning purpose.
I put “art” in quotations because it begs the question, “What do we mean by art in the first place?
It then begs the question, “What is an art learning experience?”
These are the challenging questions that students grapple with as thoughtful, reflective, and responsible art
education students in my course.
Perhaps a revised objective should be stated: >>>Explore beliefs about, examine criteria for, plan, and teach
meaningful and authentic art learning experiences.
Thread: Project 1. Project description; Post: RE: INST 251 Author: Denise Guilbault-Langworthy; Posted Date:
February 18, 2011 12: 51 PM
Never heard of this Vocki site Eileen. Looks fun - I will most definately play with it.
Thread: Project 3 - Do not replicate, substitute; Post: RE: Freyermuth HOLC Project 3 Secondary Practicum in Art
Education Author: Ellen Bigler; Posted Date: February 18, 2011 4: 31 PM
Virginia,
I love your ideas, they are so creative and exciting! This sort of project would be incredibly impressive later on as
part of an employment portfolio to bring to schools. From the practical side, knowing how students struggle with
TCWS time-wise now, I worry about whether teacher candidates will have difficulty handling this (though I
acknowledge it is far more intriguing, and thus may "grab" them). On the other hand, I may be looking at it as
someone not in the arts and trying to envision what it would mean for me to struggle through it...
Ellen
Education Author: Ellen Bigler; Posted Date: February 18, 2011 4: 34 PM
Okay, ignore that earlier posting about the difficulty of doing it in Student Teaching, you are talking here about the
Practicum!
Thread: Project 1. Project description; Post: RE: ARTE 404 Secondary Practicum in Art Education Author:
Your negative examples are actually a lot easier to understand. So you want art that is original and speaks,
communicates something important. Is this right?
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Yes, it is intended for the Secondary Practicum students for the Teacher Candidate Mini Work Sample. I am
meeting with the software developer of Workbench this coming week (thanks to Connie) and will learn more about
it. If it seems realistic, I would like to go ahead with his offer for free training. As you suggest, I also think this could
be a compelling piece for an art education employment portfolio.
Yes, and that something must be important to the student. It is most meaningful when students are not going
through the motions of pleasing the teacher, but are self-invested in a creative pursuit that they actually care about.
Thread: Project 1. Project description; Post: RE: INST 251 Author: Constance Horton; Posted Date: February 20,
2011 11: 38 AM
Thanks for the comments, Janet. My problem has been sorting what to include and what not - there are so many fun
things! I do talk about validity of websites but do want to make more time for looking at ones for particular
age/content levels.
Thread: Project 1. Project description; Post: RE: INST 251 Author: Constance Horton; Posted Date: February 20,
2011 11: 40 AM
Thanks for the note, Ellen. I did a workshop on Voki at a conference and it was fun. It's just trying to fit in
everything.... I do model cell phone polls- that was easier as it is much quicker.
Thread: Project 1. Project description; Post: RE: TECH 300 Historical Innovation and Invention Author: Constance
Horton; Posted Date: February 20, 2011 11: 45 AM
There are some online free timeline-maker programs now - have any of your student tried them?
Education Author: Constance Horton; Posted Date: February 20, 2011 12: 06 PM
Nicely written, Ginny! It does seem to be a great way to allow the students to include more of their visual creativity.
I'm pleased to be a small part of adding this possibility!
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: Project 2- INST 251-COPYRIGHT info Author:
Constance Horton; Posted Date: February 20, 2011 12: 27 PM
On Copyright - the government site at http: //www.copyright.gov/ is our final say.....
For students, there is a nice website called Copyright Kids: http: //www.copyrightkids.org with a self-checking
'quiz'.
Copyright Society of the USA: http: //www.csusa.org/ has
Friends of Active Copyright Education: http: //www.csusa.org/face/
(Ginny, you might find this especially interesting, I am guessing)
Creative Commons is a great place to steer students - has many levels of copyright and many are copyright-free or
almost at http: //creativecommons.org/
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There are others too, but this is where I started.
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: Project 2- INST 251-COPYRIGHT info Author:
Virginia Freyermuth; Posted Date: February 20, 2011 1: 15 PM
These are great, Connie. I particularly like the Friends of Active Copyright Education because some of the
information is presented in easy Q & A format.
This vast new world of e-learning is still forming, and will continue to form. We are all pioneers trying to
understand its potentials, its pitfalls, and its impact.
Thread: Project 1. Project description; Post: RE: TECH 300 Historical Innovation and Invention Author: Virginia
Tell me more....what are the free timeline sites, Connie, that you suggest?
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: Project 2: CURR 560: Curriculum Principles and
Development Author: Janet Johnson; Posted Date: February 20, 2011 5: 59 PM
Frank, this looks like a great course for administrators and other educational leaders. I am curious as to the
different kinds of curriculum development you are going to introduce (Stiggins and Backward Design, maybe?). If
this is a hybrid course, it sounds as if the first two parts would benefit from some F2F action, whereas parts 3 and 4
are more independent, and thus work is easily shared and monitored by you online. I wonder if you will allow
students to work together on parts 3 and 4--for example, if a principal and assistant were from the same school
were to take the course.
A possibility for an online component in the first two parts would be to offer a list of websites of different kinds of
curriculum development and have students critique them using a specific protocol you've developed, or that
already exists. That way, students can see how people interpret the different phases. I also think it helps them
design their own projects after seeing and critiquing a variety of models.
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: TECH 300 Innovation & Invention Author: Janet
Johnson; Posted Date: February 20, 2011 6: 08 PM
This looks like a fun class, Charlie! The historical site project--is that where they actually visit a local place, or can
those visits be online? If students could take pictures or even video of actual places, they could narrate using
Photovoice or digital storytelling.
I wonder too if students could skype their final projects, so that their peers could both hear the narration and see
the PPT. Although I think you can use narration in PPT now...or at least link to videos. Of course, I do like the final
project presentations to be F2F so reactions can be in-the-moment and shared. Also, it helps candidates work on
being in front of others, an important skill for teachers.
Thread: Project 3 - Do not replicate, substitute; Post: Other ways of doing TCWS and Technology Skills? Author:
Nancy Cloud; Posted Date: February 21, 2011 10: 56 AM
Like Ellen I love these ideas but wonder about the pre-requisite skills students would need (to use TRWorkbench
etc.) to be able to do their required assessments these ways.
I especially love the idea of supporting other ways of representing knowledge and skills than just written papers. I
am very concerned about how every assessment ends up being another written product and I think if we believe in
multiple intelligences and multiple forms of representation we need to walk the walk.
The challenge I see is how to make these things accessible to all, irrespective of their current technology skills.
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Am I worrying about something that isn't problematic at all?
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: Project 2: ECED 301 Lists student activities F2F
and online Author: Mary Ellen McGuire-Schwartz; Posted Date: February 21, 2011 6: 02 PM
Most of the activities in ECED 301 can be done online with the exception of Working with Children in a Practicum.
1. Observations Online discussion and submission
2. Working with Children F2F
3. Research Paper/Presentation Online
4. Resource Project/Presentation Online Presentation and Discussion
5. Portfolio/Reflective Summary F2F
6. Two Essay Exams Online
7. Attendance and Participation
Presentations on theorists and theories Online
Presentations on Constructivist Models Online
Thread: Project 3 - Do not replicate, substitute; Post: RE: Other ways of doing TCWS and Technology Skills?
Author: Mary Ellen McGuire-Schwartz; Posted Date: February 21, 2011 6: 22 PM
By incorporating the Principles of Universal Design for Learning and Multiple Intelligence Theory, we can provide
ourselves and students with opportunities to represent ideas in multiple formats and media, to provide multiple
pathways for students' action and expression, and to provide multiple ways to engage students' interest and
motivation. MI certainly provides us with a framework to encourage diverse expression and representation. Many
of my students use Power Points and outlines, in addition to papers to complete assignments. Digital media
certainly provides many new and exciting ways to present assignments. We just need to master the tools. But there
are many examples online. Video, You Tube, DVD's, CD Rom's, music, and photography can provide opportunities
to express student work.
Author: Virginia Freyermuth; Posted Date: February 21, 2011 9: 53 PM
I will be exploring TRWorkbench to see how involved it is technologically and to what extent special training is
needed for faculty and students. At first glance, it appears rather intuitive, and I think it will especially appeal to art
students. I do not want to add a huge learning curve into an already packed semester for Practicum students, but I
suspect it could be very do-able and exciting, while demonstrating learning and understanding in multiple ways. It
is a potential choice that students could have.
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 MLED 340 Author: Julie Horwitz; Posted Date:
February 22, 2011 6: 43 AM
One of the ideas that Jenn had that I really liked was presenting the students with a standard lesson and having the
students break into groups. Each group would then be responsible for differentiating the lesson for a specific
student. They could then discuss the accommodations needed for each population and share with other groups.
Each group would then be responsible for adding to the lesson plan so students at the end would have a very
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detailed lesson plan with examples of differentiation. The results in the learning would be that students are able to
differentiate a lesson.
So the learning I want is for students to show me that they can differentiate a lesson in middle school.
At the ATE conference I just went to one of my colleagues used this amazing online program that helped with
presentation. It is called Prezi http: //prezi.com/ I could have students create their unit on this software. They
would still have to address multiple students’ needs but could create it through this amazing platform. Here is a
link to his blog that has an example he used with 7th graders http: //socialscienceeducation.blogspot.com/ I could
see this really pushing students to create something students would love to interact with. It is also a cool way to
organize information. While I need to explore it more to make sure it is helpful and not just “cool” technology, I
think the organization is great. It would also be an interesting alternative to just lesson plans. I would still want
students to write out lesson plans, but I wonder what comes out of a Prezi and if they create an outline for you.
This would be an interesting group project also.
I am also starting to be curious about an exam. I don’t know why but part might be ease. I see that maybe just some
quick assessments might be nice. The students will be using a text in class and I can see just having online quizzes
for the text. In another class I always had a quiz the first 15 minutes of class. It accomplished two things, the
students read and they got to class on time. I guess I could do this for the reading. I could use it to make sure
students are getting online but also that they are reading.
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 MLED 340 Author: Virginia Freyermuth; Posted
I believe Joe Zornado used Prezi for his presentation about the new Teaching and Learning Center at our last DES
meeting. It had many of the features as Prezi, such as moving about the screen and zooming in and out. I am
currently exploring the features of TR Workbench and will be comparing it with the features available in Digication
and Prezi. These multi-media approaches are very exciting, and I will look forward to the ways in which you
explore Prezi for your student use. It sounds like it could be a great match for your work. It will be ultimately useful
to know the particular benefits and limitations of each platform so they can be best matched to our use for varied
purposes. I wonder what other platforms are out there and what unique properties they may have...
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 MLED 340 Author: Julie Horwitz; Posted Date:
February 22, 2011 11: 01 AM
I was not at that meeting but it seems like a great possibility. i look forward to hearing what you learn from your
investigations into these different programs.
Author: Elizabeth Holtzman; Posted Date: February 22, 2011 2: 30 PM
I agree that I sometimes worry about the technology skill level needed to complete various aspects of computer
related tasks. This even came up when my students started using chalk and wire (which did not require a huge
shift in skill set and minimal training). But I have also seen the value of demonstrating my own open ness to
learning and embracing new technologies and how this shared learning experience adds to the community of the
classroom, models ongoing development as a teacher and raises my empathy for students' journies of new
learning. So, I think, that Virginia, your pursuing the new training and skill set is great. And will be a potential
model for us of how to advocate or access needed training and then creatively find resources to offer like training
(and support) to our students.
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 MLED 340 Author: Eileen Sullivan; Posted Date:
February 22, 2011 2: 51 PM
Page 132 of 184
I don't know much about Prezi as well and hope to explore the use of this platform too. PPT is so over used and
overrated.
ES
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 MLED 340 Author: Elizabeth Holtzman; Posted
I am excited to learn more. And now am thinking about how complacent I and my students are in accepting power
point as the option. It will be fun to model different presentation styles and have students explore as well.
Thanks to Connie, I met with the developer of TR Workbench yesterday for an hour and a half, and I have to say, I
was very impressed. Designed for educators by an educator, it has enormous potential for changing the way we
think about constructing, sharing, and presenting information. It is quite different from Digication and Prezi. Both
of these are also exciting, but each is geared to a different purpose. As I move forward with the TCMWS digital pilot
idea, I will keep you posted. I hope this venture fits Sasha's objectives for HOLC. I believe the potential for online
communication and sharing of work through Workbench matches the intent of what we are learning through
HOLC. Keep me posted as to how it goes with Prezi, too. It is so visually compelling.
Author: Virginia Freyermuth; Posted Date: February 23, 2011 9: 15 AM
Elizabeth, I had a training session yesterday for TRWorkbench. It is SO user friendly--mostly drag and drop web
design with endless capacities for creative solutions geared to the needs of the educator. I think my students would
be excited to learn how to use it, and they can carry these skills with them into their professional lives where they
can use the same software in their own schools. There is a free version of the software and a very modest fee for
the upgraded version. I look forward to discussing this with my Program Coordinator and perhaps piloting it this
semester.
I conducted a group discussion/activity yesterday In ARTE 404/505, f2f, on the definition of "meaningful" lesson
planning. Through group exploration, the students produced exactly the same criteria I had waiting for them on a
handout. While I could more clearly define "meaningful" in the ARTE 404/504 course objectives, it was actually
much more meaningful for them to construct their own definition based on their life experiences. I could see the
same process taking place online is a group discussion if this were a hybrid course. The students were actually
quite amazed that they collectively arrived at such a rich explanation. The ah-ha moment was great. So how do we
state objectives without giving away the satisfaction of uncovering valuable knowledge themselves? And how,
online, do we keep the conversation spontaneous, as it is in the classroom, rather than having them "go look up"
the answer?
Thread: Project 4 - key assessment; Post: Project 4 - key assessment Author: Alexander Sidorkin - local; Posted
In most courses, there is one key project/assignment which also serves as a key assessment - a definite proof that
students mastered main learning objectives. It is the proof of the bottom line for you - how do you know they
learned what you were thinking they should learn?
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Modify your key project to be fully or partially submitted online. Include the project description, as it appears to
students. Pay special attention to the mechanism of submission. Think go wrong when it is not clear or not tested.
Also include your rubric or scoring guide, again, modified if needed to reflect the hybrid/online nature of the
course.
Education Author: Alexander Sidorkin - local; Posted Date: February 24, 2011 4: 54 AM
Ginnie, that's a good plan. I would allow students to use other web design platforms as well - the other obvious free
choices are Google Sites, the digital portfolio your students have when they get membership in NASAD - I forget the
name of it. They can tweak Face Book. Finally, a student may own a domain, and build a web site using
Dreamweaver or Publisher. The results will look similar.
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 MLED 340 Author: Kalina Brabeck; Posted Date:
February 24, 2011 7: 03 PM
Wow, thanks for sharing this resource, which is completely new to me. I just visited the Prezi website and, through
one of their example presentations, went on a visual tour of scenic areas in Oregon. Very impressive!
As I read the on-line discussions about multiple learning styles and the dominance of reading/writing-based forms
of presentation and assessment, I'm noticing that I tend to perpetuate this bias not only because it's what prevails
but also because it's how I personally learn best. This discussion and these resources are forcing me to reflect on
how I may unwittingly allow my own biases and personal preferences to disenfranchise some students who
happen to learn in different ways than I do. And, I'm feeling quite motivated to push myself to start thinking with
my right brain for a change!
Thanks for this nudge in a new direction!
Education Author: Virginia Freyermuth; Posted Date: February 25, 2011 8: 23 AM
Sasha, I appreciate your vision and support of our efforts in this direction. In my Secondary Practicum in Art
Education course, with the exception of one student, all present yesterday signed up to participate in the possible
pilot this spring of the online development and presentation of the Teacher Candidate Mini Work Sample. They
know it will take extra time to learn and create the online site, but they believe it would be an extremely valuable
learning experience resulting in a TCMWS that is more visual, more compelling, more interactive, and more easily
shared. I was amazed and impressed by their immediate enthusiasm for the idea and was encouraged that, given
the enormous amount of work they already have before them, they are willing to take this on.
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 - ELED 534 Developmental Reading Author:
Jennifer Davis-Duerr; Posted Date: February 25, 2011 11: 49 AM
I chose to tackle the items in my f2f that seemed most difficult to transfer to an online format: Face to Face
Activity/
Teaching Technique
Purpose(s)
Online Activity
Teaching the Dimensions Professional Development Presentation – Small groups of students work together to
create a professional presentation which includes sharing of an elementary level lesson that emphasizes their
assigned dimension. Audience evaluation of presentations with a form created by the presenting group.
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a) Opportunity to develop professional collaboration skills including communication, compromise, and leadership
b) Opportunity to teach adults and learn to elicit their feedback to improve professional development techniques
(important for reading specialists in particular)
c) Solidify understanding of the dimensions of literacy
d) Demonstrate how these dimensions can/should be applied to effective literacy instruction
I do think it would be interesting to challenge groups of students to create an online professional development.
There are numerous organizations (the International Reading Association, Heinemann, PBS, etc.) that are creating
online professional development opportunities for practicing teachers. Some of the formats include webinars
(most popular), podcasts, and of course full-on courses that teachers take.
While I couldn’t expect a group of students to create an online class per se, and webinar hosting is not something
available for free (yet), I do think a group of students could create and post an annotated slide presentation or
Prezi presentation that meets the purposes C and D on the left. Students could use googledocs which does allow for
realtime collaboration in creating documents including presentations…and it’s FREE.
In addition, for the demonstration of how the dimensions can/should be applied to effective literacy instruction,
the group of students could share lessons they find online, explain how the dimension is represented in the lesson,
and then post these lessons with their presentation about the dimension.
Finally, students could create a tool for their classmates to evaluate their presentation and lessons, and then I could
create the discussion board in which the tool was posted and anonymous feedback provided from classmates.
Another idea would be for them to create a survey tool in something like surveymonkey or surveygizmo, which
both offer free accounts.
(I’d need to be careful of including too many technology pieces that could be difficult to learn for some students
though.)
This alteration of the project from the f2f format actually adds purposes to the activity that weren’t possible in f2f
format, that being the variety of skills used to develope online professional development, which may be very
desirable for some teacher leaders in the future.
Individual Presentations of Literature Unit Genre Project – Project overview and teaching of one lesson to a small
group, and group evaluation of presentation
a) Opportunity to teach adults and learn to elicit their feedback to improve professional development techniques
(important for reading specialists in particular)
b) Share their professional accomplishments, curriculum development process, and resources with one another
c) Expose one another to more quality children’s literature and effective uses of it
I think the purposes for this project could be met in very similar ways as I’ve described above, except that the
presentation creation would be by just one individual. Therefore, students would be required to not only create
their Literature Unit Genre Project, but would also create a presentation sharing their process for creating the unit.
The reasoning for this is that I don’t believe it’s necessary to have students read through one another’s entire
projects – this would be a waste of their time if the reader has no intention of ever using the ideas. Instead what I
really want is for students to see how one another approaches the task of developing their unit, as everyone can
learn from one another’s process (even if they can’t gain from the actual product).
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I’d put students into groups on Bb, likely by similar major/educational audience (such as ELED, severe profound,
school psych) and then have them post their presentations of their process and their actual unit for those that are
interested in the ideas and for the purpose of sharing the children’s literature included in the unit. I think
specifications about how the project is constructed might also change – such as including links to the children’s
literature texts on Amazon, and other resources that inspired the unit development, such as videos used within
lessons, websites they might have students go to, etc.
Just as in the previous entry, I could create a discussion board within a group so that feedback elicited by the
student-created tool could be posted anonymously. Or, again, students could use an online survey application. I
think I would also like to have the presenter then provide a reflection about how the evaluation would change their
instruction in some way in the future. What did the student gain from the peer’s evaluation? Otherwise it’s just an
exercise in meeting my expectations, which is a waste.
Group poster creations – I pose a specific problem or current issue that relates to the content. Small groups pool
their knowledge to create posters/charts/tables/etc.. Posters are sometimes exchanged with another small group,
put up around the room for individuals to interact with (put sticky note questions and comments on, vote on with
stickers, record information from, etc.) , put up around the room for the whole group to discuss, and/or simply
serve to focus the group on solidifying their ideas and discussion though they are not shared with others.
a) provide a focus for the group to digest content
b) get out and gain from different perspectives
c) divulge misconceptions
d) apply theoretical and conceptual understandings to instructional process and problems
e) encourage various representations of information (pictures as opposed to just words) – important for
differentiated instruction
f) engage learners, make them active participants in the learning
g) develop collaborative skills such as communication and professional compromise, as well as leadership
h) informal assessment of their understanding of what I’m teaching, providing the evidence I need to know what to
reteach, clarify, emphasize, etc.
I’m not certain that all of these purposes or even most of them could be met by an online activity, especially when
considering the time cost/benefit. BUT, I wonder if again, using Googledocs, students could create and post a
poster within a small group and then others could look at these and comment on these. Students could copy and
paste pictures from all over the net, as well as screen shots of webpages, etc. etc. I think I would have to cut down
considerably on the frequency that I used this technique as it would be really time consuming – creative, but
possibly a bit too much, unless they could get into a routine of creating one that followed a particular format with
each topic? I’m not sure. Sometimes I use this to assist in their processing of their assigned reading – maybe
biweekly small group poster creations? I’ll have to think about this a little more.
Education Author: Denise Guilbault-Langworthy; Posted Date: February 25, 2011 12: 31 PM
After reading this I want to put together my own TCMWS! In your proposal, the basic criteria is met AND students
can really show off their individuality. This has me wondering about the music TCMWS and TCWS. As it stands
right now, the students and I struggle with how to best conform to the mold. It would be wonderful to have other
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options. You have inspired me to take a really good look at Workbench website to see what the possiblities might
be for music.
Education Author: Janet Johnson; Posted Date: February 26, 2011 4: 26 PM
Ginny, I love this idea for the TCMWS! Totally appropriate for the big daddy too. Thanks for sharing.
Janet
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 MLED 340 Author: Janet Johnson; Posted Date:
February 26, 2011 4: 33 PM
I agree, Kalina! I remember when my dissertation advisor told me I had to include graphs in my qualitative study. It
took me FOREVER to figure out how to visually organize the material. Now, I can do graphic organizers and am
learning more--such as using Inspiration that Connie taught me--but it's a shift in my normal way of thinking.
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 MLED 340 Author: Janet Johnson; Posted Date:
February 26, 2011 4: 53 PM
This is the coolest thing EVER!!
PPTs are so lame for presentations compared to Prezi. And I want to show my student teachers what they can do to
make their teaching more appealing. Great sample--I love how he asked them to look at the picture, then asked a
question about the flag, then the weather, and then it goes back to the picture. Thanks for sharing, Julie!
Education Author: Virginia Freyermuth; Posted Date: February 27, 2011 10: 03 AM
Let's be sure to trade ideas on this as we go forward! I'm sure there will be many great ideas that will be generated.
I am working collaboratively with Dr. Williams to finalize the software selection for the Art Ed program, and
hopefully that will be this week. I will be sure to let you know our direction so the work with students can begin.
Watch out for motion sickness when designing your Prezi; the zoom in and out feature can be unpleasant for the
audience if overused. Think about how to organize the information and their relative sizes. Allow time to
experiment with how it functions. I like that it is easy to go to any point in the presentation, and I especially love
that it is non-linear!!
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 - Do not replicate, substitute Author: Constance
Horton; Posted Date: February 27, 2011 7: 51 PM
I have added blogs to my currently F2F course. My first blog requirement of students will be to tell me of their
experience with our first non-F2F class and how they liked it. I am going to try to get across content in a screen
capture video which is posted in Blackboard. I want to know how they like it, was it easier, more fun, - or none of
the above! I divided the class into groups, according to their IM level- secondary or elementary or other. I think this
may be a useful division later in the semester and then also they aren't all in one huge group.
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 - Do not replicate, substitute Author: Virginia
Page 137 of 184
Connie, are you using the Blackboard blog tool? If so, how do you like it? How are you using it differently from a
Blackboard journal? If not the Bb blog, what online blog are you using?
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 - Do not replicate, substitute Author: Alexander
Sidorkin - local; Posted Date: March 1, 2011 8: 40 PM
If I may suggest - taking a quick temperature is easier done with surveys - either the built into Bb survey module,
or Google Docs, which is more fun. I would reserve blogging for more developmental activities, for practicing
specific skills, or chewing on complex concepts...
Education Author: Alexander Sidorkin - local; Posted Date: March 1, 2011 8: 57 PM
Folks, this is all wonderful, but I am now worried about data collection. Chalk and Wire, if we all adopt it, can offer
the same functionality as any of those alternatives. However, it allows us to keep the data in one place, and provide
it back to the programs, as well as aggregate for the whole unit. But if we all adopt different platforms - how will we
do that?
Education Author: Virginia Freyermuth; Posted Date: March 3, 2011 7: 46 AM
I saw a Powerpoint at a DES monthly meeting about Chalk & Wire, but otherwise do not know a great deal about it.
If I need to consider this as I work on my HOLC project, how can I learn more about it and the possible expectations
regarding it?
Thread: Project 2: Lists tudent activities F2F and online; Post: EDP 662: Culture & Discourse in Education Author:
Carolyn Panofsky; Posted Date: March 3, 2011 10: 11 PM
EDP 662 F2F
EDP 662 Online
Lecture/discussion.
No; much material for which students have no prior learning.
Discussion of course readings.
Yes, partially, at introductory stages and for review; but interactive discussion is important for promoting new
understandings.
Student presentation of audio recordings with peer questions and comments focused on contextual factors.
Probably not; the shared experience of listening to recordings facilitates discussions that would be tedious in
asynchronous and online format.
Discussion of assigned and original transcripts and coding possibilities in various homework assignments.
Some of this could work well online, after initial presentation F2F; might be useful for students to post their
differently coded versions for study prior to class.
Analysis of coded transcripts.
After initial F2F demonstration and in-class practice, students could give feedback to each other or perhaps
collaborate in similar analysis.
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Thread: Project 2: Lists tudent activities F2F and online; Post: RE: MLED 340 - Differentiated Instruction Author:
Carolyn Panofsky; Posted Date: March 3, 2011 10: 15 PM
I'm interested in your comment about tackling cooperative learning online: what are you thinking? Why or why not
tackle CL online? Maybe the students could watch some videos about it, or some demonstrations, and have a
discussion. Or are you thinking about detailed planning?
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: Project 2 (FNED 346) Author: Carolyn Panofsky;
I like your suggestion of starting something in class and then continuing online: e.g., SCWAMP discussion could
probably continue for quite a while after the initial session. I tend to think of online discussion as preceding the
class discussion, but after seems potentially more fruitful.
Thread: Project 4 - key assessment; Post: RE: Project 4 - key assessment Author: Virginia Freyermuth; Posted
Date: March 4, 2011 8: 44 AM
Sasha, could you comment on how Chalk and Wire might influence our thinking and planning on assessment?
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 - Do not replicate, substitute Author: Janet
Johnson; Posted Date: March 4, 2011 5: 10 PM
I admit to getting excited about the prezi.com stuff and playing on the website instead of doing Project 3 last week!
I can think of different ways to use Prezi in my other courses, as in substituting for PPT, as it creates a richer, more
meaningful direct instruction experience. But for the online young adult lit course, I wasn't sure and have been
chewing on it all week. One of the things I want to teach in the course is some critical theory, as one of the roles I
want students to take (besides reader and teacher) is that of scholar. I envisioned students analyzing one or more
of the texts in terms of gender, social class, and multiple perspectives and wanted to figure out how to use Prezi to
do this. These can be complex ideas, especially if some students aren't familiar with them. At first, I decided those
concepts needed to be taught in a f2f setting, but I think Prezi's layering offers me another alternative. One bubble
can contain the concept and definition, and then a student clicks on another and sees a couple of concrete
examples, and then clicks on another and reads a text or watches a video and then answers questions about it. For
the gender lens, I might have them compare music videos by Lady Gaga (who plays with gender in some pretty
wild ways) and Taylor Swift (who is as fem as it gets). This sounds pretty complex, but I'm eager to try it.
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 - Do not replicate, substitute Author: Julie
Horwitz; Posted Date: March 4, 2011 7: 57 PM
I love this Janet. I think the idea of making the ideas of layered meaning so concrete will be helpful for the students.
I wonder what you are thinking for the last part. What kinds of questions? Do you think you will get rich answers
when students need to write? That is something I wonder how to get at.. How do we get a dialogue going, that
might push comfort levels. Isn't that the critical literacy part?
Also, I know I put the stuff about Prezi up but I must admit I haven't done much with it. Can you talk to why it is
better/ different than PP?
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 - Do not replicate, substitute Author: Virginia
Freyermuth; Posted Date: March 4, 2011 8: 56 PM
I've also been experimenting with Prezi, so can share a bit about my experience with it. In the same way that I am
intrigued by web design because of its potential to construct and present ideas in a non-linear way, Prezi allows
the presenter to move around the "canvas" to varied elements (images, text, video, audio) at will.
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Ideas can be grouped together in "frames" and its zoom-in and zoom-out features, combined with its ability to
move the viewer around at different angles, allows for some intriguing ways to draw attention to, link, layer, and
organize material. Watch out, though, your audience can get seasick if you set it up to zoom too quickly! It can
unexpectedly close if your presentation is laden with imagery, so be sure to hit "save" often!
Thread: Project 4 - key assessment; Post: A new project - SED 554 Author: Julie Horwitz; Posted Date: March 5,
2011 5: 35 AM
Hi Everyone,
So I would like to use this space for something a little different. Ihave been using the HOLC class to plan for a
differentiated instruction course I thought I would be teaching in the fall. That has changed (and I am really excited
about this). I will now instead be teaching
SED 554: 554: Learning in Middle and High School
Using research and theory from various disciplines, students examine physical, social, emotional, cultural, and
cognitive factors in learning. A field study is conducted.
4 credit hours
I want to have an online portion of the course and would like to back up and use the time we have in HOLC to
develop this class. I hope that is ok.
I am going to assume it is and go forward with this. I guess the first thing I am wondering is exactly what the
objective of the class is. I know these students are all in the Masters program. They are in a cohort. They have taken
an inquiry class as well as a social and culture class. So I feel like they will be ready to dig into this course. I know
the big project in this course is a case study. I am excited about that as they can really use the skills they learned in
the inquiry course to get to know a student as well as themselves as both teachers and learners.
So here are my initial questions: What are my big outcomes for the class?
How do I want to get there?
What assessments will I use to get there?
What activities and text will help me get there?
I wanted to ask all of you to help me with any ideas you have about teaching and learning. It seems huge, doesn’t it?
Thread: Project 4 - key assessment; Post: RE: Project 4 - key assessment Author: Eileen Sullivan; Posted Date:
March 10, 2011 8: 51 PM
Hello Virginia-
I will try to post some slides of reporting features in chalk and wire for you.
The Chalk and Wire team will be meeting in the next 2 weeks to do a review of our project with SPED this
semester. Happy to share more with the group too.
ES
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 MLED 340 Author: Eileen Sullivan; Posted Date:
March 10, 2011 9: 18 PM
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I just played on the site. Can you post your prezi presentation Virginia? Would love to see it.
ES
Author: Charles McLaughlin; Posted Date: March 10, 2011 9: 54 PM
My students have had some nice successes working in the Workbench environment. I've used it in three of my
classes and the students seem enjoy producing interesting projects. After a brief overview, I let them explore the
possibilities within Workbench and have witnessed many Ah Ha moments. It seems that after they use this site, the
ins and outs of it become second nature. It's pretty intuitive if your willing to give students time to worm around
the program. There's a lot to be said for the value of play. I think I gave the kids enough time to get the hang of
working with TRWB and set up some simple activities that allowed them to explore even more possibilities.
It's a nice delivery system for sharing work among students, too. I think you'll have good results using this tool, too.
Charlie
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 - Do not replicate, substitute Author: Constance
Horton; Posted Date: March 11, 2011 6: 44 PM
Hi Ginny,
Sorry I didn't reply sooner - both search committees I'm on are now interviewing folks..
Yes, I did decide to try the Blackboard blog tool It isn't as pretty as something like Blogger but I didn't need a wider
audience, and it was easy for the students. I have had students in groups by subject/level, and post about what
their project would be, and then afterwards, how it went - the best, the worst, etc. They seemed to like sharing that.
Date: March 11, 2011 11: 21 PM
Thank you, Eileen!
Author: Virginia Freyermuth; Posted Date: March 11, 2011 11: 22 PM
That's good to know, Charlie! Thanks, Ginny
Date: March 11, 2011 11: 34 PM
The Prezi I created was for my interview, so I did not set it up to be a stand-alone presentation to be played
(although Prezi can certainly be organized that way). It took me a while to figure out how to keep images from
jumping since the zoom feature is quite powerful. I like the way the presenter can move around the presentation in
multiple directions, even easily returning to certain sections. Just a heads-up to constantly click "save" because it
quit unexpectedly twice on me. Also, I had to use the downloaded version in order to hold all the images I had. (I'm
happy to show the Prezi as a live presentation if interested to see how it can work).
Thread: Project 4 - key assessment; Post: RE: Project 4 - key assessment Author: Alexander Sidorkin - local; Posted
Date: March 13, 2011 8: 18 PM
Ginny and all -
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Chalk and Wire is not dramatically different from any other available electronic portfolio tool. It won't change how
you use assessment in your class. the interface between Bb and C&W is simple: if your class has one of the unit
assessments (which we have five - dispositions, implemented lesson plan, OPP, mini-WS and WS), you may want to
ask students to put them on C&W, and grade them there, so that the data is centralized and accessible to you.
If we end up with two forms of collecting unit-wide data, through SurveyGizmo and C&W, like we have now, then
you can keep actual student assignments and artifacts wherever, while grading them in Survey Gizmo... I don't
know if this makes sense, but just trust me - the tool we use does not make that much difference.
Date: March 17, 2011 8: 24 AM
The Secondary Practicum in Art Education pilot of a digital presentation for the Teacher Candidate Mini Work
Sample will be launched on March 29 with student training for TRWorkbench in the room 165 Gaige Hall computer
lab from 12 to 1: 50 PM. This pilot has been supported by Cheryl Williams, Connie Horton, and Ron Gwiazda (of
TRWorkbench), and also by Sasha Sidorkin as part of HOLC. The students in my course and I will be piloting two
different platforms for the TCMWS this semester: Digication e-portfolios, and TRWorkbench educational web
designs.
The required written content of the TCMWS will be the same. The students will be adding to these requirements
with their choice of visuals, video, and/or audio files to be incorporated with the written content of the TCMWS in
the form of a website or e-portfolio. It is possible that students may invite future employers to view this site for
evidence of quality lesson planning and related assessments placed in a sequence of learning. Students believe such
a digital presentation would be more engaging to publicly share than the written paper alone, and would better
convey the visual nature of their work.
The students know this will take extra time, effort and thought; even so, all but one student has initially signed on
to the pilot. They are hoping this more visual presentation of their unit design and accompanying required
materials will better match their learning styles and the nature of their discipline. We also believe the more visual
creation of the TCMWS will help their thinking as they construct and connect their learning in varied ways.
The assessment instrument for the TCMWS will remain the same for this pilot. However, I will add to their learning
expectations the following even though the students’ TCMWS scores will not be based on these added objectives at
this time: >The e-portfolio or web design should be attractive. Attention is paid to the visual nature of the site, its
colors, typography, line spacing, open spaces, consistency, imagery, and presentation of content.
>The e-portfolio or web design should be easy to navigate. Because the e-portfolio or website may be used by
potential employers and others, it should be easy to use, with links that are clear and pages that are well-organized.
>Content should be clearly presented and easy to find. It is suggested that links be created for all required,
assessed elements of the TCMWS. Originality of thought in seeking creative ways to make important connections is
encouraged.
> Images, video and/or audio should support the content of the TCMWS, make it more engaging, and also provide “
added value.” The opportunity exists through varied media to convey learning that cannot be easily conveyed in
words alone, particularly as it pertains to art education.
>Proper permissions must be obtained for use of student work and other images from the Practicum site.
Given that the semester is more than half over, it will not be required for students to fully complete the website or
e-portfolio presentations if they run out of time. A completed TCMWS is required in written form whether or not
the site is completed. Students may choose to continue working on their sites after the semester ends. Student
reflection on this pilot will be valued.
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Date: March 18, 2011 8: 50 AM
I came across an information-rich blog for education and technology. In one article, the author, Michael Gorman,
writes that digital curricula can promote creation and invention in learning, and support student production-not
just student consumption. “ Activities must allow students to recreate, publish, remix, and innovate,” he writes. It
should promote communication, collaboration and nonlinear learning in which students are actively engaged.
Since the pilot of the digital construction of the TCMWS is intended to function in similar ways, I mention it here. I
have included the link to the blog, below, which is loaded with more great links and articles. I know an active pilot
is not a requirement of the HOLC course, but all the pieces have fallen into place and students are excited, so we
will give it a try, to see if such an idea is at all feasible. Ginny
http: //21centuryedtech.wordpress.com/ blog author: Michael Gorman
Thread: Project 3 - Do not replicate, substitute; Post: CEP 532: RE: Project 3 - Do not replicate, substitute Author:
Kalina Brabeck; Posted Date: March 18, 2011 12: 31 PM
One of the key assignments in CEP 532 is to write a paper that describes the student’s personalized theory of
counseling and change, which draws on and integrates the theoretical models covered during the semester. This
paper has to address the student’s personal approach (grounded in the theories covered) to understanding the
following: - personality development and human behavior
- how people change and how counseling helps them to change
- the role of addressing the past in counseling
- the role of the therapist and the nature of the therapist-client relationship
- the goals of counseling
- how the approach might apply (or not) to diverse groups
- limitations of the approach
I am wondering whether instead of writing a paper, students might be asked to develop a website that represents
their personal theory. This could include, for example, a visual model, whose different components were
hyperlinks that, if clicked on, might explain that theory’s contribution to the student’s model. Students could get
creative with how to visually represent their model.
The student might also be required to upload of video of her/himself describing the model. This would be great
practice for oral presentation skills and a means of evaluating the extent to which the student really understands
and has thought through her/his approach. Importantly, it would also be great rehearsal for clinical practice, which
requires that counselors are able to articulate to clients the philosophy that guides their clinical work. Perhaps I’d
require that they upload two videos: One that would be appropriate for other professionals in the field (and would
therefore use clinical jargon, etc.) and another that would be appropriate for laypersons and potential clients and
would therefore require the explanation of the concepts without relying on jargon to portray them. That would
really give me a sense of whether they truly understood the content!
As I’m thinking through this, perhaps the assignment would read something like… “Imagine you are a counselor in
private practice. Design a webpage that communicates to fellow mental health professionals AND to potential
clients your philosophy of human development, counseling, and change. Be sure to address: - personality
development and human behavior
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- limitations of the approach
This would be a lot more challenging—and potentially much more meaningful—than the traditional “write a
paper…” assignment.
Thread: Project 4 - key assessment; Post: RE: Project 4 - key assessment Author: Kalina Brabeck; Posted Date:
March 18, 2011 12: 50 PM
The personal philosophy of human development and counseling assignment, that I described under Project Three,
is a cumulative key assignment in CEP 532. Since I discussed that in Project Three, I’m going to tackle another key
assignment in this course: the ability to complete a case conceptualization. This means reviewing relevant case
material and then applying a specific theoretical model to conceptualize the client’s presenting issues and to
describe they way in which the counselor would work with this individual. In past semesters, I have provided
students with a written case history and required them to write a paper that addresses the following questions:
How do you conceptualize, or explain the nature of the client’s problem(s), through the perspective of this theory?
What goals (short-term and long-term) would you establish with this client, using this particular theory?
What techniques from this theory would you use to work with this client?
How would you know if your therapy was successful? That is, what signs of change would you look for based on
this theory?
Describe any relevant multicultural considerations in your work with this client. This may include multicultural
considerations for the client as well as relevant differences between you and the client. Note how these
considerations would or would not be addressed by using this theoretical perspective.
I have found a text book that has an accompanying website that provides actual intake sessions with clients (as
well as a written case history) and allows students to submit their answers on-line. In a hybrid course, I envision
using this website for the case conceptualization paper.
I would include the following instructions for the students:
“Over the course of this semester, you are required to complete three case conceptualizations (each will be worth
10 points for a total of 30 points). Three cases will be provided and you will complete a case conceptualization for
each case. You can choose which theory you would like to use but each entry must use a different theory.
The steps for accessing the cases and submitting your answers are: 1. Access the website at: http:
//applyingcounselingtheories.com/
2. Click on any theory (i.e., Psychodynamic, Adlerian, Cognitive, etc.). Your will be brought to the Log In page.
3. If you are a new user, click on the new user link to register. You will need the password on the last page of your
text book to register. (See the last page of the Rochlen text book for your website password and instructions for
registration.) Set up your user name and password. The password should contain both numbers and letters. (Make
sure you write down your user name and password so that you can easily access them for future use!)
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4. After logging in, you will be brought back to the main page where you can click on the theory of your choice.
Choose the theory and click on it.
5. You will then be brought to a page with 3 cases to choose from (Elena, Jane, and Theo). Click on the case you
choose.
6. Next, you will be brought to a page that gives you the background information for the client that you chose. Read
it carefully.
7. After you have read the background information, click on the link located on the right of your screen that says
“Click here to watch video.” Watch the entire segment of the intake session with this client (it lasts only 12
minutes.)
8. AFTER you have carefully read the background AND watched the video clip, click on the “Analyze case” link. You
will be brought to a page with a series of 6 questions. Answer all 6 questions completely. At the end, fill in your
name and email address and your professor’s name and email address (Kalina Brabeck, Ph.D., [email protected]).
9. Click on the “Submit” link if you are satisfied with your responses. We will both be sent copies of your responses.
Remember, this must be done THREE times, using THREE different theories throughout the session.”
What I’m a bit unsure of is the best way to link this website with the Blackboard website, so that the students and I
don’t have to be navigating between websites. Also, I wonder if there’s a way for them to submit their answers such
that they come to me via Blackboard instead of via my RIC email.
This as far as I’ve gotten in terms of thinking this through… I’ll have to work on the rubric next…
Thread: Project 5; Post: Project 5 Author: Alexander Sidorkin - local; Posted Date: March 18, 2011 10: 15 PM
Let's step away from your projects for a while, and go meta. What makes a good conversion from f2f to a hybrid or
online class? What are some of the criteria? I know there are some good rubrics out there (see Andres' posting in
Tips), but ignore them for now. What would YOU be looking for in a hybrid or online class that just been
converted? Just a simple list.
For example, in my rubric the following items are important: 1. Clarity of instructions. Students know exactly what
to do and when to do it.
2. Pacing. There is a predictable pattern of similar activities.
3. Community-building. Specific measures are taken to build a sense of personal connections among students and
with instructor.
4.... I have a few others, but I want you all to reflect on your own project, and tell me how you would know it is done
well
Thread: Project 5; Post: RE: Project 5 Author: Virginia Freyermuth; Posted Date: March 19, 2011 7: 22 PM
Offering constructive suggestions, ideas, web links, readings to each other.
Thread: Project 5; Post: RE: Project 5 Author: Constance Horton; Posted Date: March 19, 2011 8: 43 PM
I am coming to the realization that feeling a part of the class community might make all the difference in an
effective online/hybrid course. If we don't set up ways for students to communicate with each other without us,
and encourage them to do so (I think it may require a grade to get some started), we only have a correspondence
course- and this makes the course more intensive for the teacher as well.
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Thread: Project 4 - key assessment; Post: RE: A new project - SED 554 Author: Jennifer Davis-Duerr; Posted Date:
March 20, 2011 7: 52 AM
Julie,
How about starting with the case study. What do you want that to look like? What is the focus of the case study?
For example, students in the Summer Literacy Clinic also do a case study report, but it is completely focused on
reporting the informal reading assessments administered, the analysis of those results, and the recommendations
for home and school that result from the assessments and tutoring. I know this is not the focus of your course, so
what is it that the case study should be reporting about a student? I can infer a bit based on the course description,
but am not sure I have a clear picture.
I think if it were me, I'd start with outlining the case study as you want it to look, and then think about what you'll
need to teach and how students can best learn what is needed to eventually create the case study. You could use
the case study to frame the entire course for students too, so they always have a purpose for learning everything
you're trying to teach them. (Sometimes I think I have this in my mind, but don't share this with students and then
some of my teaching is lost on the students. They don't seem to find a "need to know" and so they don't learn some
essential things.)
Thread: Project 4 - key assessment; Post: Project 4 - ELED 534 Teach Dev. Rdg Author: Jennifer Davis-Duerr;
The key assessment for 534 is currently developed so that students will turn it in digitally as a Word attachment in
a Discussion Board and in hard copy. [I'm not sure if the DB is the best way to do this, but students wanted to be
able to share one another's projects to get ideas and resources for their own teaching and this seemed like the best
way to do it.] The assessment description and rubric as they currently exist are attached to this post.
The only portion of this assessment that is not currently constructed for online is the Presentation. In the f2f
course, students are to present a 20 min. overview and explanation of their unit to a small group of their peers.
This is the portion that I'd like to focus on in this post. I don't believe the unit itself needs to change for an online
course, just this part of the project.
Current F2F Presentation Expectations: You will have the opportunity to present a 20 minute overview and
explanation of your unit to a group of your colleagues in this class. You will be expected to provide a wellorganized professional presentation of all four parts of your project, with the majority of your time spent in
explaining and/or demonstrating one of the lessons within your unit. Your presentation should assist your
colleagues in developing a thorough understanding of the interactions among readers, texts, and the context of
your unit.
Your presentation should include a handout with the following:
a) A one-paragraph summary explanation of your chosen theme.
b) A table listing the children’s literature used within the unit, sharing Title, Author/Illustrator, Appropriate Grade
Level Range, and Genre of each text used in the unit.
c) Brief summaries of your top three texts used within your unit, including a brief rationale stating why you believe
the text is particularly valuable.
Purposes of Presentation as it Exists:
-expose students to quality children’s literature
-encourage creativity in teaching with children’s literature addressing a variety of content/themes
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-help students become familiar with specific titles that they might add to their classroom library, recommend to
students, and/or use in their instruction for other purposes
-provide students with the opportunity to develop and deliver professional presentations
Proposed Changes to Presentation for Online Course: Create a Microsoft PowerPoint presentation of your unit.
Think of this presentation as an infomercial for your unit, therefore something that would entice your fellow
students to seek out and read your unit. Your presentation must not exceed 20 slides and should follow the outline
below: Framework: 1-2 slides that share the grade level you designed this unit for, explain your theme, and provide
a statement about how the theme and literature could be applicable in a variety of classrooms.
Sharing of Literature: 8 slides, one for each text used within the unit. Each slide should serve as an ad for the text,
therefore you should create it as a way to entice people to read the text. Although there a number of ways to do
this, all slides must include the same basic information: have a picture of the cover of the book/text used, the
title/author/illustrator, and BRIEF summary of the text. Creative ideas you might consider for this slide are links to
online book talks (video or written) or imbedded video clips, links to reviews or portions of written reviews, or
pictures/video of kids enjoying the text, etc.
Describe Instruction: 4-6 slides describing how all texts were used within your instruction. Which texts did you
use for what purposes within your unit and why did you choose to use the texts in this way? (For example, if you
chose to use a particular text for an Interactive Read Aloud lesson, why did you do so?) You may choose to have
these slides separate from the slides above, or interwoven with them.
Resources: 1-2 slides sharing website links, articles, texts, etc. you used to help you in planning your unit. These
may be resources that helped you find the children’s/adolescent literature, gave you ideas for using the literature,
or guided your selection of your theme, etc.
I need to think about how this would work a bit more before making a rubric for it. Currently, the students' in class
presentations are on the rubric for the entire assessment. I might need to create a separate rubric for this online
presentation, not sure yet.
[The new Ppt 2010 makes it really easy to imbed video, so I'm hoping to encourage students to do this. The
problem might be the size of the presentations. Therefore, I might have students place their presentations on their
SkyDrive (which is an online repository of sorts that will be available to students with their new @live.edu e-mail
accounts). I'll have to look into this more as these accounts get arranged and students get familiar with the tools
within them. ]
Attachment: ELED 534 Literature Unit Genre Project Description Sp 11.docx (22.645 KB)
Thread: Project 4 - key assessment; Post: RE: A new project - SED 554 Author: Julie Horwitz; Posted Date: March
20, 2011 7: 30 PM
See this is why I love you so much. What great questions. I know I have so much to think about but basing the
entire class around the case study was where I was heading. It seems like that would be the natural flow if that is
the major assignment for the course. I guess as a broad not yet sure of what the hell I am really doing in this class
answer: the case study should look at a student (or students for comparison sake) and who they are as a learning
and in turn who the teacher needs to be to allow a space for that student to learn. Wow, that was convoluted
But I hear what you are saying in terms of your reading case study. That is how I frame my miscue analysis paper. I
never even made that connection, I will take a step back and look at what questions I ask in that and how it might
be a good frame with different content.
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Oh, an an aside, I was so deep in my pv stuff this week, I am so looking forward to sharing with WWW. So much
going on in my head. Author: Jennifer Davis-Duerr
Date: Sunday, March 20, 2011 7: 52: 32 AM EDT
Subject: RE: A new project - SED 554
Julie,
How about starting with the case study. What do you want that to look like? What is the focus of the case study?
For example, students in the Summer Literacy Clinic also do a case study report, but it is completely focused on
reporting the informal reading assessments administered, the analysis of those results, and the recommendations
for home and school that result from the assessments and tutoring. I know this is not the focus of your course, so
what is it that the case study should be reporting about a student? I can infer a bit based on the course description,
but am not sure I have a clear picture.
I think if it were me, I'd start with outlining the case study as you want it to look, and then think about what you'll
need to teach and how students can best learn what is needed to eventually create the case study. You could use
the case study to frame the entire course for students too, so they always have a purpose for learning everything
you're trying to teach them. (Sometimes I think I have this in my mind, but don't share this with students and then
some of my teaching is lost on the students. They don't seem to find a "need to know" and so they don't learn some
essential things.)
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Thread: Project 5; Post: RE: Project 5 Author: Julie Horwitz; Posted Date: March 20, 2011 7: 39 PM
1. Depth of conversation, not just surface summaries but really into the so what and now what of the content.
2. A space for relationship building. Do all participants feel like part of a community? Do they feel like they fit in?
3. Strong assignments that really get into the material and are not simply cool technology
4. Students actually engaging and challenging each other. I think so often online discussions are not really
discussions but lone monologues. For example, I started writing my response to this before I read Connie and
Virginia’s posts…DUH, they are exactly right. That sense of community and belonging. So instead of writing number
2 above I should have dug into theirs.
5. I also think there needs to be some face to face. And I am not sure that couldn’t be accomplished through skype
or ichat. Maybe a meeting with the professor, individual conferences but for me there needs to be a visual. For
some reason I need to see who I am talking to. Even if it is just once.
Thread: Project 3 - Do not replicate, substitute; Post: RE: CEP 532: RE: Project 3 - Do not replicate, substitute
Author: Virginia Freyermuth; Posted Date: March 22, 2011 11: 09 PM
Your idea sounds exciting. The act of constructing knowledge in this visual way with hyperlnks requires that
students make connections while also deepening information. Utilizing the web in this way is, I believe, also giving
students the skills and confidence to use these online tools in their professional lives for varied purposes in the
future.
Thread: Project 4 - key assessment; Post: RE: Project 4 - key assessment CURR 560 (farinella) Author: Frank
Farinella; Posted Date: March 23, 2011 3: 11 PM
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The key operational component of this course is a curriculum development project. Each student works through
the stages of CD and creates a whole 'curriculum' component (ex. a course, a training unit, etc). I have put together
a 'generic' checklist that presents stages of a typical curriculum development project. (This checklist is aligned to
the Instructional Systems Design model. I will create another checklist that is adjusted to the 'Understanding by
Design' model).
These checklists will be utilized to establish and explain the primary course outcome (the project) at the beginning
of the course, to provide relevance to the content acquisition and skills building activities in the initial phases of the
course and to shape the specific expectations of individual student projects.
Attachment: cdchecklist.docx (21.732 KB)
Thread: Project 5; Post: RE: Project 5 Author: Frank Farinella; Posted Date: March 23, 2011 3: 22 PM
To me key value-added effects of including e-learning in a course relate to the constructs of 'anytime' and
'anyplace'. It unbinds the course, the students, the instructor from strictly defined schedule and location
constraints.
Thread: Project 2: Lists tudent activities F2F and online; Post: RE: Project 2: Lists tudent activities F2F and online
Author: Jaime Ramirez; Posted Date: March 25, 2011 2: 52 AM
Face to Face
Online
•&νβσπ;Lectures
•&νβσπ;Discussion of readings etc.
•&νβσπ;Practice Exercises/group work completing exercises
•&νβσπ;Exams
•&νβσπ;Carrousel activity reinforcing practical understanding of different language subsystems and descriptions.
•&νβσπ;Enhanced Podcast; Narrated Powerpoint, Camtasia Video.
•&νβσπ;Chats, Blogs.
•&νβσπ;Exercises with course practice/cartridge
•&νβσπ;Exams
•&νβσπ;Not really possible, unless there’s a wiki that forces sequential participation of group members.
Thread: Project 5; Post: RE: Project 5 Author: Virginia Freyermuth; Posted Date: March 25, 2011 10: 38 AM
A way for students to introduce themselves and get to know each other early in the course would help towards
community-building (which I also agree is important) and an important sense of trust. In our own HOLC class, we
did this F2F, but if the course were totally online, or if the F2F meeting came at the end of the course, then an
effective means of better knowing fellow participants would promote a more comfortable, and perhaps safer-
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feeling, environment. I'm not sure if there can truly be that same sense of safety and trust that one can cultivate in
the classroom F2F. 'Reading' the visible, intuitive, and perceived reactions of those around you gives the clearest
sense of climate, acceptance or attitude. Plus, with everything in writing, dissipation of the spoken word does not
occur online. One can go back time and again to read and re-read. On the other hand, the personal pats on the back
that can occur through online writing can come from and go to any participant; it's a great feeling when that
happens (and I thank those here who have given me encouragement through the process. It's fun to re-read
those!).
So...back to the introductions as you forgive my meandering comments. I think not only the basics of name and
perhaps academic interests / experience, but also those fun facts that help us get a sense of each personality would
be useful. Travel, hobbies, favorite books, etc. although seemingly not relevant could give a warmth to the
otherwise sterile technical environment. Maybe a photo, not only of one's face, but maybe a favorite place or
retreat--things that provide opportunity for different levels of connection. You might call it touchy-feely stuff, but
as an art educator, I believe it goes deeper than that. We need to honor feelings and the wide range of capacities
that make us human, to promote a sense of trust and care in the classroom, whether online or F2F. We need to seek
ways to sense the whole person behind the online comments and discussions and thus recognize the diverse
community in which we find ourselves.
Education Author: Jaime Ramirez; Posted Date: March 25, 2011 12: 17 PM
This has been a wonderful discussion. I really like the idea of making the TCWS more multimodal. I'm concerned
though about adopting different platforms as well as it takes some time to be comfortable with one of these
programs not only to learn in ourselves but to see it from the perspective of students.
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 - Do not replicate, substitute Author: Denise
Guilbault-Langworthy; Posted Date: March 25, 2011 1: 55 PM
I must admit that I am struggling with project 3. Everytime I write a DIFFERENT activity I find it really isn't that
different at all. I do like the current activities as they are and maybe that is holding me back as well. I also feel like I
am trying to push a square peg into a round hole. Maybe it is time to leave it for now and revisit - it is holding me
back from moving on to the next step.
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 - Do not replicate, substitute Author: Jaime
Ramirez; Posted Date: March 25, 2011 2: 02 PM
Two things that come to mind with the course I've been planning are creating a web quest for the blackboard site
and the syllabus and instead of a paper, students could create a video/documentary/photostory/photovoice? with
a short script.
I like the idea of a webquest as an inquiry-based discovery learning tool that is flexible and can be applied to
almost any content you want to focus on. This web quest I'm thinking about would be used mainly as an
anticipatory set for the course, but I would also gather important incidental information regarding technological
skills, and motivation.
The video/documentary/photostory/photovoice seeks to provide an alternative to a paper. The project would
involve research, critical analysis, and skillful/applications of concepts discussed in class.The video may have some
of these specifications: Short Video Script (no less than 5 minutes, no more than 10).
(here, students should choose an issue discussed in class. It is a good idea to ask students to use specific resources
and if possible/applicable ask students to think about their most immediate context.
The process of writing this script is to write a first script or shooting script for the video/documentary.
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If appropriate, ask students to interview and videotape at least 10 people that could inform the issue (this could
include students, teachers, parents, administrators, community leaders etc.) Of course the choice of people to
interview will greatly depend on the issue and the point of view you are taking.
Once students have gathered other information through interviews, students should write a second script or postshooting script for the video/documentary.
Creating a video requires technical abilities so you may consider requiring for this project the two scripts, and the
raw video without any editing.
Here are some resources: To write a script for a short documentary.
http: //www.ehow.com/how_2098456_write-script-documentary.html
To learn how to interview for a documentary
http: //www.ehow.com/video_2384816_interview-documentary-film.html
The script can also be recorded over some representative photos: *Windows users can easily create a digital story
using Microsoft Photostory.
http: //millie.furman.edu/mll/tutorials/photostory3/index.htm
*Mac users can do this using imovie. See http: //dgrice.blogspot.com/2008/02/imovie-08-photostory-formac.html
For photovoice: Version: 1.0 StartHTML: 0000000149 EndHTML: 0000000594 StartFragment: 0000000199
EndFragment: 0000000560 StartSelection: 0000000199 EndSelection: 0000000560 https:
//apps.lis.illinois.edu/wiki/download/attachments/30304/Photovoice-+A+Participatory+Action+Research.pdf
Thread: Project 5; Post: Coop Teacher course ideas Author: Eileen Sullivan; Posted Date: March 25, 2011 3: 10 PM
The online coop teacher class suggested that each participant post a mini video of themselves teaching to introduce
themselves. I thought this was a great idea. I also played with glogster and here is the link to my first ever glog or is
it glob????
http: //skid76.edu.glogster.com/false/?
Thread: Project 5; Post: RE: Coop Teacher course ideas Author: Virginia Freyermuth; Posted Date: March 25, 2011
8: 28 PM
Cute, Eileen! When can we expect your own performance of "Getting to Know You?" Maybe the Music Department
could assist? : 0)
Education Author: Virginia Freyermuth; Posted Date: March 26, 2011 9: 01 PM
I will let you know how it goes; the students begin the pilot on Tuesday (the 29th)! I'm sure we will learn a lot as
we weigh the benefits and challenges.
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Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 - Do not replicate, substitute Author: Alexander
Sidorkin - local; Posted Date: March 30, 2011 12: 31 AM
Denise: I really appreciate your honesty. It is, of course, the critical, and the most difficult mental shift, that I myself
have not mastered. This move is really what this whole things is about. So if you walk out of this community with
just a realization this QUESTION is important, I will consider our mission to be accomplished. Giving an ANSWER is
an extra bonus, of course.
We all have very difficult time separating the kind of the learning activity we use from the reasons we use them.
And that makes sense - you play violin to learn to play violin, you build bird houses to learn to build birdhouses.
We also discuss to learn to discuss, write papers to learn to write papers, etc. There is a simple and direct
connection. However, consider this: to learn to assess student work, one can do several things, including both
trying to build assessment instruments, AND critiquing other people's assessment instruments. One can experience
being assessed, read about other people being assessed, and read about how assessments can be developed. All
this slicing of an activity into possibilities is helpful regardless of whether you end up teaching online or not. In my
opinion, thinking about online teaching enriches our f2f pedagogy, and that is the main reason we should try to
think about it.
Thread: Project 5; Post: RE: Project 5 Author: Mary Ellen McGuire-Schwartz; Posted Date: March 30, 2011 7: 59
AM
Community building is very important whether in a F2F, online, or hybrid class. It is important for everyone to get
to know everyone in class. In order to begin developing relationships with one another, I ask every student to post
an introduction and photo. This semester due to the snow days, I asked everyone in F2F and hybrid classes to post
a photo and introduction in Discussions on Blackboard. I think that this helped us get to know one another and
begin to become a learning community and begin to get to know one another. I post it in Announcements and put
up my Introduction. It ask students to post it in Discussions. Here is a sample of mine. I think that they really help
us to get to know one another and opens up doors of communication.
Welcome to class! I would like to begin our relationship
by sharing photos and information with one another.
I began teaching courses in early childhood education at
Rhode Island College in the Fall 2003 semester. In July 2008, I was tenured and
promoted to Associate Professor at Rhode Island College. In May 2003, I received my doctorate in education
(Ed.D.) in Child and Family Studies at the University of Massachusetts, Amherst . I hold a Master of Science degree
(M.S.) in Early Childhood and Elementary Education from Bank Street College of Education in New York, New York.
My Bachelor of Arts degree (B.A.)is from
Goddard College in Plainfield, Vermont is in Early Education and Social
Change.
My experiences working with young children and families
include working in early care and education programs as a teacher,
teacher-director, and director of infant-toddler, preschool, and school-age
programs, and as a consultant to family centers. I have taught early childhood
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courses in the Connecticut community college and state university systems. My
experiences have taught me the importance and value of collaboration
and advocacy for young children and their families.
My research interests include child development with an emphasis on risk and
protective factors; Universal Design for Learning; Universal Course
Design; universally designed lesson plans; early relationships including
parent-child attachments and bonds; early brain development; family support and its impact on early
development; diversity; and multicultural education. I have presented my research at numerous state, national,
and international conferences including the Rhode Island Early Childhood Conferences, Head Start National
Research Conferences, Association for Childhood Education International Conferences, European Early Childhood
Research Association Conferences, National Association for the Education of Young Children Conference, and the
National Association for Early Childhood Teacher Educators Conferences. I am an active participant in many
national professional organizations, including the Association for
Childhood Education International (ACEI), the Association for
Constructivist Teaching(ACT), the National Association for Early
Childhood Teacher Educators (NAECTE), and the National Association for
the Education of Young Children (NAEYC). In addition, I am a member of
the Rhode Island Association for the Education of Young Children and
serve on the NAEYC NCATE Program Review Panel.
Courses that I teach and have taught include ECED 301, Developmental Approaches to Teaching and Learning;
ECED 419, Early Care and Education Birth to Three; ECED 502, Curriculum, Developmental Play, and Programs;
ECED 503, Infants and Toddlers in Group Care; ECED 505, Early Childhood Education and Development Issues;
ECED 512, Working with Families: Building Home-School Partnerships; ELED 506, Programs and Models in Early
Education; ELED 511, Play and Inquiry across Early Childhood Curricula;
and ECED 662, Seminar in Early Childhood Research.
Publications
Arndt, J.S. & McGuire-Schwartz, M.E. (2008). Early childhood success: Recognizing families as integral partners.
Childhood Education, 84(5): 281-285.
McGuire-Schwartz,
M.E. (2008). Working with families, infants and toddlers: Building bridges
between homes and centers. ACEI Focus on Infants and Toddlers,
20(4): 1-3,6-7.
Page 153 of 184
McGuire-Schwartz, M.E. (2007). Relationships between family and social support and mother-child bonds:
Multicultural perspectives in Ireland and the United States. Journal of Children and Poverty, 13(2): 133-156.
McGuire-Schwartz, M.E. & Arndt, J.S. (2007). Transforming Universal Design for Learning in early childhood
teacher education from college classroom to
early childhood classroom. Journal of Early Childhood Teacher Education,
28: 127-139.
Interests
My personal interests include photography, music, Vermont, theater, the arts, nature walks, animal wildlife, and
world travel.
My Vermont
Thread: Project 4 - key assessment; Post: RE: Project 4 - key assessment Author: Mary Ellen McGuire-Schwartz;
In ECED 301, I am working on developing a hybrid model. All of my online and hybrid classes to date have been
graduate courses. This is a new way for me to approach ECED 301. As I think about it, many of the assignments are
posted online. I have been using Blackboard and before that WebCT for this course. I am beginning to understand
and think about the transition to a hybrid.
There are three main assessments in this course. They are all artifacts for this course. One is a lesson plan, one is a
reflection on the lesson plan, and one is a RIPTS observation. During the practicum working with young children in
an after school program, the candidates send me a lesson plan that they plan to do and a reflection on that lesson
after it is implemented. I comment on the lesson plan and reflection each week. At the beginning of the semester, I
provide them with rubrics for the lesson plan and the reflection. We go over and discuss each rubric. I ask them to
use the rubrics to develop their lesson plans and write their reflections. I use the rubric to make comments. At the
end of the practicum, they select one of the lesson plans and its reflection as artifacts. They submit the selected
lesson and its reflection to me. I ask them to submit it on Blackboard and to submit hard copies to me in class. I
believe that this process could be done totally online. It would be an easy transition because they are already
submitting it online.
I am sharing the rubrics for the lesson plan and reflection. They are closely linked with Developmentally
Appropriate Practice, the SPA Standards, and the RIPTS.
Reflection Rubric 2011.docx
Lesson Plan Rubric 2011.docx
Attachment: Reflection Rubric 2011.docx (16.957 KB)
Thread: Project 5; Post: RE: Project 5 Author: Kalina Brabeck; Posted Date: March 30, 2011 9: 58 AM
Julie, I really liked your notions of meaningful assignments that are "not just cool technology" and of fostering
discussions, as opposed to, as you put it, "monologues." The ideas that people have put out there on this thread
regarding ways in which you have built community into your on-line courses have been really helpful. Our students
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are most likely a lot better at virtual community-building than we are (writes the person who doesn't text and still
is not on Facebook).
I would also add:
- A system of accountability that is clearly communicated to the students, so that we don't "lose" them over the
course of the semester. During the snow days, I attempted to use Bb to begin class discussions and even cover
some material. Some students responded right away, but others never even looked on their Bb site (or I guess,
check their RIC email).
- A means of promoting a safe environment for student discussions, for example, through developing clear
expectations for group discussion expectations and norms.
It really seems like, the more clarity and specificity that can be provided on all fronts, the better.
Education Author: Eileen Sullivan; Posted Date: March 30, 2011 3: 16 PM
I agree that this discussion has been great; I am eager to see all the ideas in action.
This is the real world of teaching and assessment.
Thread: Project 5; Post: RE: Project 5 Author: Julie Horwitz; Posted Date: March 30, 2011 8: 31 PM
I agree that we need to be as clear as possible about our expectations and directions. That might be tough for me
b/c I don't always know exactly what I want until I see it developing as a class. As I said in another post I think
writing all of our ideas, expectations and thoughts is a lot harder than talking about it infront, with a class.
Thread: Project 5; Post: RE: Project 5 Author: Charles McLaughlin; Posted Date: March 30, 2011 11: 26 PM
Hi Everyone:
Being able to access information that was once difficult to get or just plain inaccessible is one feature of Hybrid and
On-line work that is very helpful. So, developing the resources you need to teach the course could be a challenge,
especially when there is more info available to the teacher and student than they would require in the F2F
environment. Managing the information and its delivery will be an important factor for making the class
convenient rather than overwhelming.
The use of willing experts can strengthen the technology classroom, too. So, I think it's appropriate to create
networks of people who would be willing to answer students' questions and perhaps comment on their work. This
interaction would allow students, and teachers alike, to reap the benefits of a network of scientists, technologists,
museums, libraries, and other students, who could collaborate with one another while investigating a variety of
topics.
In an earlier post, I mentioned that the site should be easy to navigate and be user friendly -- or have a familiar feel.
Perhaps a common template might be in order for RIC courses -- this would be especially helpful to students who
take more than one on-line course here.
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Ease of navigation and using proven software packages enhances the on-line experience. Don't get me wrong here,
but I think a lot of problems can be eliminated if we are respectful and aware of the technological limitations that
students might have at home or work -- or where they do their school work. Are we to insist that students get more
powerful computers if they want to take our classes? --- I don't think so! Keeping that limitation in mind will also
prevent us from becoming so enamored with the technology and cool programs that we forget that we are
teaching, not producing highly visual, time consuming theatrical events that miss the mark... but they are cool.
Last... I thought this was going to be just a short list.... I think making sure that the Goals and Objectives are
measured with appropriate assessments is one manner to insure that students are learning something. As (a)
novice(s) to this environment, student assessments will assist us with developing a not only a way to measure
progress, but also illustrate to us what works best. Armed with that kind of data, you can fill up your on-line
teaching toolbox with best practices that can be adapted for any situation.
That's it... Promise
Charlie
Thread: Project 4 - key assessment; Post: RE: Project 4 - key assessment Author: Carolyn Panofsky; Posted Date:
March 31, 2011 3: 22 PM
Kalina,
In terms of navigating between websites, you can probably have the link open a new tab; that way a student can
just move between two tabs. But if there's a way to submit from that website to your Bb email, that would be
surprising; but maybe the student can paste a link to her/his results into the Bb email? I doubt it: seems like with 2
sites that both require login, that inter-connection won't work. If you find out, I hope you'll let us know!
Thread: Project 5; Post: RE: Project 5 Author: Carolyn Panofsky; Posted Date: March 31, 2011 3: 58 PM
I want to second everything that Virginia said here. I think creation of community is really important to create the
comfort and safety to participate online, including taking risks. At the same time, I know that there are some
students who are not very comfortable sharing much about their life, especially outside of school. I worry about
those students (mostly male, in my experience) who don't prefer to "share"; also those students (usually nonnative speakers) who are not so confident about their writing; also those who just may not be so comfortable with
the public-ness of the online environment, for whatever reason.
So I guess a criterion I would add is a way to get feedback from students about their comfort level in participating
online.
Thread: Project 5; Post: RE: Coop Teacher course ideas Author: Carolyn Panofsky; Posted Date: March 31, 2011 4:
10 PM
Yes; very cute. But from "The king and I," not "Camelot." ;)
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 - Do not replicate, substitute Author: Carolyn
Panofsky; Posted Date: March 31, 2011 5: 05 PM
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Thanks, Denise! I have to admit the same. I have tried this several times and always seem to come up with
something that is not that different and also feels as if something important has been lost by not having the F2F
experience. As a result, I've lost the momentum with HOLC and I was feeling like a lonely digital immigrant, aka
"drop out," until I noticed that a lot of us seem to have been stymied by this step....
Thread: Project 4 - key assessment; Post: RE: A new project - SED 554 Author: Julie Horwitz; Posted Date: March
31, 2011 8: 17 PM
I have spent a bunch of time thinking about the key assessment for SED 554. So I need to have my students conduct
a case study. I was thinking about how I could play with that idea a little so it isn't just a case study on one student
or one class or one school. The class is about teaching and learning....so I thought I would have the students observe
one of their students for a short period of time then have them begin to zoom out with what they saw. So, take a
step back and look at what happened through the lens of the class, then step back and the lens of the school, then
the community, state, national and then global. In terms of how to do this through the online part of the class I am
thinking about having students have a graphic portion of their project to see connections. They could use
inspiration to create the visual or flow of these different views.
Ok, so I know it is rough but I am playing with this. Ideas?
Thread: Project 4 - key assessment; Post: Project 4 - key assessment_Young Adult Lit Author: Janet Johnson;
This is what I have for the final project. I'm still working on a rubric, as the open-endedness of this assignment
makes it a little difficult to create anything standard. I also plan on assessing the quality of students' responses to
their peers' work. I will be looking for thoughtfulness, concretesupport and suggestions, and overall evidence of
engagement. I would love feedback. Thanks!
SED 444/SED 580
Independent Project
This is a project of your own design, in which you get to pursue something that you feel will enhance your ability to
use adolescent literature effectively in the classroom. Some possibilities are listed here, but I encourage you to
think of other possibilities. You will present this project via the Blackboard, in which you solicit feedback from your
peers.
All projects must:
•&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ; Address the teaching of young adult literature—or the
perspectives of young adults--in middle or high school classrooms.
•&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ; Be based on original, creative thinking and research,
while also demonstrating awareness of current conversations in the field.
•&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ; Take a critical perspective. This will differ according
to your project, but possibilities include analyzing an author’s work from a feminist viewpoint, developing a unit
that sees adolescence as a social construction, etc.
•&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ; Demonstrate thoughtful engagement with the text(s)
and/or other issues, and an understanding of the how the issues within the text(s) have an impact on young adults.
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•&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ; Be clearly and professionally written and presented.
Ideas for projects:
Read five YA books which are related in some way and that you have not read before. You could read books by one
author, books that address particular issues or in genres we have not explored, Newbery winners, etc. Then, create
an annotated bibliography and write a paper on a topic of your choice, using a critical perspective, related to the
texts.
Design a critical thematic unit that uses a YA book(s) as a central text and bring in other texts (such as poetry,
films, television shows, poetry, plays, digital media) related to the theme.
Develop a critical inquiry project around a central question having to do with issues surrounding YA literature.
Review alternative texts—such as graphic novels, comic books, video games, teen zines, etc. and create a project
that shows how teachers can use the literacies required of those texts to support the literacies needed in the
classroom.
Outline your own YA novel (traditional or graphic novel) and write the first chapter(s).
Options for Presentations:
•&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ; You can submit your paper and a list of questions or
issues that you want your readers to respond to.
•&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ; You can develop a Power Point or Inspiration (or
other type of presentation) that includes visuals and audio of your narration.
•&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ; You can create a video of your project.
•&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ;&νβσπ; I’p m open to other ideas! Use your imagination and
develop a proposal.
*The key for all of these presentations is to make them interactive via Blackboard. In other words, I want you to
think about the kinds of responses you would like to elicit.
Guilbault-Langworthy; Posted Date: April 1, 2011 7: 17 PM
Thank you, Sasha. I have cleared my schedule this weekend so I can spend some quality time thinking outside the
box. Your comments are helpful in giving some perspective to this very difficult task!!
Guilbault-Langworthy; Posted Date: April 1, 2011 7: 19 PM
You are welcome, Carolyn! One thing I have learned is that if I am feeling confused there is a good chance I am not
alone. I seemed to have lost my fear of admitting I don't get it. : )
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Thread: Project 5; Post: RE: Coop Teacher course ideas Author: Denise Guilbault-Langworthy; Posted Date: April 1,
2011 7: 32 PM
Thanks, Eileen. I can't get Julie out of my head now. I am waiting for your performance!
Thread: Project 5; Post: RE: Coop Teacher course ideas Author: Denise Guilbault-Langworthy; Posted Date: April 1,
2011 7: 32 PM
I bet we could but Eileen has to be the lead singer!
Thread: Project 5; Post: RE: Project 5 Author: Denise Guilbault-Langworthy; Posted Date: April 1, 2011 7: 34 PM
#3 for sure!!
Charlie, you bring up a great point. Students do not necessarily have the most current computer and may be at a
disadvantage when it comes to online learning. If it weren't for my son giving me this laptop for a birthday present
a year ago I would not have access to much of what is available given my 1993 desktop is obsolete. One could argue
that those students could come to campus to work but that sort of defeats the purpose of online courses. If a person
can't come to campus for a course because of a physical disability or transportation issues than they probably can't
get to campus to use the computers.
1. Something almost everyone has mentioned - sense of community is a must. It is easy to say yet, as I am finding in
my own Bb course this semester and with HOLC, it isn't as easy to put into practice. I am not at all happy with the
lack of discussion in my current Bb course. I know it is my fault because I most likely haven't asked the right
questions or provided the best prompts. Students reply to the discussion and call it a day. It was too late for this
semester but next semester I will implement Sasha's suggestion of requiring them to respond to peers. As for the
HOLC experience, I have to admit that I find I am more likely to reply to postings by persons I know over postings
by persons I do not know. Even though I have seen all the faces I have not had a personal connection with
everyone. It makes me wonder how it is possible to really create a community in an online course when there has
been no f2f connection.
In addition to the criteria already listed...
2) This is criterion is more for the faculty who create the course - time spent developing and maintaining the
course. Is it cost effective?
Thread: Project 4 - key assessment; Post: RE: A new project - SED 554 Author: Jennifer Davis-Duerr; Posted Date:
April 3, 2011 6: 32 AM
I think this sounds like a very interesting idea that could help students connect their learning from multiple
courses. Right now I'm thinking of connections to Social Issues in Education, but there are likely many others that
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they could connect to as well. I thinkt the crucial thing to make this work would be to ensure that students have the
background knowledge or the sources to gain it in order to do this. I say this only because of my experience with
grad students (teachers and MAT) that don't seem to have knowledge of the politics that affects their field (NCLB,
NRP, impact of SES nationally).
I think this project would be highly beneficial and successful if students could pull in specific knowledge either that
you give them through a series of readings or that you know they've received in previous coursework and can refer
them back to. How does it align with your key objectives of the course?
Thread: Project 4 - key assessment; Post: RE: Project 4 - key assessment_Young Adult Lit Author: Jennifer DavisDuerr; Posted Date: April 3, 2011 6: 46 AM
I like the very last line about considering what you choose to do by the kinds of responses students would like to
elicit. I'm trying to think of how that might influence what I attempt to do.
I also enjoy the openness of the assignment, but wonder how students will react to it. Maybe once the rubric is
developed, that would solve much of the unease that I could foresee coming up. I feel like my students (both UG
and Grad) need a LOT of guidance and want to know exactly what to do to get the grade. If there's any gray area,
they seem to be uncomfortable and want me to specifically state what is ok and what it not. This creates a lot of
work for me, e-mailing and/or meeting. They are eager to please the teacher, it seems, and fear not meeting
expectations, therefore even if I want to give them more freedom and chances for creativity, it sometimes seems to
paralyze them. Maybe I'm causing this in some way???
It doesn't specify here that students must read young adult literature to do the project. Could students go out and
interview high school teachers and get their views on or ideas about using YA lit.? I pose this question because I
think I would be the student in the class that might have a million different ideas that could fit your "musts" and
would be checking in with you often to see if my ideas would be okay. Maybe this is what you want (individual
interaction with you around YA lit and individual interpretations of the assignment)?
I also have a hard time grading things that are significantly different from one another...but that's me, as the
beginning prof that likes things neat and orderly. Maybe with more experience I could be more flexible about it.
How would this assessment (including all the ways that students could interpret it) align with key objectives for
the course?
Thread: Project 5; Post: Project 5 - My top ten Author: Jennifer Davis-Duerr; Posted Date: April 3, 2011 7: 25 AM
Top Ten Priorities for Effective Conversion
(I’m writing this without having looked at all the others’ posts first so I can think about what matters to me before
being influenced by others.)
10. Manageable for me – meaning I can give students feedback and maintain my interest in the process without
killing myself.
9. Includes creative ways to use technology that stretch students’ skills with incorporating technology in teaching
and learning, but also doesn’t frustrate them.
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8. Does not include busy work – assignments/activities/assessments are meaningful enough that students think
about them beyond their completion. (Not just another thing to check off the list of requirements to get the course
done.)
7. Maintains the integrity of the course – therefore, students in a f2f section and students in the Online section of
the course should come away with equal understanding of the content and ability to apply it, though likely in
different ways.
6. Conversion shouldn’t attempt to be a mirror of f2f - it’s just not possible and puts more strain on both the prof
and the students, while also avoiding creative thinking about teaching and learning.
5. Clarity, Clarity, Clarity – communication about expectations (assignment directions, criteria used to grade,
timing/due dates, etc.) all need to be thought out ahead of time and explained to students in language they
understand.
4. Key objectives of the course must be understood (by instructor and students), with clear alignment from each
online course activity to specific objectives. (This prevents a feeling of busy work, ensures the integrity of the
course, and the thoroughness as well.)
3. Organization – Routines of activity/schedule for assignments/schedule for discussion posts, etc., consistency of
procedures (such as submitting assignments), consistency of format for assignments (as it works for the objectives
of the assignment), etc. Make it as simple as possible for students use the online system to show you what they
know, what they’re thinking, and that they’ve met your expectations so that students are out there confused and
having to make lots of inquiries about the process.
2. Quality over quantity/accountability – If the assignments/assessments I create are of high quality, it’s not
necessary for students to do a lot of them for me to ensure that they’re learning the course content.
…..drum roll please….
1. Creation of a sense of community of learners – in order for students to engage in the course and learn what is
needed, they have to want to come in and take part. Motivation to do so is more difficult in an online format (for
many students) in part because they don’t get the immediate feedback that is present in a f2f interaction (from prof
and from peers). That immediate feedback (social, intellectual, etc.) is often not possible in the online forum,
therefore there needs to be ways of creating that same sense of feedback over time as students and instructor
interact with one another through the online course activities/assignments/assessments.
Thread: Project 4 - key assessment; Post: RE: A new project - SED 554 Author: Julie Horwitz; Posted Date: April 3,
2011 7: 35 AM
First, we both need to sleep more. Why are we up this early?
Second I love your idea about the readings. Some of the objectives in the course are to explain contemporary issues
and theories of learning but also to apply them. I don't think there can be any understanding of the issues if there is
no socio-political context for them. They have already had a great background in both research and culture so I will
build on both of those in this course. I will provide a reading for each lens i want them to view the teaching and
learning from and then they will each take one of the lenses and add another article. For their final paper they will
be required to add at least one other reading for each section. Maybe I won't require much text but allow them to
create the reader for the course. I was thinking about using the Ayer's graphic novel about teaching and then
maybe having them read Dewey, How we think. I am not sold on the Dewey yet and am totally open for suggestions
if anyone wants to chime in..please.
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See, this is when I do think online can work. I am invested in making this class great, my learning partners are
giving me critical feedback and making me want to think in different ways.
Thread: Project 5; Post: RE: Project 5 - My top ten Author: Julie Horwitz; Posted Date: April 3, 2011 7: 37 AM
So your number one was groundbreaking : )
but your number two was what clicked with me. How do we manage the assignments? I agree if we have great
assignments they can also be ways to check in throughout the semester. Parts can be due along the way.
Education Author: Virginia Freyermuth; Posted Date: April 3, 2011 6: 16 PM
I continue to be curious to learn if building the website will actually result in new ways of thinking about and
building a unit design (TCMWS) or whether the students will see it only as a pretty repository for an otherwise
black and white paper. What is potentially different about this learning experience is the fact that they can create
immediate connections between elements of the units (links) and deepen these connections by utilizing visual
elements that further reveal and challenge their thinking and learning. Rather than a pretty TCMWS, I am striving
to have students construct their unit in a less linear way and seek out meaningful connections within their own
work, and also connect to external sources (which one can easily do via a website).
But because they are they are following the "grids" in the TCMWS for the required paper, I do not know if they will
be able to literally "think outside the box." (There is so little time and they are struggling to meet all the required
elements of their various course assessments in Secondary Practicum).
Learning in an art unit design can spiral, with movement forward and back, revisiting ideas and processes as one's
work continues to evolve and grow.
How can this more organic practice be reflected in a concrete unit design? This is what I hope the web design can
bring to the process.
Interestingly, they are really excited about building the website and I witnessed new energy among these
otherwise stressed students at their training workshop for web design. For visual learners, this creative element is
an amazing source of motivation and energy. The TCMWS should capture the imagination; unit designs are really
very exciting things to think about! I hope this format will help them better understand, experience and feel that.
Even if this pilot does not give sufficient time to explore the intended possibilities more deeply, I do hope the
excitement on the part of students is something we take seriously enough to guide future work in this direction,
whatever platform is used.
Thread: Project 5; Post: RE: Project 5-content too Author: Eileen Sullivan; Posted Date: April 6, 2011 8: 53 AM
Let's also add to this list the need to discuss f-2-2 and online quality content rich information. We want students to
read, reflect, question, and discuss student to student as as faculty or instructor to student. There are times online
and f-2-f that the students need to work together to talk about the content and there are times when the instructor
needs to provide content/information to facilitate the discussion.
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Thread: Project 5; Post: RE: Coop Teacher course ideas Author: Eileen Sullivan; Posted Date: April 6, 2011 8: 54
AM
HAHA that means that someone looked at my glog! I will NOT be singing "Getting to Know You" anytime soon but
thanks for asking!
Thread: Project 5; Post: RE: Coop Teacher course ideas Author: Eileen Sullivan; Posted Date: April 6, 2011 8: 55
AM
Thank you Carolyn-yes it was the King and I.
Thread: Project 5; Post: RE: Project 5 Author: Constance Horton; Posted Date: April 6, 2011 9: 06 AM
Thanks for that, Jenn - what a thoughtful list.
Wanted to share an example of 'community'. This was triggered by your comment that students 'want' to be there
(online).
I asked my students all to contribute to a wiki, categorized by subject area. I found the English and Math students
having a good-natured 'battle' of words, describing their area in the header... so they were all watching to see who
contributed and changed it next....
This was most powerful because I didn't assign the task - it was their invention, for their community. We can foster
that and create the environment in which it may happen, but I now realize it also depends a bit on the group.I may
mention this occurrence in the future, not to say they should do such a thing (but hope to give them ideas and
encouragement) but to show that they also control content of the course.
From the beginning, I have some assignments posted in discussions, and strongly encourage (but not require) that
they look at each others and offer suggestions. In face to face time, I do the same. I now overhear conversations
that ask for someone to 'look at my revision tomorrow for me' that they post as a reply to themselves- to their
original. I like to see progression.
Thread: Final project submission; Post: Final project submission Author: Alexander Sidorkin - local; Posted Date:
April 8, 2011 3: 47 PM
OK, there we go, this is the final product. As soon as you submit it, and I read it and find it excellent, you will receive
an e-mail authorizing you to purchase iPad through Paula. But it is also important to give each other good feedback.
Please reply to this message with two attachments: 1. A complete syllabus for students for your new online or
hybrid class. It should include descriptions of all major assignments and rubrics.
2. Your crib sheet for Bb - make it a word file, ready to be copied and pasted into Bb: structure of your menu, list of
forums and their descriptions, initial threads, quiz and test questions, etc. - all you need to build a new shell. If you
have been playing with a shell, just copy and paste your stuff back here. Don't worry about formatting; just label
things clearly.
Education Author: Eileen Sullivan; Posted Date: April 8, 2011 5: 56 PM
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I am eager to see the products with all the multi media and platforms for the Mini TCWS. We can start to collect
exemplary ones and receive permission to use them and start to set our own exemplars.
Education Author: Virginia Freyermuth; Posted Date: April 10, 2011 11: 55 AM
Hi Jennifer- Just a follow-up to your post. Since I last wrote here, I myself have used Prezi for a major presentation.
There was a slight learning curve, and some struggles with images for which the resolution was too high (thus the
program quits unexpectedly). Once I became familiar with this, everything proceeded smoothly, and I would
recommend it to other faculty and students. TRWorkbench has proven very user friendly, and its platform,
designed for educators, offers unlimited possibilites for web and presentation design. I'm trying to better
understand how Chalk and Wire will intersect with our online work.
Thread: Project 4 - key assessment; Post: RE: Project 4 - key assessment Author: Eileen Sullivan; Posted Date: April
10, 2011 7: 31 PM
Mary Ellen-
Consider asking your students to videotape themselves teaching for 3-5 minutes and doing a reflection. What do
you think?
Thread: Project 4 - key assessment; Post: RE: Project 4 - key assessment Language Analysis Project Author: Jaime
Ramirez; Posted Date: April 10, 2011 8: 27 PM
This project provides students with the opportunity to demonstrate applied understanding of the phonology,
morphology, syntax, semantics and pragmatics of Standard American English to assist ESOL students in developing
written and spoken English in the context of samples of students data. The project is to be submitted through Chalk
& Wire. Please refer to the document attached for more information.
Procedure for students:
Tape record/videotape a conversation* (2-5 minutes; with a minimum of 10 utterances) with an L2 learner with
his or her permission. Also collect a recent writing sample from the student.
Part 1: Student background. Interview your focus student and write up a profile of your respondent including
native language, how long exposed to English, when he/she uses the L2, age, educational background in native
language, goals and reasons for studying English, self-perception of his/her own English level including grammar,
pronunciation, vocabulary, reading and writing and as many pertinent factors as possible.
Describe the environment in which the recording was done and how you anticipate the student feels in this
environment. Does this environment impact the student’s language use? Data on general English proficiency
(WIDA ELP. Access scores, TOEFL scores or any other if available may be useful).
Part 2: Pronunciation. Transcribe the entire conversation and then phonetically transcribe the words and/or
utterances which demonstrate areas where the student struggles with pronunciation, stress, and/or intonation.
Develop an instructional plan (not a lesson plan) to help the student improve areas of phonological difficulty. Your
instructional plan should be scaffolded so that the student has opportunities to practice listening discrimination,
controlled and guided practice, and contextualized communicative practice.
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Consult resources in the Adams library reserve section. They are available only for this class. Be sure to include
specific exercises, techniques, and strategies that you may use. The books on library reserve (Celce-Murcia et al;
Avery and Ehrlich and the others included there) will be a great help here. Cite these books as you use them. If you
adapted one activity, make sure you say where it was adapted from.
Part 3 Morphology and Syntax. Analyze both the taped conversation and the writing sample. Use the WIDA writing
rubric (attached)to determine the level of the writing. Identify the student’s errors in word formation, grammar,
and vocabulary. Then, discuss the student’s errors in terms of which are caused by transfer from the native
language and which are caused by cross-modal influences (influences from a learner’s speech that affect a learner’s
writing). Develop an instructional plan to help student improve specific areas of weakness.
Part 4 Semantics & Pragmatics. Look back at both the taped conversation and the writing sample. Now analyze
your data from a semantic perspective. Is the student’s message lost or not communicated clearly at any point? Are
syntactical errors or lexical choice preventing the student from communicating a clear message? Does the student
make use of appropriate register? (Think about social and academic language as you answer this question.)
Develop an instructional plan to help the student improve specific areas of weakness.
Part 5 Interference vs. Developmental Errors. Use transfer information from the student’ s native language and the
theoretical information we studied in class regarding error analysis to look back at parts 1 through 4 and
determine which errors are caused my interference and which are developmental in nature. How does this inform
or alter your instructional plans? Based on your findings, what recommendations can you make regarding the
learner’s needs and the elements that should be focused on when planning lessons for the learner? Also discuss the
major areas of needs in terms of encoding the sound system, producing sentences, organizing text, and writing
conventions/mechanics.
*Students are asked to be as creative as they can to draw out rich language from the student. These are some
recommendations to enhance data: Avoid questions with yes/no answers and feel free to use images, stories, or
topics that you know the student may have some interest in or may have recently studied. Perhaps you could read
a story together or and have the student retell it back to you or you could let the younger student draw you a
picture and describe it to you. While this is technically an “interview,” you can use whatever means necessary to
get your student talking!
An additional way of collecting important information regarding the student’s pronunciation is to ask him/her to
read aloud a passage/story. This data should be treated as a complement to natural impromptu speech. Your
analysis should be based mostly on the conversation but you could use this additional data to draw conclusions
that may not be available otherwise.
Criteria for Evaluation
This rubric is additive. Meets Standard assumes that the candidate has also met the criteria under Approaches
Standard. Exceeds Standards assumes that the candidate has also met the criteria under Approaches Standard and
Meets Standard.
Standard(s)/
Performance Indicator
Approaches the Standard
1-3 Points
Meets the Standard
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4-5 Points
Exceeds Standard
6 Points
Part 1: Student Background
2b.The candidate knows, understands and uses knowledge of how cultural groups and students’ cultural identities
affect language learning and school achievement.
Advanced Competencies: Knowledge: Domain-Specific Knowledge, Technology Knowledge; Practice:
Communication and Expression, Professional practice; Diversity: Systems View of Development, Individual
Differences and Cultural Diversity; Professionalism: Professional Ethics
RIPTS 2, 3, 4
Candidate demonstrates some understanding of student cultural background and/or some understanding of the
impact of cultural identity on language learning. Explanation is not thorough enough to demonstrate thorough
understanding.
Candidate demonstrates satisfactory understanding of student cultural background and impact of cultural identity
on language learning. Candidate also demonstrates understanding of impact of environment on language
production.
Candidate demonstrates superior understanding of student cultural background and impact of cultural identity on
language learning. Candidate also demonstrates profound understanding of the impact of environment on language
production.
Part 2: Pronunciation
1.a.1. Apply knowledge of phonology (the sound system) to help ESOL students develop oral, reading, and writing
(including spelling) skills in English.
1.b. The candidate understands and applies concepts, theories, research and practice to facilitate the acquisition of
a primary and a new language in and out of classroom settings.
Communication and Expression, Professional Practice; Diversity: Individual Differences and Cultural Diversity;
Professionalism: Professional Ethics; RIPTS 2, 3, 4, 9
Candidate understands the elements of phonology and recognizes stages of phonological development in ESOL
learners.
Candidate can record difficult aspects of phonology using IPA transcription but transcription is not always clear.
Candidate recognizes
and can describe similarities and major differences between the
phonology of English
and those of student’s s native language.
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Candidate understands the nature and importance of phonemic awareness and of sound symbol correspondence
with respect to literacy development.
Candidate applies knowledge of
developmental and contrastive phonology to identify difficult aspects of English pronunciation
for student, noting how ESOL students’ L1 and identity may affect their English pronunciation.
Candidate can record difficult aspects of phonology using IPA transcription.
Candidate develops contextualized activities to assist ESOL students in recognizing, using, and acquiring the
English sound system.
Candidate develops instructional plan which helps ESOL student develop strategies to monitor and develop
proficiency in difficult aspects of English phonology.
Part 3: Morphology and Syntax
1.a.2. Apply knowledge of morphology ( the structure of words) to assist ESOL students’ development of oral and
literacy skills in English.
1.a.3. Apply knowledge of syntax (phrase and structure rules) to assist ESOL students in developing written and
spoken English.
Candidate understands how morphemes are combined to form words in English and recognize stages of
morphological development in ESOL learners.
Candidate recognizes stages of syntactic development among ESOL learners.
Candidate applies knowledge of developmental and contrastive morphology to facilitate ESOL student’s acquisition
of English oral and literacy skills.
Candidate designs contextualized activities to provide input and practice of patterns of English word formation and
to help student understand, notice, use, acquire, and practice English syntactic structures.
Candidates recognize and teach syntactic structures that ESOL
students must understand and use to communicate effectively in spoken and written form in a variety of situations
and academic content areas.
Candidate’s instructional plan assists ESOL student in developing strategies to learn new words and to apply their
knowledge of morphology to the
English lexicon.
Candidate designs instructional plan that helps students develop effective strategies to monitor their own syntactic
structures in spoken and written form.
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Part 4: Semantics and Pragmatics
1.a.4. Apply understanding of semantics (word/sentence meaning) to assist ESOL students in acquiring and
productively using a wide range of vocabulary in English.
1.a.5. Apply knowledge of pragmatics (the effect of context on language) to help ESOL students communicate
effectively and use English appropriately for a variety of purposes in spoken and written language, and in formal
and informal settings.
Candidate understands the system of semantics and has reasonable expectations for ESOL student’s semantic and
lexical development. Candidate recognizes differences in vocabulary used in spoken and written contexts in
English and
can identify key content vocabulary in academic subject areas.
Candidate recognizes language variation in terms of politeness conventions, use of nonverbal communication (e.g.,
gestures and facial expressions), slang, colloquial expressions, humor, text style, and organization.
Candidate understands these pragmatic variations with respect to spoken and written contexts.
Candidate applies knowledge of how meaning is constructed in English to assist ESOL students to develop and use
a wide range of vocabulary in English.
Candidate designs instructional plan to help ESOL students to understand and use vocabulary
appropriately in spoken and written language and to help ESOL students understand how context affects the use
and form of oral and written communication by providing models and practice with focused feedback.
Candidates design contextualized instruction using formal and informal language to assist ESOL students in using
and acquiring language for a variety of purposes.
Candidate designs instructional plan to help ESOL students develop effective strategies for
acquiring and using vocabulary in English meaningfully in spoken and written form.
Candidate designs instructional plan to help ESOL students develop and practice strategies to acquire and monitor
their own use of spoken and written English for a variety of purposes.
Part 5: Interlanguage vs. Development Issues
1.a.9. Locate and use linguistic resources to learn about the structure of English and of students’ home languages.
Professionalism: Professional Ethics;
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RIPTS 2, 3, 9
Candidate recognizes and can describe similarities and major
differences between the phonology, morphology, syntax, of English and student’s native language.
Candidate understands that resources describing linguistic features of English and of their
student’s language exist and are available in print and electronic media.
Candidate draws on his/her
knowledge of developmental and contrastive aspects of English to systematically build ESOL students’ ability to
use English phonology, morphology, and syntax effectively.
Candidate locates and uses resources that describe the specific linguistic traits of English and of their ESOL
student’s home
language.
Candidate demonstrates extensive abilities to designs instructional plans which help ESOL students’ to use English
effectively
Candidate locates extensive resources that describe linguistic elements of English, and help these students apply
this information to their learning.
Attachment: Chalk&WireInformationSheet-R.pdf (195.685 KB)
Thread: Project 5; Post: RE: Project 5 Author: Jaime Ramirez; Posted Date: April 10, 2011 8: 55 PM
How wonderful is to learn from all of you.
I have struggled with the pacing on hybrid courses. So, this has become highly important for me to improve my
own courses (by the way, it has helped me with my f2f classes as well).
I don't want to be repetitive, but I thought a bit of meaningful redundancy (hopefully) won't hurt.
1. Promoting meaningful Interaction.
2. Creating a rich and nurturing learning environment.
3. Content richness
4. Alignment of objectives with assessments and activities.
I'll only comment on 1, and 2 as 3 and 4 seem self-explanatory.
1. I have talked in other posts regarding my faithful but context-based application of Vygotsky's idea of interaction
and gradual release of responsibility from the teacher to the students. A good conversion from f2f to online must
incorporate purposeful build up of these issues.
2. We all agree that community building is very important. Instead of providing more justification for this point, I'll
share an activity on community building that I plan to use in my next hybrid class: Welcome to Applied Linguistics!
Before we get started, I'd like us to get to know each other by participating in this exercise.
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Directions: Find an object or digital image that represents who you are, your interest, or it could even be a favorite
image or photo. Post a description of the object and explain why you chose that image. Attach your an optimized
(small file size) image with your discussion posting.
*Reply to a minimum of one other person.
Thread: Project 4 - key assessment; Post: RE: Project 4 - key assessment Author: Denise Guilbault-Langworthy;
MUSE 502
FINAL PROJECT – Hybrid Course
Your final project is to select and critically review a music achievement test (may or may not be standardized). It
might be something you have used or may use with your students. It might also be a test you could use in future
research. You will present this information to the class via Blackboard (Bb). You may use PowerPoint with
narration or other websites such as Prezi, TRworkbench, Camtasia, Video, etc. to develop your presentation. Post
your presentations on Bb (where is TBD) by Monday, August 8 at 6: 00 pm for peer review. We will meet in the Bb
virtual classroom on Wednesday, August 10 at 10: 00 am. Be prepared with questions to ask others and be able to
answer any questions others may have about your presentation.
Things to consider in the written document and presentation are 1) overview of test (purpose, historical
information, format, intended population), 2) contents, 3) procedure in administration as well as time it takes and
how to score, 4) what is it designed to measure, 5) norms & central tendencies, 6) reliability and validity, 7) discuss
how reliability and validity were established, 8) how has the test been used, 9) what research studies incorporated
this test and how was it used, 10) criticisms of the test, and 11) any other pertinent information.
Rating Scale for Lecture/Presentation
Measurement and Evaluation - Music Achievement Tests
CRITERION 1: TEST OVERVIEW
4. Student presented a thorough overview of the test including purpose of the test, for whom
the test was designed, and contents of the test.
3. Student presented a good overview of the test but that overview lacked some information
that was essential to a basic understanding of the test.
2. Student presented an overview of the test but lacked much of the information that is
essential to a basic understanding of the test.
1. Student presented a poor test review.
CRITERION 2: VALIDITY DISCUSSION
4. The student’s discussion of the test’s central tendencies, reliability, and subjective validity
was well-reasoned and articulate.
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3. The student made some good points about the test’s central tendencies, reliability, and
subjective validity, but missed some points or did not support some of the points
adequately.
2. The student’s discussion of the test’s central tendencies, reliability, and subjective validity
was adequate but missed many important points or did not support many of the points
adequately.
1. The student presented a poor review or no overview of the test’s central tendencies,
reliability, and subjective validity.
CRITERION 3: REVIEW OF LITERATURE
4. Student provides a thorough review of the literature that incorporates the test and
demonstrates the ability to critically examine the material.
3. Student provides a good review of the literature that incorporates the test and
demonstrates the ability to critically examine the material.
2. Student provides a good review of the literature that incorporates the test and/or the
presentation lacks a critical examination of the material.
1. Student provides a poor review of the literature that incorporates the test and
demonstrates ability to critically examine the material.
CRITERION 4: CLARITY OF EXPRESSION
4. Student uses complete thoughts in complete sentences. Articulate and clear explanation of
the material. Articulate and clear answers to questions.
3. The student uses language well. Only an occasional fumble or ambiguity in explanation of
subject material.
2. The student stumbles somewhat in expression. Has some difficulty verbalizing content of
presentation. Has some difficulty answering questions.
1. The student stumbles often in expression. Has great difficulty verbalizing content of
presentation. Has difficulty answering most questions.
Thread: Final project submission; Post: RE: Final project submission Author: Jaime Ramirez; Posted Date: April 12,
2011 2: 59 AM
Page 171 of 184
Sasha,
Here are my materials. I've been playing with a shell called experimental, so I'm pasting some screen shots here.
Schedule
Forums
Guidance Documents and Rubrics
Attachment: 541 Hybrid Syllabus.doc (269.5 KB)
Thread: Final project submission; Post: RE: Final project submission Author: Jaime Ramirez; Posted Date: April 12,
2011 3: 00 AM
Here's the schedule.
Attachment: 541 Schedule hybrid class.pptx (147.977 KB)
Thread: Project 5; Post: RE: Project 5 Author: Janet Johnson; Posted Date: April 13, 2011 8: 12 PM
I liked the lists I perused here, and echo the need for clarity of expectations and instructions and community
building. Here are others I would add: 1. There needs to be an appropriate mix of individual and collaborative
work. In other words, I would like for students to feel accountable to me, their instructor, but also to their peers.
2. I know how to create discussion forums and ways for students to respond, but I do want the students to be
generative as well; to create products using online formats, perhaps for others to respond to.
3. A balance of instructor present-ness with student agency. If the instructor feels absent (whether s/he is or isn't)
students may find it difficult to engage. At the same time, I'm interested in Connie's post about motivation and how
sometimes it's the student mix. I want to encourage student agency and independence, while also demonstrating
support without creating co-dependence.
4. Along with this, students getting a sense that the instructor sees them as individuals. In a f2f environment, we
have eye contact, little connections "I see you're sick," etc. In an online environment, it's important to create those
connections so that a student feels "seen."
5. As Jen said, a feeling that we aren't just recreating a f2f environment virtually, but that there is something new
and/or extra to be learned or practiced. Andres mentioned Vygotsky, and I think there are two great connections
there--getting into students' zones of proximal development, and that this format can be a form of play.
Thread: Final project submission; Post: RE: Final project submission Author: Eileen Sullivan; Posted Date: April 13,
2011 9: 41 PM
I used the time to finish the cooperating teacher online course which is running right now. I finished the last
module, Mentoring and Coaching Your Teacher Candidate, as the final project for this class. Everything is posted on
Blackboard and I am attaching the syllabus here.
ES
Page 172 of 184
Attachment: EDU_580_CoopTeacher_Syllabus_sp2011-1.pdf (335.67 KB)
Thread: Project 4 - key assessment; Post: RE: Project 4 - key assessment Author: John Arango; Posted Date: April
14, 2011 9: 20 AM
This is basically a good example were the student may choose to take general education courses online and majorspecific courses on campus.
Thread: Project 5; Post: RE: Project 5 Author: John Arango; Posted Date: April 14, 2011 9: 33 AM
Knowing that classes where carefully planned to demonstrate a blend of both traditional classroom instruction and
online learning activities. I can see how students are able to make a meaningful connection with instructors, as well
as other students, and no longer required to travel to campus on a regular basis.
Thread: Project 3 - Do not replicate, substitute; Post: RE: Project 3 - ELED 534 Developmental Reading Author:
Elizabeth Holtzman; Posted Date: April 14, 2011 11: 00 AM
Late to the dance, but wanted to say how much I appreciate the time and thoughtfulness you put into this, Jennifer.
It reminds me of how valuable assignments that can be put into practice (or easily translated into take aways) will
be to students. And how it models the link between pedagogy and practice in such concrete ways. Thinking now
about how to translate a current assignment in to a more useful application of creating a professional
developmental module. Thanks---Tags: None Add Reply Quote Mark as Read
Thread: Project 3 - Do not replicate, substitute; Post: project 3 CEP 605 Practicum in School Psychology Author:
Elizabeth Holtzman; Posted Date: April 14, 2011 11: 29 AM
There is a hybrid activity that is currently in place that I think could use some replacing. Currently, students each
choose a crisis topic and create a resouce guide which is shared with all others in the cohort through Wet paint.
Then they participate in a class presentation round table discussion on the topic. While this may be useful in
building a library of resources to use in practice as needed, the oral presentation part could use something
different. I am inspired by Jennifer's idea of professional development activity to make my assignment more
relevant and timely.
F2F activity currently used: E-resource list and class facilitator opportunity
At the beginning of the semester, you will sign up for a topic. You will be responsible for compiling a list of
resources relevant to the topic to be shared via our Wetpaint class website. You will also be responsible for leading
a class based discussion on your topic focusing on its relevance for school practice. Please provide a 1-2 pg handout
with the following sections: I: Prevalence and population facts
II: Role of school psychologist in addressing/managing issue
III: Brief review of related legal/ethical issues involved (anything particular
to Rhode Island of note?)
Page 173 of 184
On line activity proposed for hybrid course: Create a professional development module for use in your current site.
Use available data or collected data to determine crisis topic that has impacted school population recently or that
teachers/administrators/school support personnel have expressed interest in learning more about. Use Prezi to
create an online training module that is useful, of high interest and visually compelling. The module needs to
include: -Information about crisis topic, including prevelance and population data nationally and locally
-Evidence based responses to address crisis
-Resources available
Thread: Project 5; Post: RE: Project 5 Author: Elizabeth Holtzman; Posted Date: April 14, 2011 11: 45 AM
I think your point of being more likely to respond to someone you know is so interesting. I have found that I am
much more comfortable in a linear and directed communication exchange, i.e. i am writing to Denise now (likely
because of its familiarity) rather than just putting something out to a group. I wonder how different students who
"grew up" in a virtual world are than us. It does challenge the traditional notion of community. But then is that so
different than F2F in terms of who responds to whom and who connects to whom?
As for criterion (and this is what happens when you procrastinate in a group with others who all have such great
ideas), also how to maximize what it is that is different in terms of skills, competencies and opportunities then in
F2F (that way it is not just viewed as 'step child' of the traditional course (NOTE: that is more of a Cinderella
reference than an insensitive cultural comment)
I so agree with point 5 is in terms of wholly engaging in what is offered by the format instead of trying to replicate
F2F when we are not seeing or present in the physical sense. I do like what this offers many in terms of allowing
representations of self that are very different depending on interface (I think about who/what is privileged in
terms of social competence in the physical classroom that is potentially equalized in the online one).
Thread: Project 4 - key assessment; Post: Project 4 - key assessment CEP 605 Author: Elizabeth Holtzman; Posted
Date: April 14, 2011 12: 01 PM
My current key assessment, School Psychology Training Porftolio is submitted all on line at this time through Chalk
and Wire. This will be the fourth semester (as I was in the pilot group) that I have used this in a year long course.
The data collection part has been very useful and easy for me. The students have found it relatively easy to adapt
to. And a couple have used it to make employment portfolios upon graduation. I do wonder about the limited
creativity in terms of format options. But that may be more due to the assignment parameters and very rubric-ed
approach to my current assessment of competencies. Or due to my own developing knowledge of C &W.
Thread: Final project submission; Post: RE: Final project submission Author: Denise Guilbault-Langworthy; Posted
Date: April 14, 2011 3: 40 PM
Page 174 of 184
Eileen,
I am impressed!! The syllabus is so thorough! I am going to print it so I can really study it.
Thanks (sort of... now I see how pathetic my syllabus is)!!
Denise
2011 8: 46 PM
Denise-With online teaching I have found that it is best to have all the details spelled out. I even tell them font size
and page limit for papers. I also cut and pasted the information onto the BB site. See you tomorrow.
Date: April 14, 2011 11: 03 PM
Yes, I gathered that as I read your materials. I would love to pick your brain sometime!
Denise
Date: April 14, 2011 11: 10 PM
Ok... here it is. I had to have several drinks (water of course) before I could post this. I found that I have way more
questions then answers. This is by no means complete but it is a start. I welcome all comments and suggestions HELP!!!!!!!!
Syllabus, two rubrics, and screen shots of experimental shell are attached.
Attachment: HOLC_Experimental_Shell.pdf (583.723 KB)
Thread: Final project submission; Post: Freyermuth Final project submission Author: Virginia Freyermuth; Posted
Date: April 14, 2011 11: 11 PM
Attached please find the draft of my revised syllabus for ARTE 404/504, the required final assignment for the
HOLC class.
This syllabus draft represents the first time the Art Education Program would utilize Blackboard for instructional
purposes, and it would also be the first course syllabus requiring ALL key assignments in digital form.
This is not a syllabus for a 50/50 hybrid course (half online, half f2f) but rather a syllabus with a vision for utilizing
the online environment to better connect students and faculty and to deepen thinking through digital presentation
and sharing of work, discussion, and reflection. This makes sense for our Art Education Program because at the
current time we only have three Art Education courses before student teaching, thus our face to face time is
precious and limited. Therefore, it is a first step—but a big step—for the Art Education Program towards utilizing
the capacities of the multimedia digital age, which makes good sense for our visual content area.
Page 175 of 184
At the current time, I would envision hybrid courses with a much greater percentage of online instruction in Art
Education only for future courses the Art Education Program may add.
ARTE 404/504, Secondary Practicum in Art Education is an intense course with multiple, lengthy assignments.
The complex syllabus attached is a reflection of the very full and current complex nature of this course. As I stated,
the Art Education Program has only THREE Art Education courses before student teaching. That combined with the
expectations of the joint appointment requirements between the Art Department and FSEHD, means that a great
deal must be taught, learned and done in a short space of time. I would like to explore ways with Dr. Williams, if
possible, to create a more manageable workload for our students who experience an unusual amount of stress in
this course.
Blackboard Shell: (Image and this list appears in syllabus)
Calendar The calendar in the syllabus will be the same on Blackboard. I hope, after conversations concerning
simplification of ARTE 404/504 requirements, that the calendar can be simplified. But I cannot yet show a
simplified version for this HOLC draft.
Projects
Lesson Ideas (Note: Not full lesson plans)
Post your lesson ideas as an attachment. In your post, discuss what you feel are the lasting values or big ideas of
these lessons. Out of all possible lesson ideas, why do you feel these are worthy to be taught? Comment on two
other lesson ideas. In what ways would this lesson be a valuable and appropriate learning experience for
adolescents, or what suggestions do you have? What further ideas does it give you? Do this by 6 PM Sunday, XXXXX.
Literature Reviews
Post XX literature reviews as an attachment. Comment on two other reviews. What ideas in these articles are new
to you? In what ways does the information inform your thinking about teaching art? What would you like to know
more about as a result of this information? Do this by 6 PM Sunday, XXXXX.
Lesson Plan 1
Post your first full lesson plan as an attachment. What did you learn by writing this? What did you struggle with?
What do you think are the strengths of this lesson plan? Why do you think your instructional strategies are the best
choices? Comment on two other lesson ideas. In what ways would this lesson be a valuable and appropriate
learning experience for adolescents, or do you have suggestions? What further ideas does it give you? Do this by 6
PM Sunday, XXXXX.
Lesson Plan 2
Post your second full lesson plan as an attachment. What did you learn by writing this? What did you struggle
with? What do you think are the strengths of this lesson plan? Comment on two other lesson ideas. . In what ways
would this lesson be a valuable and appropriate learning experience for adolescents, or do you have suggestions?
What further ideas does it give you? Do this by 6 PM Sunday, XXXXX.
TCMWS Process 3
Post Process 3 as an attachment. Why do you feel this is a valuable sequence of learning for adolescents? What did
you struggle with? What do you think are the strengths of this sequence of lessons? Comment on ONE other
Process 3. In what ways would this sequence be a valuable and appropriate learning experience for adolescents, or
not? What ideas does it give you? Do you have any suggestions? Do this by 6 PM Sunday, XXXXX.
Page 176 of 184
TCMWS Process 2
Post Process 2 as an attachment. Discuss why these assessments are the best choices for these lessons. What was
most challenging for you as you designed the assessments? Comment on ONE other Process 2. What are the
strengths of these assessments? How well are scoring/grading procedures explained? Do you have any
suggestions? Do this by 6 PM Sunday, XXXXX.
Note: There are no quizzes/tests for this course.
TCMWS Process 1
Post Process 1 as an attachment. Discuss how these unit goals and objectives best reflect the big outcomes of the
unit. Comment on ONE other Process 1. What about these goals and objectives are significant? Is there anything
that is not clear to you? Do you have any suggestions? Do this by 6 PM Sunday, XXXXX.
Discussion Threads
1.What creates an emotionally safe learning environment in the art class where students feel free to take risks, try,
‘fail,’ and express themselves in an honest, authentic manner?
2.What creates a sense of community in the art class?
3.What is your philosophy of art education?
4.What would you say to your students on the first day of school as an art teacher?
5.What will you do to ensure physical safety in the art room?
6.How would you adjust your teaching to allow for flexibility, understanding that all students do not create works
of art at the same rate of speed or at the same level of accomplishment?
7. What ideas do you have for art in interdisciplinary teaching in a high school or middle school?
8. What are some strong art advocacy messages you can share with those beyond your classroom?
9. What are the most important things you want students to carry away from your art class?
10. How can you engage parental support for art?
11. What ideas do you have for an online presence for your art classes and for other uses of technology?
12. What are some good strategies for art classroom management?
13. What are good strategies for accommodating a variety of learning needs in the art room?
14. What do you believe are the characteristics of an exemplary art educator?
Journal (Note: I will only do this if there is a password-protected means to do so).
You will maintain an online, password-protected journal for your Observation Reports. Placing these Reports in
one place will allow you to see your learning from your observations over time. As your observations continue, and
as you observe new teaching and learning experiences, you can go back and add to observations that focus on a
particular topic. Only you and I will have access to your journal, but please do not include real names of students,
and do not write anything you would not wish others to read.
Instructor Information See syllabus
Page 177 of 184
Attachment: V FREYERMUTH HOLC ARTE 404 504 Hybrid Proposal.pdf (637.643 KB)
Date: April 14, 2011 11: 13 PM
Ok - how do you attach more than one document???? I didn't have that much water to drink!!!!
Attachment: MUSE 502 Syllabus Summer II 2011 HOLC.pdf (212.892 KB)
Date: April 14, 2011 11: 14 PM
here is one of the rubrics...
Attachment: Rubric for Grading Research Review.pdf (97.575 KB)
Date: April 14, 2011 11: 15 PM
here is the other rubric
Attachment: Final Project Hybrid.pdf (209.481 KB)
Thread: Final project submission; Post: RE: Final project submission Author: Mary Ellen McGuire-Schwartz;
I am attaching two projects. One is for a hybrid undergraduate course, ECED 301 Developmental Approaches to
Teaching and Learning, and the other is an online graduate course, ECED 503, Infants and Toddlers in Early Care
and Education Programs.
ECED 301 Hybrid Syllabus.docx
ECED 503 Online Syllabus Fall 2011.docx
Attachment: Capture ECED 301.JPG (186.865 KB)
Thread: Final project submission; Post: Final project submission Author: Jennifer Davis-Duerr; Posted Date: April
15, 2011 12: 07 AM
This is a full online version of ELED/READ 534 Teaching Developmental Reading PreK-8.
It still needs some work (specifically with rubrics) but most of the work is done.
I have been working with an experimental shell and have put most of the structure into place, but there are still
some small details I need to work on. I'm not sure how to show what I've done.
Page 178 of 184
Attachment: Duerr Syllabus ELED 534-ONLINE Reading PreK-8 Spring 2011.docx (69.56 KB)
Thread: Final project submission; Post: Screen shots of experimental shell Author: Jennifer Davis-Duerr; Posted
Date: April 15, 2011 12: 17 AM
Attachment: Experimental Shell Screenshots.docx (278.118 KB)
Thread: Final project submission; Post: RE: Final Project Submission Screen Shoots Author: Mary Ellen McGuireSchwartz; Posted Date: April 15, 2011 12: 36 AM
Thread: Final project submission; Post: RE: Final Project Submission Screen Shoots Author: Mary Ellen McGuireSchwartz; Posted Date: April 15, 2011 12: 38 AM
Thread: Final project submission; Post: RE: Final project submission Rubrics Author: Mary Ellen McGuireSchwartz; Posted Date: April 15, 2011 12: 49 AM
ECED 301 Rubric RIPT Standards Spring 2011.docx
Reflection Rubric 2011.docx
Lesson Plan Rubric 2011.docx
ECED 503 Meaningful Curriculum Rubric 10_26_10.pdf
ECED 503 Syllabus Fall 2010 Rev. 10_26_10.pdf
Thread: Final project submission; Post: RE: Final project submission Author: Virginia Freyermuth; Posted Date:
April 15, 2011 7: 03 AM
Reading your syllabus reminds me that I should add an Introductory Post to my list of required postings. I like the
way you issue points per post. Have you done that previously? If so, is it cumbersome to keep track of, or does it
work well and serve to keep folks on track?
I also like the way you have listed specific software requirements--I did not think of that, but it would certainly
help streamline the submission process. I do have "Pages" on my Mac and Pages documents can be saved in ".doc"
form, so even though I also have MSWord, for me, Pages would also work--yet I would still require the ".doc"
submission. I did not write a requirement for document font,font size or margins for all papers, which is another
wise idea. But I did make a statement about proper submission of images as "jpegs." I need to explore the best
resolution for our purposes and think it is best to add that also since my program is image intensive.
I am seeking ways to simplify the complexity of my course, and right now I think I've added quite a bit with online
interactions, but have taken nothing away. So I am still considering how to make everything manageable so that
technology is useful, efficient, and enriching rather than just another layer of stuff for the students to do. It has
been so helpful to read your and others' thoughts and suggestions through this course; I have enjoyed and
appreciated them!
Page 179 of 184
2011 9: 46 AM
Denise-
I would be happy to sit with you after all reports are written-mid May?
We do need to work with a tech person to set the guidelines for technology and posting.
I would like to see a common Intro to Blackboard online module we could all use.
Thread: Final project submission; Post: RE: Final project submission Author: Kalina Brabeck; Posted Date: April
15, 2011 1: 05 PM
Attached, please find a draft syllabus for CEP 532 as a hybrid course. This is still a work in progress!
Attachment: CEP 532 HYBRID syllabus- Brabeck.docx (63.014 KB)
15, 2011 1: 06 PM
Attached, please find a PDF with sample images from the Bb site that I created for CEP 532 Hybrid Course, using an
experimental shell.
Attachment: Brabeck CEP 532 Bb Site Hybrid Course.pdf (542.814 KB)
15, 2011 1: 06 PM
Attached please find a Word doc with an outline of the contents of the Bb shell.
Attachment: CEP 532 Blackboard Shell.docx (22.664 KB)
Thread: Final project submission; Post: RE: Final project submission Author: Virginia Freyermuth; Posted Date:
April 16, 2011 9: 19 AM
I think it makes so much sense to have your students design a professional website as part of this course. Not only
does it promote clarity of thought by asking them to describe their philosophy in terms that the public can
understand, it offers the opportunity to consider the business aspect of their work. These real-life applications,
under the guidance of the professor, is a valuable experience.
If I am understanding it correctly, you have suggested Workbench and Prezi as possible platforms for this site. I
would suggest that the website is better suited than Prezi for your intention. Because the website comes with a
sitemap, the public can easily see the contents of the website at a glance and move around as they like. Prezi, while
a dynamic presentation tool for a lecture of presentation, I think is less appropriate as an overall potential business
Page 180 of 184
site. If they wanted to insert a link to a Prezi into a website, I think that would be a great idea; but a Prezi in place of
a business website would be less effective, in my opinion.
I am impressed with your work and wish you well with your plans!
Thread: Project 4 - key assessment; Post: RE: Project 4 - key assessment CEP 605 Author: Virginia Freyermuth;
Thank you for your insights about Chalk and Wire. I certainly need to learn more about it. I am glad to hear your
students have found it easy to use.
Great ideas! I enjoyed your presentation.
Thanks for sharing your ideas. Wonderful presentation!
Page 181 of 184
FINAL PRODUCTS
SAMPLE 1
Page 182 of 184
FEINSTEIN SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT
[READ 534-ONLINE DEVELOPMENTAL READING: PRE K-8]
Instructor: Dr. Jennifer Davis-Duerr
[email protected]
(401) 456-8605
Blackboard Office Hours: Mon, 8-9pm & Wed, 10-11am Horace Mann 205
Department: Elementary Education, Dr. Patricia Cordeiro, Horace Mann 200, (401) 456-8016
1. COURSE INFORMATION
Rhode Island College Catalog:
ELED 534: Developmental Reading: Prekindergarten through Grade Eight
Included are emergent literacy, reading and the other language arts, word recognition strategies,
comprehension processes, study skills, and literacy evaluation. Emphasis is on recent research and
curriculum trends in literacy education.
3 credit hours. Prerequisite: graduate status and ELED 422 or equivalent, or elementary school teaching
experience, or consent of instructor. Offered fall and spring.
Course Objective
IRA 2010
Standards
RIPT
Standards
ACEI 2007
Standards
RIC Con.
Frame.
1. Understand and
communicate the different
dimensions of reading
(linguistic, cognitive, sociocultural, and
developmental) and how
current research supports
these dimensions.
1.1, 1.2, 2.1,
2.2, 6.3
1, 2, 3, 4, 5,
7, 8,
2.1, 3.1, 3.5
Plan, Act
2. Understand each of the
major components of
reading and how these
should be taught in order
to contribute to effective
reading of a variety of texts.
1.1, 1.2, 1.3,
2.1, 2.2, 2.3
1, 2, 3, 4, 5
1.0, 2.1, 3.1,
3.2, 3.3, 3.4
Plan, Act
1|Page
[Know.]
[Ped., Know.,
Div.]
Evidence of Learning
• Course Reading Response
Discussions
• Assignment 1: Critical
Analysis of Beliefs Chart
• Assignment 3: Teaching the
Dimensions Online PD
Session
• Assignment 4: Professional
Literature Circles
• Assignment 5: Literature Unit
Genre Project
Discussions
Session
Literature Circles and
Notebook
• Assignment 5: Literature
Unit Genre Project
Course Objective
IRA 2010
Standards
RIPT
Standards
ACEI 2007
Standards
RIC Con.
Frame.
3. Understand reading
acquisition as it relates to
text, context, and reader
characteristics including
cultural and linguistic
diversity
1.1, 1.3, 2.1,
4.1, 4.2, 4.3,
5.1, 5.2, 5.4
1, 2, 3, 4, 6,
1.0, 2.1, 3.1,
3.2, 3.3, 3.4
Plan, Act,
Reflect
4. Identify personal
philosophical beliefs about
reading (learning and
teaching), their origin, and
factors that continuously
influence the development
of these beliefs.
1.1, 1.2, 1.3,
4.1, 4.3, 6.2
2, 8, 10, 11
1.0, 2.1, 5.1
Reflect
5. Understand and
communicate how to select
and use a variety of
literature to teach and
inspire readers of various
ages and characteristics.
6. Demonstrate the ability
to work with and support
colleagues to understand
better how to teach reading
and continuously improve
one’s practice.
2.3, 4.1, 4.2
2, 3, 4, 6, 8
1.0, 2.1, 3.1,
3.2, 3.4
Plan, Act
6.2, 6.3
8, 10, 11
5.2
Reflect
7. Understand the
structure and organization
of the course including the
content to be presented
and discussed, the specific
assignments required, and
expectations for course
completion.
6.2
2, 10, 11
2.1, 5.1, 5.2
Plan
[Ped., Div.,
Know.]
[Know., Ped.,
Prof.]
[Ped., Know.,
Div.]
[Know., Ped.,
Prof.]
[Prof.]
Evidence of Learning
Discussions
• Assignment 2: Reading
Autobiography
Notebook
Unit Genre Project
Discussions
• Assignment 1: Critical
Analysis of Beliefs Chart
• Assignment 2: Reading
Autobiography
• Assignment 4:Professional
Notebook
Unit Genre Project
Discussions
Session
Notebook
• Attendance and Participation
2. COURSE TEXTS AND MATERIALS
Kucer, S. B. & Silva, C. (2006). Teaching the Dimensions of Literacy. Mahwah, NJ: Lawrence Erlbaum Associates.
Routman, R. (2003). Reading Essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinemann.
Garan, E. M. (2004). In defense of our children: When Politics, Profit, and Education Collide. Portsmouth, NH:
Heinemann.
2|Page
Self-selected professional literature from academic (research based) journals (See Assignment 4 below).
Self-selected award winning children’s and/or adolescent literature (See Assignment 5 below).
Software: Current versions of Microsoft Office Word and PowerPoint
3. COURSE CALENDAR
Please use the tentative schedule below to help you prepare, manage your time, and seek assistance when needed
throughout the semester. Changes in this tentative schedule will be announced in class and often posted on
Blackboard.
DATE
Week 1
Week 2
TOPIC
ASSIGNED READING
WHAT’s DUE
(DUE ON DATE LISTED)
 Introductions
 Course/Syllabus overview
 Cognitive/Affective domains
of reading
 Determining and describing
your beliefs
 Current events in literacy
education, why you should
know.
 Course Syllabus
 Introduction posts of
those in your assigned
groups
 Garan [G] Part I, pgs. 166
 [G] Part II, pgs. 67-151
 Routman [R] Ch. 11
 DB: Introduction
 DB: CRRD #1 [G]
and Replies
 DB: CRRD #2 [G]
and Replies
 ASSGN 1: Critical
Analysis of Beliefs
Chart (Columns 1
and 2)
Week 3
 What is an effective teacher
of reading?
 [R] Ch. 1 and 2
Week 4
 Linguistic Dimension of
Reading
 Intro. Teaching Phonological
Awareness and Phonics
 Kucer & Silva [K&S] Ch.
1 and part of Ch. 2, pgs.
1-20
 [R] Ch. 3
 DB: CRRD #4 [K&S]
and Replies
 ASSGN 2: Reading
Autobiography
Week 5
 Cognitive Dimension of
Reading
 Intro. Teaching Vocabulary
and Comprehension
 [K&S] pgs. 20-36 Ch.2
 [R] Ch. 4 and Ch. 12
and Replies
3|Page
 DB: CRRD #3 [R]
and Replies
DATE
TOPIC
ASSIGNED READING
WHAT’s DUE
Week 6
 Sociocultural and
Developmental Dimensions
of Reading
 [K&S] pgs. 36-47 Ch.2,
pgs. 49-65 Ch.3
and Replies
Week 7
 Connections Across the
Dimensions
 [K&S] Ch. 7, and Ch. 4,
5, or 6 depending on
your assigned group
 Group File
Exchange: Outline of
assigned tasks and
due dates/times.
Week 8
 The Importance of the
Affective Domain – it’s more
than achievement
 [R] Ch. 5 and Ch. 6
 One professional
journal article:
Motivation, Engagement, Attitude
Week 9
 Teaching Comprehension
 The complex relationship
between reading fluency,
comprehension, and
vocabulary
 [R] Ch. 8
journal article:
Comprehension
 DB: CRRD #7 [R]
and Replies
 PLC 1 DB: PLC Sheet
and Replies
 ASSGN 4: PLC 1
Motivation,
Engagement,
Attitude
Week 10
 Using shared reading to
teach fluency and phonics
 Teaching Dimensions
Professional
Development Sessions
 [R] Ch. 9
journal article: Fluency
Week 11
 Teaching Phonics
 Reading is posted on
Bb: [Bear, Invernizzi,
Templeton & Johnston]
Developmental Word
Knowledge
journal article: Phonics
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 ASSGN 3: Teaching
Dimensions Online
PD Session
 DB: CRRD #8 [R]
and Replies
and Replies
 ASSGN 4: PLC
Comprehension
 DB: PD sessions
(Linguistic,
Cognitive, and
Sociocultural)
and Replies
 ASSGN 4: PLC 3
Fluency
 DB: CRRD #9
[Developmental
Word Knowledge]
and Replies
and Replies
 ASSGN 4: PLC 4
Phonics
DATE
TOPIC
ASSIGNED READING
WHAT’s DUE
Week 12
 Teaching Vocabulary
 Reading is posted on
Bb: [Michael Graves]
Teaching Individual
Words
journal article:
Vocabulary
 DB: CRRD #10
[Teaching Individual
Words] and Replies
and Replies
 ASSGN 4: PLC 5
Vocabulary
Week 13
 Using Assessment to Drive
Differentiated Instruction
 Differentiating with Guided
Reading
 [R] Ch. 7 and Ch. 10
 ASSGN 4: PLC Final
Reflection
 [R] Ch. 12 and Closing
 ASSGN 5: Literature
Unit Genre Project
Week 14
Week 15
Final Exam
 Using Quality Children’s
Literature Across the
Curriculum
You’ve done plenty! Enjoy NOT
having an exam.
 ASSGN 1: Complete
Critical Analysis of
Beliefs Chart (with
Columns 3 and 4)
4. REQUIREMENTS
Attendance and Participation (30 pts/ Ongoing): Consistent presence in the online course is REQUIRED. The
learning community established in this course depends upon the active and thoughtful participation of all.
Therefore, your consistent quality engagement in online discussions, timely relevant responses to peer and
instructor communication, and timely, high quality submissions of all required assignments and posts is necessary.
Lack of consistent engagement in online course activities will have a negative impact on your learning, your
colleagues’ learning, and your final grade.


You are assigned to two small groups within Blackboard, a number group and a letter group. The
members of these groups will support one another in remaining active and thoughtful throughout the
online course by replying to discussion board posts, reviewing prewriting on assignments, and the
completion of one group project. Please check to see which group you are in and become familiar with the
members of your group.
You will be evaluated through the online course participation rubric provided at the end of this
syllabus. This rubric will be used to determine the quality of your posts, replies, and general involvement
in the course.
Course Reading Response Discussion (CRRD) (30 pts/ Ongoing): You are expected to read all assigned texts in this
course as delineated in the tentative schedule above. To assist you in your active reading and understanding of
these texts, and in order to expose you to best practices in the teaching of reading, various reading response
activities will be assigned with each of your course readings.
These brief response activities will be completed through posts and replies within specific Discussion Board
forums. You will need to read the forum description for an explanation of the response activity each week.
5|Page
Course Reading Responses must be posted in the appropriate forum by 8pm each Monday. Minimally, you
must reply to at least TWO posts of members within your number group by 8pm each Thursday. Please
reply to as many additional posts as you would like within this whole group discussion.
Point Value: Each CRRD post and the two replies are worth one point each, resulting in a total of 3 points for each
set of posts. There are 10 CRRDs throughout the course, making this element of the course worth a total of 30
points. Please follow the syllabus schedule above.
Assignments: There are five assignments to be completed throughout this course. These assignments serve a
variety of purposes (see Course Outcomes table above) and are expected to be completed on time, with
professionalism, and to the best of your ability. Some assignments will be shared within small groups or the whole
class through posting the assignment within a discussion board. All assignments and responses will be used as
evaluation tools in determining your acquisition of course objectives.
All written assignments should be word processed Microsoft Word documents, 12 point font, single spaced, with 1”
margins. Assignments will be read primarily for content, with the expectation that all grammar, usage, spelling,
and mechanics represent professional graduate level quality work. I reserve the right to return work ungraded
should writing quality interfere significantly with interpretation of your meaning. You will have one week to revise
and resubmit the assignment for possible full credit. I highly suggest using the Purdue Online Writing Lab (OWL)
(http://owl.english.purdue.edu/owl/ ) to assist you in meeting these expectations.
Assignment 1: Critical Analysis of Beliefs Chart (30pts/ Week 2 and Week 15) – Create a record of your current
and developing beliefs about the teaching and learning of reading. First describe in list format your current beliefs
(Column 1-Beliefs). Then, analyze the origins of these beliefs, determining and briefly describing what led you to
believe as you do (Column 2-Origins). Then, at the end of the semester, revisit your beliefs and determine which, if
any, need revising AND add new beliefs you have established (Column 3-Revisions/Additions). Finally, analyze the
origin of your revisions AND additional beliefs (Column 4-Origin). The final Critical Analysis of Beliefs Chart
should represent your personal philosophical beliefs about teaching reading and learning to read based on your
course learning throughout the semester. Please see the example below for further explanation:
Beliefs
Children must learn their
letter sounds before they
are taught to read words
Origin
I was taught my letter
sounds in preschool and
did not learn to read
words until kindergarten
Revisions/Additions
???
Origin
*article (title/author)
*textbook readings
*observation of children,
teachers, etc.
*lecture/discussion (date)
*personal experiences as a
reader/writer
To complete this assignment, first access and download the chart template on Blackboard. Complete the
first two columns of this chart and submit this on Monday by 8 pm in Week 2. Complete the third and fourth
columns of this chart and hand in the complete document on Monday by 8 pm on Week 15. You should add rows
to this chart as needed to communicate your beliefs and your revisions and additions of beliefs as you progress
through the semester.
Point Value: This two part assignment must be submitted through the Assignments folder. The first stage of the
Critical Analysis of Beliefs Chart (Columns 1 & 2) is worth 10 points. The second stage of the Critical Analysis of
Beliefs Chart (Columns 3 & 4) is worth 20 points for a total of 30 points for this assignment.
Assignment 2: Reading Autobiography (30 pts/ Week 4) – Write an autobiographical account of your life as a
reader, taking into consideration both the cognitive domain (i.e., knowledge and skills) and affective domain (i.e.,
attitudes and emotions) of reading.
6|Page
Begin with your early pre-school years as best you (or a family member) can recall. Describe your earliest
experiences with printed text, including who was involved in initiating your early reading experiences, what these
early experiences looked like, and how you reacted to these experiences.
Next, write about your school years. Please provide descriptions of academic and personal reading
experiences during three time periods: a) Elementary years, b) Middle School/Junior High School years, and c)
High School years. Describe learning experiences, learning moments, texts and materials read that impressed you
as well as created problems for you, etc. What experiences do you feel influenced your cognitive domain of reading
at that time and what experiences do you feel influenced your affective domain of reading at that time?
Finally, describe and discuss your academic/professional and personal reading experiences since you left
high school. What is the role of reading in your current life? Describe yourself as a reader during this time period
of your life and currently, focusing on your cognitive and affective domains of reading.
The more details and descriptions you can provide, the more complete your autobiographical statement
becomes, and the more you will learn about the various stages of developmental reading.
Assignment 3: Teaching the Dimensions Online Professional Development Session (40pts/ Weeks 9 and 10) –
Collaborate with peers in your letter group to study the teaching of one of the three dimensions of literacy
(Linguistic, Cognitive, or Sociocultural) as defined in the Kucer & Silva text. The dimension will be assigned to your
group. Then plan an online professional development session for our class.
Your group must collaboratively complete the following:
a) Select an appropriate strategy from the assigned section of the Kucer & Silva text
b) Create an engaging online professional development presentation of one concept within the dimension and
one strategy used to teach the dimension
 I suggest you use Google Docs to work collaboratively on your PD session, as it allows multiple
students to work on the same document (Word, PowerPoint, etc.) simultaneously
c) Create a clear and concise tool for our class to evaluate and provide feedback to your group on the
professional development session
d) Post your PD Session in Week
Online Professional Development Session must:
a) Demonstrate equal participation of all group members to create the session
 You will be required to post an outline showing what tasks have been assigned to whom in your
group and when each task is expected to be completed
b) Take approximately 30 minutes for students in our class to complete
c) Result in some evidence that students have completed your PD session and can post within a Discussion
Board
d) Include an explanation of the purpose of the chosen strategy and how the strategy represents the
dimension
e) Involves the ACTIVE learning of our class through use of multimedia (i.e. video, audio, and text)
f) Provide evidence of good online teaching and professionalism (i.e., visuals/materials that are engaging,
organization that is easy to follow and provides adequate support to us as learners, preparedness that
prevents mishaps and confusion, etc.)
A rubric for the group and individual scoring will be provided in class and posted online. Your grade will be
comprised of individual performance, group performance (on the collaborative process and presentation), class
member feedback, and instructor judgment. You are encouraged to use outside sources, including websites,
articles, books, etc.
7|Page
Once each group has posted their Online PD session, all students will be expected to take the PD session through
participating in the four discussion board forums posted for Week 10. Within your post in the Teaching Dimension
PD Session, you must show evidence of completing the PD session.
Point Values:


As the PD Creators: Each number group will get a shared grade (up to 2 points) for the planning of the PD
Session by posting the outline of assigned tasks and due dates/times within your group file exchange. The
group will also get a shared grade (up to 10 points) for the entire PD Session. This shared grade is one part
of the total grade that each individual receives for the project. Individual grades are determined through
students’ completion of the Teaching Dimensions Self-Evaluation, which is listed as a separate assignment.
This self- evaluation is worth 30 points.
As the students taking the PD sessions: Every student must go to the discussion board to take the PD
sessions of each group. Your posted evidence of completing each PD session is worth 2 points, resulting in
a total of 8 points for this aspect of the course.
Assignment 4: Professional Literature Circles (40 pts/ Ongoing) – You will be working individually and with
your number group for this assignment. Read and analyze five self-selected professional journal articles, one
article corresponding to five categories representing key components of reading instruction. You will be expected
to create a brief written analysis (the “PLC Prep Sheet”) for each article you read, and will post the PLC sheet within
the discussion board in your number group discussion board forums. Each week, you must post your PLC prep
sheet on Monday by 8pm in the appropriate Discussion Board forum within your letter group. You must reply to
at least TWO PLC prep sheets posted by your group by Thursday at 8pm. The format for the PLC Prep Sheet
follows. In addition, there is an example and a template posted online:
a) APA formatted Citation of the article (See http://owl.english.purdue.edu/owl/resource/560/01/ for
assistance in following APA format)
b) Abstract (this can be copied from the article or written by you)
c) Critical Reflection (Respond to the three questions below)
i.
How does this article enhance your understanding of the reading content area?
ii.
Why is this research valuable to you as a future teacher of reading?
iii.
What would make this research more valuable to practitioners, administrators, policy makers, etc.?
d) One thinking question for your PLC members to reflect on within a reply post in the small group discussion
board
1.
2.
3.
4.
5.
Motivation/Engagement/Attitude
Comprehension
Fluency
Phonics
Vocabulary
There are a variety of professional journals that fit the needs of various educators at various levels. Many journals
can be accessed through our library website, providing full text articles online. Some recommended journals you
may be interested in are:
* The Reading Teacher
* The Journal of Adolescent and Adult Literacy
* Language Arts
* Research in the Teaching of English
* Reading Horizons
* Reading Research Quarterly
* Literacy Research and Instruction (Formerly Reading Research and Instruction)
8|Page
* Reading Improvement
* Journal of Reading Behavior
* Journal of Research in Reading
Point Values:


As the PLC Creators: You will receive 5 points for every PLC Sheet you post. You must submit your PLC
sheets within the Assignment folder AND post your PLC Sheet in the appropriate forum in your number
group discussion board. You must also complete the PLC Final reflection and submit this within the
Assignment folder. PLC Sheets (25 points) + PLC Final Reflection (5 points) = 30 points
As the students participating in PLCs: Every student must go to the discussion board within your number
group to read and reply to at least TWO PLC sheets posted. Your posted replies are each worth 2 points,
resulting in a total of 10 points for this aspect of the course.
Assignment 5: Literature Unit Genre Project (50pts/ Week 13 ) - Create a themed unit using children’s and/or
adolescent literature. This unit and literature study will exemplify your understanding of theories learned in this
course, the various genres represented in award winning texts, and how children’s literature can be used to teach
reading effectively. A thorough description of expectations for this culminating project are attached to this
syllabus and provided online. In addition, the lesson plan template, the explanation of the template, and the rubric
for this project are all available online.
5. COURSE EVALUATION
The course grade will be determined in the following manner:
Course Element
Attendance and Participation
Course Reading Response Discussion
Assignment 1: Critical Analysis of Beliefs Chart
Assignment 2: Reading Autobiography
Assignment 3: Teaching the Dimensions Online Professional Development Session
Assignment 4: Professional Literature Circles
Assignment 5: Literature Unit Genre Project
Total
Point Value
30
30
30
30
40
40
50
250
Grading Scale
Grade
A
AB+
B
6. RIC POLICIES
•
•
•
Numerical Equivalent
232-250
225-231
218-224
208-217
Grade
BC+
C
C-
200-207
193-199
183-192
175-182
Grade
D
F
I
168-174
Below 167
Incomplete
Academic Dishonesty Policy (Rhode Island College Handbook of Policies, Practices, and Regulations (Spring 2010), Chapter
3: Academic policies and procedures. Pp. 32-34, section 3.9.1.):
http://www.ric.edu/administration/pdf/College_handbook_Chapter_3.pdf#28
Request for Reasonable Accommodations for Students with Disabilities: http://www.ric.edu/disabilityservices/faq.php
The instructor reserves the right to change the syllabus at any point in the semester to accommodate learners’ needs and
pace of progress. Students will be notified in class and/or via e-mail and Blackboard of any changes.
9|Page
•
Students’ assignments may be duplicated and utilized anonymously for the Department’s program folios, for purposes of
accreditation. All information that identifies a document as belonging to a particular student will be removed before it is
used.
10 | P a g e
Literature Unit Genre Project Description
Create a themed unit using children’s or adolescent literature. Your planning and in-class
implementation of a portion of your unit and literature study will exemplify a variety of knowledge and
skills pertaining to the following elements:
a) Foundational Knowledge
b) Curriculum and Instruction
c) Diversity
d) Literate Environment
Please use the rubric attached to guide you in your planning and implementation. This rubric explains
which components of the project will be expected to demonstrate each element listed above.
Your themed unit literature study will require you to select and read two award winning chapter books
and six award winning picture books from a variety of genres that connect to one another through a
theme which you clearly describe and explain. You may choose from the following children’s literature
awards:
•
•
•
•
•
•
•
•
•
•
Newbery Medal
Caldecott Medal
ALA (American Library Association) Notable Book
Carter G. Woodson Book Award
Coretta Scott King Award
Michael L. Printz Award
Robert F. Sibert Informational Book Award
The National Book Award
Orbis Pictus Award
Scott O’Dell Award for Historical Fiction
Your eight selected texts should represent at least three different awards listed above and at least four
different genres. Consider using the Database of Award-Winning Children’s Literature
http://www.dawcl.com/, and other websites in your search for texts to be used within your unit:
The project consists of five parts, should be written in APA 5th or 6th Edition format, and provide
evidence of your knowledge of theories and instructional practices learned throughout the course.
Please follow the expectations and organization of the outline below:
Part I Context for Teaching (~ 1-2 pages)
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The purpose of this one to two page description of the (hypothetical) context for teaching your
unit is to set the stage for implementation of the unit. Therefore, you should address the
following four questions:
•
•
•
•
What grade level(s) is the unit most appropriate for, and why?
How would the physical environment of your classroom optimize students’ use of
resources (i.e., print, digital, and online resources)?
How would the social environment of your classroom support the motivation and
engagement of all children in their literacy learning?
How would established routines within your classroom create and maintain positive
learning environments for literacy instruction and a consistent home-school
connection?
Part II Introduction to the Unit (~1 page)
The purpose of this one page introduction to the unit is to inform the reader of the theme
connecting your chosen texts as well as to provide a rationale for this chosen theme. Therefore,
you should address the following:
•
•
•
Describe your chosen theme
Explain how your chosen theme is appropriate for all learners (i.e., age/developmental
stage, diversity of needs, abilities, backgrounds, cultures, etc.)
Provide a rationale for your chosen theme that takes into account the theories and
knowledge gained throughout the course (i.e. the dimensions of literacy)
Part III Literature-Based Lessons (~6-8 pages)
The purpose of this part of your unit is to demonstrate your ability to design purposeful and
effective instruction for all learners using quality literature within four comprehensive lessons.
Each one to two page lesson should address the following:
•
•
•
•
12 | P a g e
Identify the genre and the name of the award given to the texts(s) used in the lesson
and explain how the text(s) represents your chosen theme
 Each text (eight total) must be used within the unit (i.e., within the main
instruction, as a choice for independent reading, book clubs, or other such
integration within the lesson)
Provide a brief critique of the text(s), explaining why the selected text(s) are important
or valuable pieces of children’s/adolescent literature
Outline a lesson focusing on the effective teaching of a key component of literacy (i.e.,
word recognition, language comprehension, strategic knowledge, and/or readingwriting connections)
Include instructional differentiation, such as grouping procedures, scaffolded support,
varied materials, etc. to address the needs of all students, including English Language
Learners, struggling/striving readers, and advanced readers
The four lessons should represent an integrated, comprehensive, and balanced curriculum unit,
and therefore should be closely connected to one another and well sequenced.
Please use the Literature Unit Lesson Plan template and explanation provided to assist you in
meeting the expectations for this critical part of your unit.
Part IV Conclusion (~1-2 pages)
The purpose of this one to two page conclusion is to reflect upon the planning and future
implementation of the unit, demonstrating your ability to analyze your current and potential
growth of professional knowledge and behaviors. Therefore, you should address the following:
•
•
•
13 | P a g e
Explain how your knowledge of major theories and empirical research pertaining to the
foundations of reading and writing (i.e., cognitive, linguistic, motivational, and
sociocultural) is represented in this unit
Explain what you feel are the strengths of this unit in so far as the unit promotes the
value of reading and writing in students’ lives
Explain what you feel are the limitations of this unit, leading you toward further
professional development in a particular area of literacy instruction
SECTION IV - Assessment #2
Revised – Spring 2011
Rhode Island College
Literature Unit Genre Project
Scoring Guide
Name _________________________________________________
Element
Component(s) of
Project
IRA Standard 1.1
Candidate understands major
theories and empirical
research that describe the
foundations of reading
development, processes, and
components.
Part II Introduction to the Unit
Part IV Conclusion
Part V Presentation
IRA Standard 2.1
Candidate uses foundational
knowledge to design or
implement an integrated,
comprehensive, and balanced
curriculum.
14 | P a g e
Part IV Conclusion
Date ___________________________________________
Unacceptable – 1
Acceptable – 2
Misinterprets and/or does
not apply major theories
of reading and writing
processes and
development to planning
and sharing effective
instruction.
Adequately interprets and
applies major theories of
reading and writing
processes and
instruction.
Applies little foundational
knowledge to prepare and
share effective (i.e.,
integrated,
comprehensive, and
balanced) literacy
instruction. Lessons are
not successive.
Applies some foundational
knowledge and limited
creativity to design and
present effective (i.e.,
integrated,
comprehensive, and
balanced) literacy
instruction in somewhat
successive lessons.
Exemplary – 3
Skillfully interprets and
applies major theories of
reading and writing
processes and
instruction.
Applies foundational
knowledge and creativity
to design and explain
effective (i.e., integrated,
comprehensive, and
balanced) literacy
instruction in successive
lessons.
Score
Element
Component(s) of
Project
Unacceptable – 1
Acceptable – 2
Exemplary – 3
Part III Literature-Based
Lessons
Prepares and shares
lessons teaching some key
elements of literacy. Does
not use research
supported practices.
Plans and presents
differentiated lessons
teaching some key
elements of literacy using
some research supported
practices.
Thoughtfully plans and
explains differentiated
lessons teaching key
elements of literacy using
research supported
practices.
Lessons
Incorporates quality
literature accompanied by
an explanation of few
factors influencing the
selection of the literature.
Incorporates a variety of
quality literature
accompanied by an
explanation of factors
influencing the selection
of the literature.
Selects a theme that is
evident in instructional
planning for most children
and demonstrates little
understanding of how
diversity influences
reading and/or writing
development.
Develops and adequately
explains a theme that
supports instructional
planning for all children
and demonstrates
acceptable understanding
of how diversity
influences reading and
writing development.
Incorporates a wide
variety of quality
literature accompanied by
a critical explanation of
multiple factors
influencing the selection
of the literature.
IRA Standard 2.2
Candidate uses appropriate
and varied instructional
approaches, including those
that develop word
recognition, language
comprehension, strategic
knowledge, and readingwriting connections.
IRA Standard 2.3
Candidate uses a wide range
of texts (e.g., narrative,
expository, and poetry) from
traditional print, digital, and
online resources.
IRA Standard 4.1
Candidate recognizes,
understands, and values the
forms of diversity that exist in
society and their importance
in learning to read and write.
15 | P a g e
Lessons
Develops and thoroughly
explains an appropriate
theme that enhances
instructional planning for
all children and
exemplifies exemplary
understanding of how
diversity influences
reading and writing
development.
Score
Element
Component(s) of
Project
Unacceptable – 1
Acceptable – 2
Exemplary – 3
Creates lessons using
materials and/or
resources (print, digital,
and/or online) that fail to
address diversity. Does
not adequately address
differentiation and/or the
gradual release of
responsibility to children
Creates lessons using a
variety of materials and
and/or online) that
incorporate diversity and
provide a model of
differentiation and the
gradual release of
responsibility to children.
Creates lessons using a
variety of materials and
and online) that capitalize
on diversity and provide
an exemplary model of
differentiation and the
gradual release of
responsibility to children.
Part I Context for Teaching
Describes and/or explains
a design of the physical
environment that
addresses students’ access
to and/or use of materials
and/or resources.
Describes and explains a
design of the physical
environment that
supports students’ access
to and/or use of materials
and resources.
Thoroughly describes and
explains a well-planned
design of the physical
environment that
enhances students’ access
to and use of materials
and resources.
a social environment that
inadequately addresses
students’ confidence,
motivation, and/or
interest in reading and/or
writing.
Describes and explains a
social environment that
supports students’
confidence, motivation,
and/or interest in reading
and writing as lifelong
activities.
explains a social
environment that
enhances students’
confidence, motivation,
and interest in reading
and writing as lifelong
activities.
IRA Standard 4.2
Candidate uses a literacy
curriculum and engages in
instructional practices that
positively impact students’
knowledge, beliefs, and
engagement with the features
of diversity.
Lessons
IRA Standard 5.1
Candidate designs the
physical environment to
optimize students’ use of
traditional print, digital, and
online resources in reading
and writing instruction.
IRA Standard 5.2
Candidate designs a social
environment that is low-risk,
includes choice, motivation,
and scaffolded support to
optimize students’
opportunities for learning to
read and write.
16 | P a g e
Score
Element
Component(s) of
Project
Unacceptable – 1
Acceptable – 2
Exemplary – 3
routines that inadequately
support students’ learning
and/or independence
with reading and/or and
writing.
Describes and explains
routines that support
students’ learning and/or
independence with
reading and writing.
explains routines that
creatively enhance
students’ learning and
independence with
reading and writing.
Lessons
Does not include grouping
strategies and/or uses
same grouping within
most lesson plans in the
unit.
Includes use of grouping
strategies for a variety of
purposes within most
lesson plans in the unit.
Includes a variety of
grouping strategies used
for a variety of purposes
within all four lesson
plans in the unit.
Written conclusion and
presentation fail to
demonstrate professionalism due to a lack of depth
to reflection and/or lack
of attention to completion
and sharing of the project.
Written conclusion and
presentation
demonstrates
professionalism through
reflection and attention to
acceptable completion and
sharing of the project.
Unclear writing style that
is disorganized and
contains numerous errors
or conventions
Clear writing style that is
organized and contains a
limited number of errors
or conventions
Well-written conclusion
and enthusiastic
presentation
demonstrates
professional-ism through
critical reflection and
careful attention to
exemplary completion and
sharing of the project.
IRA Standard 5.3
Candidate uses routines to
support reading and writing
instruction (e.g., time
allocation, transitions from
one activity to another;
discussions, and peer
feedback).
IRA Standard 5.4
Candidate uses a variety of
classroom configurations
(i.e., whole class, small group,
and individual) to
differentiate instruction.
IRA Standard 6.2
Candidate displays positive
dispositions related to their
own reading and writing and
the teaching of reading and
writing, and pursues the
development of individual
professional knowledge and
behaviors.
Clear, concise, errorfree written work
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Part IV Conclusion
Part V Presentation
Exemplary writing style
that is organized and
contains a limited number
of errors or conventions
Score
Element
Component(s) of
Project
Unacceptable – 1
Acceptable – 2
Exemplary – 3
Total Score
Overall Performance
Assessment:
Recommendation:
_____ ≤ 25
____
Unacceptable
Acceptable
Exemplary
REVISION
PASS
PASS
25 - 29
Faculty member signature(s)_____________________________________________________________
18 | P a g e
_____
30 - 36
Score
19 | P a g e
20 | P a g e
21 | P a g e
22 | P a g e
23 | P a g e
SAMPLE 2
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VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT RHODE ISLAND COLLEGE DEPARTMENT OF ART, FACULTY OF ARTS & SCIENCES ARTE 404-01/504-01: SECONDARY PRACTICUM IN ART EDUCATION > HYBRID DRAFT FOR FALL 2011 < REVISIONS / EDITS TO EXISITING F2F SYLLABUS NOTED IN BLUE TUESDAYS / THURSDAYS 11:00 A.M. – 1:50 PM ART CENTER, ROOM 17, 3 CREDIT HOURS Instructor: VIRGINIA K . F REYERMUTH, M .F.A., P H.D. Office: Art C enter, R oom 2 14 Office P hone: 401-‐456-‐9580 Office H ours: Tues, 2 :00-‐3:00 P M; W ed, 1 1:00 A M-‐Noon; T hurs, 2 :00-‐3:00 P M a nd b y a ppointment E-‐mail: [email protected] Websites: www.virginiafreyermuth.com w ww.artwhereyouare.com Mail: Dept. o f A rt, R hode I sland C ollege 600 M ount P leasant A ve, P rovidence, R I 0 2908-‐1991 Program: Art E ducation. D r. C heryl W illiams, A rt E ducation P rogram C oordinator Blackboard: Login a t h ttps://blackboard.ric.edu 1. COURSE INFORMATION Course Description: Teaching concepts, lesson plan development, and evaluation for secondary school art instruction are studied through readings, discussions, observations in secondary art classrooms, and introductory teaching experiences. There will be both online and face-‐to-‐face instruction and assignments. Prerequisites: Admission to the art education teacher preparation program, ARTE 303, ARTE 405/505, and 33 credit hours of art courses. Expanded Course Description: This course is designed to prepare students for teaching art at the secondary level. It will give future art educators the opportunity to apply artistic development theory and studio practices in the secondary art room setting. Students will explore the Guiding Questions identified below as part of an inquiry-‐based approach to learning. This course will promote planning, acting, and reflecting on teaching experiences in the visual arts. The course will address the National Visual Arts Standards, the Rhode Island Professional Teaching Standards, and the Rhode Island Visual Arts & Design Grade Span Expectations K-‐12. Relationship to the Professional Program: This is a required course for art education majors. It is taken after admission into the Art Education Program. It is the third course in a three-‐course sequence of art education courses taken before student teaching. It is specifically designed to prepare students for teaching art at the secondary level and must be completed with a grade of “B” or higher. All students must have completed ARTE 405/505: Elementary Practicum in Art Education. page 1 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT Relationship to FSEHD & RIPTS: This course reflects the Conceptual Framework of Rhode Island College’s Feinstein School of Education and Human Development (FSEHD) that aims to develop Reflective Practitioners and addresses the four themes of knowledge, pedagogy, diversity, and professionalism. This includes involving students in the School’s emphasis on the recursive educational practice of planning, acting and reflecting. Attention is directed to global perspectives, diversity of learning, and technology as well. Instruction and assignments are also aligned with the Rhode Island Professional Teaching Standards (RIPTS). COURSE OUTCOMES Course outcomes pertain to the following Rhode Island Professional Teaching Standards (RIPTS) and the National Visual Arts Standards (NVAS). This course also supports the Conceptual Framework of the Rhode Island College’s Feinstein School of Education and Human Development. Learning Objective 1. Cultivate characteristics of reflective art educators RIPTS RIPTS 10 2. Design and implement art lessons that are developmentally appropriate for adolescents 3. Design art learning experiences for adolescents that cultivate higher order thinking skills and promote inquiry, critical thinking, problem-‐solving skills, creative thinking and personal meaning. 4. Select content with multicultural, historical, and global perspectives concerning artistic and creative endeavors 5. Gain increased awareness and understanding of historical and contemporary philosophies of art education and their corresponding teaching models as they pertain to adolescents 6. Become more knowledgeable about National Visual Arts Standards and the Rhode Island Visual Art and Design GSE’s and their importance and use, and apply this knowledge in the development of art lessons and unit design for the secondary level. 7. Understand how artistic development of adolescents, contextual influences, and individual difference influences instruction RIPTS 3 RIPTS 2, 5 8. Plan ways to connect and engage students in interdisciplinary and collaborative learning 9. Become aware of artistic learning and engagement supported by the use of technology. RIPTS 1,3 RIPTS 2 10. Become more knowledgeable about ways of teaching art to diverse learners, students with special needs, special abilities, and cultural differences and apply this knowledge in the planning of appropriate accommodations for art lessons at the secondary level 11. Determine ways to create positive, respectful learning environments and communities conducive to artistic learning and engagement appropriate for adolescents 12. Use, teach and promote the visual language RIPTS 4 13. Develop means of informal and formal art assessments for adolescents 14. Practice safe and appropriate use of art media and tools How is it assessed? >Written reflections of Practicum Observations and Teaching >Online and F2F Discussion Written lesson plans RIPTS 1, 2 RIPTS 2 Online and F2F Discussion Written lesson ideas Practicum Teaching Written lesson ideas Art ed. resources reviews >Class and online discussion RIPTS 2 Written lesson plans. Written TCMWS RIPTS 3, 4 >Written reflections of Practicum Observations and Teaching >Context of Practicum Report Written TCMWS Digital TCMWS Written lesson plans. Written TCMWS Digital TCMWS Written reflections of Practicum Observations Written lesson plans RIPTS 6 RIPTS 8 RIPTS 9 RIPTS 11 Works of art and written reflections Practicum Teaching Written lesson plans Implemented lesson plans Written lesson plans Implemented lesson plans Written/Digital TCMWS Implemented lesson plans page 2 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT 15. Reflect on ways to become positive advocates for art education RIPTS Practicum Portfolio /Digital, 11 Hard copy or both Summary Reflection 16. Understand ways to collaborate with other educators in the school, parents, RIPTS Practicum Reflections guardians, community members and others for the benefit of students 7 GUIDING QUESTIONS OF THIS COURSE: 1.
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What are the artistic, cognitive, affective, and holistic development theories that pertain to the secondary art classroom? How can you seek learning connections between visual art and other disciplines, and explore multicultural, historical, and global perspectives through art? How do current local, statewide, and national educational movements, standards, and theories impact your secondary art teaching? How can you effectively teach adolescents and nurture artistic behaviors and modes of thought through the creative process? How can you utilize technology in your secondary art lesson planning and instruction? How can contextual characteristics of the learner be considered in the secondary art classroom? How do you teach art to diverse learners and celebrate diversity through art? Which secondary art curriculum and instructional choices are right for you and your students? How do you collaborate with other educators in the school, parents, guardians, community members and others for the benefit of the students? How do you design strong secondary art lesson plans and units that promote inquiry, critical thinking, problem-‐
solving skills and creativity through art? How do you cultivate safe art learning environments, dispositions, and attitudes conducive to mutual respect, risk-‐
taking, wonder, curiosity, and community building? What are a variety of means of assessing adolescents’ artistic learning? What are the behaviors of professional art educators? How do you become a reflective practitioner? How do you become a positive, effective advocate for art education? 2. COURSE REQUIREMENTS TEXTS AND MATERIALS Required Texts: Cushman, K. (2003). Fires in the bathroom. New York: The New Press. ISBN 1-‐56584-‐996-‐5 (paper) -‐OR-‐ Cushman, K. (2008). Fires in the middle school bathroom. NY: The New Press. (Make choice based on Practicum grade level assignment). Gerber, B.L., & Guay, D.M. (Eds). (2006). Reaching and teaching students with special needs through art. Reston, VA: National Art Education Association. [ISBN 978-‐1-‐890160-‐36-‐4] Hetland, L., Winner, E., et al (2007). Studio thinking: The real benefits of visual arts education. New York: Teachers College Press. [ISBN: 978-‐0-‐8077-‐4818-‐3] Required Materials You will need to purchase flash drive for submitting all digitized assignments at the end of the semester. All final written documents must be submitted in “.doc” or “PDF” form. All images must be in “jpeg” form. The Art Education Program will keep this flash drive for its records. Please see handout for specific submission details. page 3 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT Required Readings: National Art Education Association (1994). The national visual arts standards. Reston, VA: author. Go to the link below, type “National Visual Arts Standards” in the search box and follow the link. http://www.arteducators.org/ Rhode Island K-12 Grade Span Expectations in the Arts, Visual Arts & Design. http://www.ride.ri.gov/Instruction/gle.aspx#arts http://thinkartslifelearning.com/resources.html -‐-‐ This is a “toolkit designed to support those interested in supporting arts education in our [Rhode Island] schools and communities….The toolkit provides action steps ideas, resources, and online tools to support RI state and local education policies and practices in the arts. This toolkit is designed to help school and community members ensure access to arts learning for all our RI children and youth – through programming, advocacy and communication.” Check it out and get involved! Recommended Readings: Davis, J.H.D. (2008). Why our schools need the arts. New York: Teachers College Press. [ISBN:978-‐0-‐8077-‐4834-‐3] Throughout the semester, there will be additional required and recommended readings. Art Education Resource Bibliography / Suggested Reading: At the end this syllabus ARTE 404/504 Required Materials List: > Large Binder, divider tabs, and sheet protectors (Art Curriculum Binder of Ideas) > Course notebook > Art Practicum Portfolio: hard copy (large binder) > Non-‐toxic art media: small set of watercolors and brush, colored pencils, drawing pencil, eraser, glue stick ARTE 404/504 Technology Needs: > A computer with access to the Internet and Rhode Island College’s Blackboard site. Please note that computer labs on campus may be used. ARTE 404/504 COURSE EVALUATION Expectations: Throughout the semester, you must take an active role in your preparation as a future teacher of art. It is expected that you will demonstrate a commitment to thinking, questioning, reading, researching, reflecting, writing, preparing outside of class and participating in class, online and face to face You will observe and actively participate in art programs in secondary schools and reflect on your experiences. An inquiring spirit, dedication to learning and professional growth, and professionalism and integrity in all matters related to this course are expected of you. You are expected to exhibit the specified FSEHD professional dispositions and related behaviors of: self-reflection, life-long learning, advocacy for children and youth, respect for diversity, collaboration, and professional work characteristics. Attendance Attendance at all classes, for the full duration of each class, is imperative and expected. It is expected that each student will be actively engaged and participate fully. Required work that is submitted late will negatively impact your grade unless prior permission is obtained from the instructor. Missing class, being tardy or lack of active class participation and preparation will negatively impact the final course grade. Make-‐up will be provided for excused absences. Late assignments will lose points for each day delayed. Discuss any special considerations with the professor for any extensions due to extenuating circumstances. Please be advised that plagiarism will not be tolerated according to the RIC Student Handbook. page 4 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT Accommodations: Rhode Island College is committed to making reasonable efforts to assist students with documented disabilities. If you are seeking reasonable classroom accommodations under the Americans with Disabilities Act of 1990 and/or Section 504 of the rehabilitation Act of 1973, you are required to register with RIC’s Disability Services Office (Craig-‐
Lee Hall, Room 127; phone number 456-‐8061). To receive accommodations for this class, please obtain the proper forms from the Disability Services Office and meet with me at the beginning of the semester, as soon as possible. RIC Art Education Program Course Requirements, Performance-based Assessments, and Assignment Weight: 1. Secondary Art Curriculum Binder of Ideas..…………………….………………....20% 2. Secondary Art Practicum Field Experience……………………………………......30% 3. Secondary Art Practicum Portfolio……………………………………………………50% _________________________________________________________________________________ >Please note: Written assignments will be submitted in digital form. Documents should be submitted as “.doc” or “.docx” documents. Please see handout. Please print out edited paper copies for your Art Curriculum Binder of Ideas and Art Practicum Portfolio. 1. Secondary Art Curriculum Binder of Ideas 20% Students are required to organize all items below in a professionally presented binder. Students should include a Table of Contents and add tabs to divide sections. RIPTS 2,3,4,10 FSEHD Conceptual Framework: Knowledge, Pedagogy Assignment #1: 10% Exploration of Art Topics, Ideas and Media for Secondary Art Education 1a.You will engage in two artmaking assignments to explore art themes, processes and media. These themes are as follows: ___Art is about Personal Expression ___Art is about Personal Meaning Making 1b.You will investigate art (not art education) resources with specific art works as well as artists addressing the four art topics below. Be sure to include citations for each resource. For each art topic for the secondary art lesson ideas will include 5 secondary art lesson ideas with supportive materials. Each of the five art lesson ideas should be related to the National Visual Arts Standards and Rhode Island Visual Arts & Design GSEs, and each must include the following components: Creating, Responding, Artist(s) or Art Movement, and Reflection (with an assessment/rubric). Directions: Each art lesson idea (total number to be determined) for each art topic is comprised of a 1-‐2 paragraph description and should also contain credit from any external source used as a point of departure for your art lesson ideas. > Create X art lesson ideas using Observation > Create X art lesson ideas using Imagination > Create X art lesson ideas using Personal Imagery > Create X art lesson ideas supporting Local, National or Global Events (human-‐made or natural) Each student will post X completed lesson ideas for each topic above on Blackboard (Projects). Each student will respond to X lesson ideas posted by other students on Blackboard. Please see handout. Assignment #2: 10% Exploration of Art Education Resources for Secondary Art Education Ideas To Be Done Outside of Class RIPTS 2,3,4,10 FSEHD Conceptual Framework: Knowledge, Pedagogy 2 a. You will investigate secondary art education resources outside of class that may provide ideas for teaching art to secondary students. Select x resources of interest to you: x journals, x book excerpts, and x web articles. Each page 5 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT review will be 2 paragraphs, single-‐spaced on one sheet of paper per review. Write a review for each resource you select. Reviews should include a description of key ideas and a thoughtful response. These reviews are to be based on x published or Internet resources. Note reference information. Annotations are required to be written for all articles or resources, including the volume number and issue number of the journal/magazine in which it appears. Some resource ideas include: > Art Education books (provide table of contents and a few pages of particular interest) > Art Education journals and magazines, such as Art Education, Studies in Art Education, SchoolArts > Internet websites. (Use Internet resources as a point of departure for your own ideas. Always create your own lessons). > Periodicals that pertain to the subject, but that may be outside the realm of art Each student will post X completed reviews on Blackboard (Projects). Each student will respond to X reviews posted by other students on Blackboard. 2 b. The second part of this assignment is for you to gather a variety of excerpts from articles, Internet resources, exemplar works of art, or other sources that inspire your thinking towards the teaching of art lessons. For each resource, please make a note of your idea and annotate the source. 2. Secondary Art Practicum Field Performance 30% Assignment # 3: 30% This is your on-‐site Secondary Art Practicum Performance. You will spend a minimum total of 25 hours at your assigned practicum site during weekly, regularly-‐scheduled 2-‐3 hour time blocks on Thursdays, or on a day and time agreed upon by the assigned practicum teacher. During this time you will observe, interact with students and other teachers, investigate the site, and record art teacher responsibilities. You must teach a minimum of two lessons. Evaluation is made by the college instructor based on feedback from the practicum teacher and also is based on your documented involvement and efforts. This includes: > Practicum teacher’s evaluation of student performance > Verification Sheet of Student Participation >Using Google Docs or a class Wiki, each student will post the scheduled dates and times of their upcoming site visits. The Instructor will be able to see when students are planning to be at their sites and what the focus of that visit will be. Students will be expected to keep the schedule current, making any corrections and updates necessary. RIPTS 5,6,8,9,11 FSEHD Conceptual Framework: Knowledge, Pedagogy, Diversity 3. Secondary Art Practicum Portfolio 50% You will develop a portfolio of secondary art curriculum materials, maintain documentation of your Practicum Teaching, and thoughtfully organize your Observation Reflections. Assignment # 4: Development of Secondary Art Curriculum Materials RIPTS 2,3,4,5 FSEHD Conceptual Framework: Knowledge, Pedagogy, Diversity 4.1 Development and Teaching of Secondary Art Lesson Plans You will write two Lesson Plans, related to any of the four Topics presented above (Observation, Imagination, Memory, and National & Global Events). Each Lesson Plan will be accompanied by 2-‐3 high quality color visuals of exemplar artworks explored in the lesson. The lessons must use a component of technology. You will include an art response activity in addition to the main studio art learning activity. You will introduce these lessons to our class and fully teach the lessons to students at their practicum site, documenting your teaching and page 6 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT student learning outcomes in your Secondary Practicum Portfolio. **Please note: Graduate students are required to submit an additional secondary lesson plan, for a total of three, related to one of the four topics. Your lesson plans must be submitted in digital, written form as “.doc” or “.docx” documents. 4.2 Secondary Mini Teacher Candidate Work Sample You are required to select one of the art lesson plans submitted and place it in a learning sequence with at least two other related lesson plan ideas. (Please see handout). This should be professionally presented, including a minimum of 5 color visuals of exemplary artworks to support the lessons comprising the Unit. This Unit overview will be submitted in the portfolio. The Mini Teacher Candidate Work Sample (Unit Design) must meet all the required elements of FSEHD. It must be submitted in digital, written form (with images inserted) as a single “.doc” document in its final form. Each finished “Process” of the TCMWS will be posted on Blackboard at dates to be specified. In addition, choose one of the following presentation formats: > Printed paper of text and required images >A website design >An e-‐portfolio A multimedia website or e-‐portfolio TCMWS may contain images, video, audio, and hyperlinks. If selecting a multimedia presentation, you will receive a handout containing ideas and helpful tips. Be certain to obtain proper permissions to include work and images of and by students online. Portions of your TCMWS will be posted on Blackboard for class discussion. NOTE: The assessment instrument for the TCMWS will remain the same as required by FSEHD. However, please
read the following guidelines for the web design/ e-portfolio design the following even though your TCMWS
scores will not be based on these added criteria at this time:
>The e-portfolio or web design should be attractive. Attention is paid to the visual nature of the site, its
colors, typography, line spacing, open spaces, consistency, imagery, and presentation of content.
>The e-portfolio or web design should be easy to navigate. Because the e-portfolio or website may be used
by potential employers and others, it should be easy to use, with links that are clear and pages that are wellorganized.
>Content should be clearly presented and easy to find. It is suggested that links be created for all required,
assessed elements of the TCMWS. Originality of thought in seeking creative ways to make important
connections is encouraged.
> Images, video and/or audio should support the content of the TCMWS, making it more engaging, and also
provide “ added value.” The opportunity exists through varied media to convey learning that cannot be easily
conveyed in words alone, particularly as it pertains to art education.
>Proper permissions must be obtained for use of student work and other images from the Practicum site.
You may choose to continue working on your site after the semester ends.
Assignment #5: Documentation of Practicum Teaching RIPTS 9 FSEHD Conceptual Framework: Professionalism You are required to document your on-‐site teaching of the two lessons developed in this course. The documentation for each lesson includes the following: 
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Typed lesson plans and earlier drafts Color visuals of exemplary artwork used to support the lesson page 7 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT  Photographs of in-‐process teaching and learning  Sample images of student artwork (Preliminary or in-‐process artwork as well as samples of completed artwork.  Samples of students’ written work (if applicable)  Samples of assessments made for student artwork and learning The documentation of your Practicum Teaching will be posted in an online format TO BE DETERMINED. [Note: could be their professional website, e-‐portfolio, PowerPoint, or Chalk and Wire]. In order to post images of artwork by public school students or images of students, proper written permission must be obtained from your Practicum site. Assignment #6: Reflections RIPTS 9, 10, 11 FSEHD Conceptual Framework: Professionalism 6.1 Context of Practicum Teaching Report You will complete a “Portrait of a School and Its Art Program” context of teaching report that notes the context and description of your secondary practicum site and your reflections about what they report. Follow report guidelines that you will be provided. Reports are typically 4 single-‐spaced typed pages plus attachments. Please submit in “.doc” form via e-‐mail and print a copy for your binder. 6.2 Practicum Observation Reflections Each student will maintain a password-‐protected journal containing their Observation Reflections on Blackboard. Only the Professor will have access to the journal for privacy issues. With this format, the student will be better able to make connections between their multiple observations and monitor their own learning. To help you in the processing of practicum experiences and to help prepare you for student teaching, you are required to submit Practicum Observation Reflections (each is to be 1-‐page, typed, single-‐spaced) on assigned topics. Please note: Your observations are recursive in nature, meaning that you will continually observe and may reflect on these topics throughout your Practicum even though they may not be the “lens” highlighted on a given day. The assigned topics are as follows: 1.
Developmental and Artistic Characteristics of Children How can I make my secondary art teaching developmentally appropriate and meaningful? 2.
Classroom Management and Organization How can I organize and manage my secondary art teaching and classes to create a positive, productive art learning environment for my students? 3.
Assessment and Evaluation of Student Learning How can I use assessment and evaluation to strengthen student learning and my secondary art teaching? 4.
Strategies for Engaging Young People in Talking and Writing about Art How can I engage students in verbally responding to art in my secondary art teaching? 5.
Students with Special Needs and Ways to Modify Art Lessons and Teaching How can I make accommodations for students with special needs in my secondary art teaching? 6.3 Reflections on Your Practicum Teaching For each of the two lessons taught write a one-‐page, typed, single-‐spaced reflection of your teaching. It should highlight the successes of the lesson together with suggestions as to what you might consider doing differently if you were to teach the lesson again. Please e-‐mail your reflections as a “.doc” or “.docx” document. 6.4 Summary Reflection Write a three-‐page, typed, double-‐spaced paper to present a brief reflection concerning ideas and insights for teaching art at the secondary level. Your summary reflection is to include discussion of the following topics. Use these as headings in your paper: page 8 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT • Philosophical Approaches to Art Education. To be posted online for comment & discussion. • Most Significant Ideas and Insights Gained in ARTE 404/504 • Favorite Art Topics to focus on in your future art teaching. • A Plan for My Further Professional Development Grades are based on the percentage allocated to each course requirement as indicated above. Both conceptually strong content and professional presentation are expected. Your percentage total for course requirements will determine your grade as follows: PASSING GRADES A 95 -‐ 100% A-‐ 90 – 94% B+ 87 – 89% B 84 – 86% DOES NOT MEET PROGRAM REQUIREMENTS B-‐ 80 – 83% C+ 77 – 79% C 74 – 76% C-‐ 70 – 73% D 64 -‐66% F Below 60% RIC POLICIES •
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Academic Dishonesty Policy (Rhode Island College Handbook of Policies, Practices, and Regulations (Spring 2010), Chapter 3: Academic policies and procedures. Pp. 32-‐34, section 3.9.1.): http://www.ric.edu/administration/pdf/College_handbook_Chapter_3.pdf#28 Request for Reasonable Accommodations for Students with Disabilities: http://www.ric.edu/disabilityservices/faq.php The instructor reserves the right to change the syllabus at any point in the semester to accommodate learners’ needs and pace of progress. Students will be notified in class of any changes. Students’ assignments may be duplicated and utilized anonymously for the Department’s program folios, for purposes of accreditation. All information that identifies a document as belonging to a particular student will be removed before it is used. Please see checklist of assignments on next page page 9 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT RIC ART EDUCATION PROGRAM ARTE 404/504 COURSE REQUIREMENTS SUMMARY PAGE CHECKLIST Page 1 of 2 1. SECONDARY ART CURRICULUM BINDER OF IDEAS 20% Assignment #1: Exploration of Art Topics, Ideas and Media for Secondary Art Education 10% 1.1 ___Art Assignment 1 Personal Expression ___Art Assignment 2 Personal Meaning Making 1.2 X number of lesson ideas per topic to be posted online per student. ___art lesson ideas OBSERVATION ___ art lesson ideas IMAGINATION ___ art lesson ideas PERSONAL IMAGERY ___ art lesson ideas LOCAL, NATIONAL OR GLOBAL EVENTS 2. Exploration of Art Education Resources for Secondary Art Education Ideas 10% X number of reviews to be posted online per student. ___1 review of secondary art education journal / magazine ___1 review of secondary art education journal / magazine ___1 review of secondary art education book excerpt ___1 review of secondary art education book excerpt ___1 review of secondary art education website___1 review of secondary art education website 3. SECONDARY ART PRACTICUM FIELD PERFORMANCE 30% ___You will spend a minimum total of 25 hours at your assigned practicum site ___You must teach a minimum of two lessons. 4. SECONDARY ART PRACTICUM PORTFOLIO 40% Assignment # 4: Development of Secondary Art Curriculum Materials 4.1 Development and Teaching of Secondary Art Lesson Plans Lesson plans will be posted online for discussion. ___Lesson Plan ___Lesson Plan ___(Graduate Student) Lesson Plan page 10 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT RIC ART EDUCATION PROGRAM Page OF 2 of 2 ARTE 404/504 COURSE REQUIREMENTS SUMMARY PAGE CHECKLIST 4.2 Secondary Mini Teacher Candidate Work Sample TCMWS will be posted online for discussion. ___Art Lesson Placed in a Sequence of Learning ___Optional website or e-‐portfolio Assignment #5: Documentation of Practicum Teaching ___Lesson Plan and earlier drafts ___Color visuals ___Photographs of in-‐process teaching and learning ___Student artwork samples ___Student written work (if applicable) ___Samples of assessments made Assignment #6: Reflections ___6.1 Context of Practicum Teaching Report 6.2 Practicum Observation Reflections Entered in password-protected journal ___1 Developmental and Artistic Characteristics of Children ___2 Classroom Management and Organization ___3 Strategies for Engaging Young People in Talking & Writing about Art ___4 Assessment and Evaluation of Student Learning ___5 Students with Special Needs and Ways to Modify Art Lessons and Teaching ___6.3 Reflections on Your Practicum Teaching ___6.4 Summary Reflection page 11 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT DRAFT VIEW OF BLACKBOARD SITE ORGANIZATION (Please see end of this syllabus for further info.) [Note: I looked at a variety of rubrics online for Blackboard discussion to inform my initial thinking about developing a discussion rubric].
Rubric for Blackboard Discussion Participation
4. HIGH QUALITY
Writes original, fully-developed responses not already appearing in the discussion.
Cites examples from other sources, such as URL References or literature.
Makes effective use of personal experiences.
Provides a respectful and critical review of other students’ contributions with justifications.
Demonstrates academic integrity. Postings are complete and on time.
3. GOOD QUALITY
Writes original responses not already appearing in the discussion.
Provides a respectful and critical review of other students’ contributions with justifications.
Demonstrates academic integrity. Postings are complete and on time.
2. LOW QUALITY
Writes some original responses not already appearing in the discussion.
Repeats what others have already said. Postings are brief or lack substance but are on time.
1. POOR QUALITY
Few to no original responses. Writes simple statements like “I agree” or “I disagree.”
Provides no explanations of thinking. Postings are missing or late.
page 12 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT 2. COURSE CALENDAR (This schedule is subject to change; please check for updates). Note: this is the spring course calendar. Will revise for fall with correct dates. Day/week Class 1 Tues 1/25 Class topic Welcome & Course Description Practicum Overview: Objectives, Literature, Preparation Note: Readings will be assigned in class Assignments Due This Class Learning Objectives 6, 11,12,13,14 >Read NVAS and RI GSE’s online >Bring journal, art supplies, old magazines, and optional photos. >Purchase binder, page protectors and texts. >Typed written reflection due of artwork #1. >X typed lesson ideas due. Lesson ideas placed on Blackboard. Post comments. Mandala due. >Typed written reflection due of artwork #2. Expectations, Criminal Background Check, Placements, Professional Behavior Class 2 Thurs 1/27 Art Assignment 1.1 #1 Personal Imagery > Art Assignment 1.1 #2 Personal Imagery: Mandala > Teaching environments and building community > Philosophies of Art Education for Secondary Teaching Class 3 Tues 2/1 > 5 Lesson Ideas: Observation. > APA Guidelines Overview >Lesson planning for secondary level Learning Objectives 1, 6, 11,12,13,14 Link to RIC APA Guidelines Page: http://www.ric.edu/ writingcenter/sResources_apa.php Bring laptop if desired. Class 4 Thurs 2/3 > Assignment 1.2 Local, National, Global Events. In class. > Discuss interdisciplinary and collaborative learning Learning Objectives 4, 6, 8, 11,12,13,14 > Literature: Cushman, Hetland Bring laptop if desired. >X typed lesson ideas due: Observation. Assignment #1.2. >5 typed lesson ideas due: Imagination. Assignment #1.2. Lesson ideas placed on Blackboard. Post comments. >Typed written reflection due of artwork #3. Class 5 Tues 2/8 Meet at RIC James P. Adams Library / circulation desk area > Assignment #2. Six art education resources >Discussion of use of technology Learning Objectives 4, 5, 6, 9, 13 Bring notebook/journal. Bring laptop if desired. Literature: Cushman, Hetland. Class 6 Thurs 2/10 School Practicum Site Visit #1 2.5 hours minimum Note: 25 hours total, minimum requirement for Practicum Class 7 Tues 2/15 >Designing Lesson Plans for Secondary Students. Lecture and in-‐class work. >Goals, objectives, assessments Learning Objectives 3, 7 Main Focus of Observation: Developmental and Artistic Characteristics of Adolescents Learning Objectives 1, 4, 11, 12, 14 Bring laptop if desired. Literature: Cushman, Hetland. >Assignment #1.2. Final revised set of 20 lesson plan ideas due. >Digital images and typed reflections of 3 art assignments > Assignment #2 Due, typed. Follow APA Guidelines. > Typed Observation Reflection #1 due in online journal page 13 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT Class 8 Thurs 2/17 School Practicum Site Visit #2 2.5 hours minimum Class 9 Tues 2/22 >Practicum Observation Discussion >Designing Lesson Plans for Secondary Students. Lecture and in-‐class work. Assignment 4.1 > Lesson Plan 1 Design. Assignment 4.1 Class 10 Thurs 2/24 Class 11 Tues 3/1 School Practicum Site Visit #3 2.5 hours minimum > Discuss lesson idea #1 with art teacher Class 12 Thurs 3/3 School Practicum Site Visit #4 Visit 2.5 hours minimum Class 13 Tues 3/8 >Finalize writing of Lesson Plan 1 >Idea for Lesson Plan 2 discussion Class 14 Thurs 3/10 School Practicum Site Visit #5 2.5 hours minimum >Refine Lesson # 1 idea with art teacher >Discuss Lesson#2 idea with art teacher Spring Break Tues 3/15 Thurs 3/17 Class 15 Tues 3/22 Class 16 Thurs 3/24 Class 17 Tues 3/29 Class 18 Thurs 3/31 Class 19 Tues 4/5 Learning Objectives 3, 7, 15 Main Focus of Observation: Classroom Management and Org. Learning Objectives 1, 4, 11, 12, 14 (Public School Vacation Week) Learning Objectives 1, 4, 11, 12, 14 (Public School Vacation Week) Learning Objectives 1, 3, 4, 10, 16 >Main Focus of Observation: Strategies for Engaging Students in Artwork Learning Objectives 1, 3, 4, 6, 10, 12, 14 >Main Focus of Observation: Assessment and Evaluation of Student Learning Learning Objectives 1, 3,4,5,6, 8,9,11,14 >Bring draft of lesson plan Learning Objectives 1, 2, 3, 6, 7, 8,10, 11, 12, 13, 14,15 > Typed Observation Reflection #2 due in online journal > Typed Observation Reflection #3 due in online journal. > Typed Observation Reflection #4 due in online journal. >Completed Lesson Plan 1 Due on Blackboard. Post responses to 2 lessons on Blackboard. > Preparing to teach lesson 1; discussion / lecture > Begin writing lesson 2 School Practicum Site Visit #6 Teach Lesson #1 Learning Objectives 1, 3,4,5,6, 8,9,11,14 Learning Objectives 1, 2, 3, 6, 7, 8,10, 11, 12, 13, 14,15 > Typed Observation Reflection #5 due in online journal.. >Be prepared to teach Lesson #1 >Discussion of Lesson 1 > Write Lesson #2 School Practicum Site Visit # 7 Teach Lesson #1 >First draft of lesson2 due Learning Objectives 1, 2, 3, 6, 7, 8,10, 11, 12, 13, 14,15 >Discussion of Lesson 1 >Discussion of Lesson 2 Learning Objectives 1, 3,4,5,8,9,11,14,17 >Completed Lesson #2 due on Blackboard. Post responses to 2 lessons on Blackboard. > Assignment 6.3 Reflection of Lesson #1 Due in online Spring Break page 14 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT >Teacher Candidate Mini Work Sample, Assignment # 4.2 Class 20 School Practicum Site Visit #8 Thurs 4/7 Teach Lesson #2 Class 21 School Practicum Site Visit #9 Tues 4/12 Teach Lesson #2 Class 22 School Practicum Site Visit Thurs4/14 #10; Teach Lesson #2 journal Learning Objectives 1, 2, 3, 6, 7, 8,10, 11, 12, 13, 14,15 Learning Objectives 1, 2, 3, 6, 7, 8,10, 11, 12, 13, 14,15 Learning Objectives 1, 2, 3, 6, 7, 8,10, 11, 12, 13, 14,15 Class 23 Tues 4/19 >Teacher Candidate Mini Work Sample, Assignment # 4.2 In-‐class work (Public School Vacation Week) Bring laptop if desired Learning Objectives 1, 3,4,5,8,9,11,14,17 Class 24 Thurs 4/21 >Teacher Candidate Mini Work Sample, Assignment # 4.2 In-‐class work Class 25 Tues 4/26 > Documentation of Practicum teaching. Assignment #5. (Public School Vacation Week) Learning Objectives 1, 3,4,5,8,9,11,14,17 Bring laptop if desired >Bring laptop if desired. >Bring elements of Practicum Documentation to assemble. Class 26 Thurs 4/28 Class 27 Tues 5/3 School Practicum Site Visit #11; Context of Practicum Report >Discussion TCMWS >Presentation of Completed Course Binder. Assignment #1. Learning Objectives 7, 16, 17 Learning Objectives 1, 3,4,5,8,9,11,14,17 Class 28 Thurs 5/5 School Practicum Site Visit #12; Conclusion Exam Week Celebratory presentation of Documentation of Practicum Teaching. Assignment #5. Include all written reflections of Practicum. Assignment #6. Learning Objectives 3,12,16,17 Learning Objectives 3,6,16,17 >Continue work of TCMWS Draft Process 3 >Continue work of TCMWS Draft Process 3 >Continue work of TCMWS Draft Process 3 >Lesson #3 due (504 only) > Assignment 6.3 Reflection of Lesson #2 Due due in online journal TCMWS Process 3 Post on Blackboard. >Work on TCMWS Process 1 >Teacher Candidate Mini Work Sample Due Process 1 Post on Blackboard >Context of Practicum Report Due >Course Binder Due >Teacher Candidate Mini Work Sample Due Process 2 Post on Blackboard. Learning Objectives 1, 3,4,5,8,9,11,14,17 >Documentation of Practicum Teaching Due. Assignment #5. >Include all written reflections, Assignment #6. page 15 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT RHODE ISLAND PROFESSIONAL TEACHING STANDARDS RIPTS Standard 1: Teachers create learning experience using a broad base of general knowledge that reflects an understanding of the nature of the communities and world in which we live. RIPTS Standard 2: Teachers have a deep content knowledge base sufficient to create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas they teach. RIPTS Standard 3: Teachers create instructional opportunities that reflect an understanding of how children learn and develop. RIPTS Standard 4:Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning. RIPTS Standard 5: Teachers create instructional opportunities to encourage all students’ development of critical thinking, problem solving, performance skills, and literacy across content areas. RIPTS Standard 6:Teachers create a supportive learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-‐ motivation. RIPTS Standard 7: Teachers work collaboratively with all school personnel, families and the broader community to create a professional learning community and environment that supports the improvement of teaching, learning, and student achievement. RIPTS Standard 8: Teachers use effective communication as the vehicle through which students explore, conjecture, discuss, and investigate new ideas. RIPTS Standard 9:Teachers use formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction. RIPTS Standard 10: Teachers reflect on their practice and assume responsibility for their own professional development by actively seeking opportunities to learn and grow as professionals. RIPTS Standard 11: Teachers maintain professional standards guided by legal and ethical principles. NATIONAL VISUAL ARTS STANDARDS NVAS Content Standard #1: Understanding and applying media, techniques, and processes NVAS Content Standard #2: Using knowledge of structures and functions of visual art to communicate ideas NVAS Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas to communicate meaning NVAS Content Standard #4: Understanding the visual arts in relation to history and cultures NVAS Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others NVAS Content Standard #6: Making connections between visual arts and other disciplines FSEHD Conceptual Framework: Content Knowledge: Teachers must possess a deep, multidimensional content literacy that is built upon, but goes beyond conceptual and procedural knowledge in the content area. It includes understanding of the philosophical, social, and historical dimensions of the discipline, of connections within and between disciplines, and of complex connections between disciplinary knowledge, societies, and individuals. It also requires the development of conceptual and procedural knowledge of a discipline – its principles, structures, tools and values. Content Pedagogy: Teachers must possess an expertise – a conditional knowledge – that flexibly uses knowledge of both the content and of teaching and learning models to construct effective teaching and learning environments for all students that lead to learning of the concepts, principles, procedures, applications, and values of a discipline. Professionalism: Three areas of professionalism are addressed: professional ethics, collaboration and advocacy, and professional development. Reflective practitioners uphold and advance a professional ethic rooted in values of justice, respect, and caring; work cooperatively and proactively to promote these values on behalf of the people they serve; and attend to their own personal growth and the growth of the profession throughout their careers. Diversity: The FSEHD focuses primarily on two broad domains of study and practice in the area of human diversity as it pertains to education: (1) cultural diversity and multicultural education, and (2) special needs and inclusion. page 16 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT RIC Academic Dishonesty Policy 3.9.1 Academic Dishonesty* (As amended by the Council of Rhode Island College – 11/07/08) Academic integrity is the foundation of the academic community. Students who violate College rules on academic dishonesty are subject to disciplinary penalties, including the possibility of failure or removal from a course, disciplinary probation, and/or dismissal from the College. Individual schools may have additional standards and policies related to academic honesty. (a) Examples of Academic Dishonesty include (but are not limited to): • Cheating: intentionally using or attempting to use unauthorized materials, information or study aids in any academic exercise. • Fabrication: intentional and unauthorized falsification or invention of any information or citation in an academic exercise. • Plagiarism: intentionally or knowingly representing the words or ideas of another as one’s own in any academic exercise. The following are examples of plagiarism: i.
Word-‐for-‐word plagiarism: This includes (a) the submission of another student's work as one's own; (b) the submission of work from any source whatever (print or electronic) without proper acknowledgement by footnote or reference within the text of the paper; (c) the submission of any part of another's work without proper use of quotation marks. ii.
Patchwork plagiarism: This consists of a piecing together of unacknowledged phrases and sentences quoted verbatim (or nearly verbatim) from a variety of sources. The mere reshuffling of other people's words does not constitute original work. iii.
Unacknowledged paraphrase: It is perfectly legitimate to set forth another author's facts or ideas in one's own words, but if one is genuinely indebted to the other author for these facts or ideas, the debt must be acknowledged by footnote or reference within the text of the paper (e.g., the above paragraphs are based largely on Sears, Harbrace Guide to the Library and Research Paper, p.39). Many facts, ideas, and expressions are considered to be in the public domain or general knowledge and need not be acknowledged (e.g., the fact that the Declaration of Independence was signed in 1776; the idea that universal public education is essential to the survival of democratic institutions; such proverbial expressions as "A rolling stone gathers no moss," or "New York is a great place to visit, but I wouldn't want to live there,") but as a general rule, when one is in doubt, it is best to acknowledge the source. • Collusion: facilitating academic dishonesty intentionally or knowingly helping or attempting to help another to commit an act of academic dishonesty. • Deception: Providing false information to an instructor concerning a formal academic exercise, e.g. giving a false excuse for missing a deadline or falsely claiming to have submitted work. • Sabotage: Acting to prevent others from completing their work. This includes cutting pages out of library books or willfully disrupting the experiments of others. • Multiple Submissions: Submitting for credit, when a student has not been given permission to do so, any work that is the same or substantially the same as work that has been submitted for credit in another course. Many professors allow re-‐working or building on prior work; however, multiple submissions are permitted only with the prior permission of the instructor(s), and only when the student acknowledges the multiple submission in the work itself. (b) Faculty Role The faculty member has two clearly defined roles: first, to establish preventive measures; and, second, to ensure that detected instances of academic dishonesty are dealt with appropriately and reported. Preventive measures should include a statement to each class by the faculty member outlining expected standards of intellectual honesty and the necessity for such standards. The faculty member should also maintain reasonable security of all examination materials and procedures. Generally, the faculty member should employ any reasonable methods to discourage acts of academic dishonesty. A faculty member may take action up to and including failing a student accused of academic dishonesty. Some often-‐used penalties include: i. A low or failing grade on the assignment in which the offense occurred. page 17 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT ii. An additional assignment. iii. Reduction of the final grade up to and including failure. iv. Any combination of the above. In all cases, a report describing the nature of the dishonesty and the subsequent action taken by the faculty member shall be filed with the Vice President for Academic Affairs. Additionally, the faculty member may recommend that the Board of College Discipline recommend further action. (c) Vice President for Academic Affairs Role The Vice President for Academic Affairs shall maintain a file of any and all reports of academic dishonesty. At the discretion of the Vice President for Academic Affairs and depending upon the severity of the infraction, the student may be informed in writing about possible consequences of further infractions. In the case of multiple infractions, the Vice President for Academic Affairs will refer the student’s name to the Board of College Discipline for review and possible action. d) Board of College Discipline role The Board of College Discipline shall consider cases referred to it by a faculty member or the Vice President for Academic Affairs, and has the option to recommend any of the penalties ranging from those available to the faculty member to placing the student on academic probation or expelling the student from the College. i.
ii.
Appeal -‐ Any student accused of academic dishonesty may appeal action taken by the instructor in a case to the Board of College Discipline. Appeals Procedure • Appeals or referrals to the Board will follow the standard procedure of the Board. • The Board shall inform the student, the faculty member, and Vice President for Academic Affairs of its decision. • A record of the cases concerning academic dishonesty will be kept in the Office of the Vice President for Academic Affairs. • A student may appeal the decision of the Board of College Discipline (concerning academic dishonesty) to the Vice President of Academic Affairs. Appeals may be considered on the basis of new information or procedural errors. * Rhode Island College Handbook of Policies, Practices, and Regulations. (2010, Spring). Chapter 3: Academic policies and procedures. Pp. 32-‐34, section 3.9.1. Students with Disabilities: Request for Reasonable Accommodations (http://www.ric.edu/disabilityservices/faq.php) Once accepted to the College, students with disabilities who want to request reasonable accommodations MUST contact and make an appointment with the Disability Services Office. The process of registering as a student with a disability includes three elements in order to be considered complete: •
•
•
Students are required to make an appointment to meet with the Office of Disability Services, Craig Lee, Room 127, 456-‐
8061. Students should bring to this appointment, documentation of the disability from a qualified licensed professional. (See Disability Verification Documentation.) A Release of Information form must be signed by the student allowing the Disability Services Office to verify registration and eligibility for accommodations. page 18 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT BIBLIOGRAPHY OF SUGGESTED READINGS Alexander, K. & Day, M. (1991). Discipline-‐based art education. A curriculum sampler. Los Angeles: The Getty Institute for the Arts. [ISBN: 0-‐89236-‐171-‐9] Bates, J.K. (2000). Becoming an art teacher. Belmont, CA: Wadsworth/Thompson Learning. [ISBN: 0-‐534-‐52239-‐4] Craft, A. (2005). Creativity in schools: Tensions and dilemmas. New York: Routledge. [ISBN: 978-‐0-‐415-‐32415] Davis, J.H. (2008). Why our schools need the arts. New York: Teachers College Press. [ISBN:978-‐0-‐8077-‐4834-‐3] Duckworth, E. (1987). The having of wonderful ideas and other essays on teaching and learning. New York, NY: Teachers College Press. Efland, A.D. (1990). A history of art education: Intellectual and social currents in teaching the visual arts. New York: Teachers College Press. Ernst, K. (1994). Picturing learning: Artists and writers in the classroom. Portsmouth, NH: Heinemann. Fisher, B. (2000). The teacher book: finding personal and professional balance. Portsmouth, NH: Heinemann. Fried, R. L. (1995). The passionate teacher. Boston: Beacon Press. Freedman, K. & Hernandez, F. (Eds). (1998). Curriculum, culture and art education: Comparative perspectives. Albany, NY: State University of New York Press. Gardner, H. (1993). Multiple intelligences. New York: Harper Collins. Hersch, P. (1999). A tribe apart: A journey into the heart of American adolescence. New York: Ballantine Books. [ISBN: 0-‐345-‐4359-‐X] hooks, b. (1995). Art on my mind. New York: The New Press. Kessler, R. (2000). The soul of education: Helping students find connection, compassion and character at school. Alexandria, VA: Association for Supervision and Curriculum Development. [ISBN:0-‐87120-‐373-‐1] London, P. (1989). No more secondhand art. Boston & London: Shambhala. London, P. (1999). Towards a holistic paradigm of art education: Only connect. The British Columbia Art Teachers’ Association Journal. 39(3), 4-‐9. Lowenfeld, V. (1947 – or later editions). Creative and mental growth. New York: MacMillan. May, R. (1975). The courage to create. New York: W.W. Norton & Company, Inc. McNiff, S. (1998). Trust the process: An artist’s guide to letting go. Boston: Shambhala. Neperud, R.W. (Ed). (1995). Context, content and community in art education. New York: Teachers College Press. Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press. page 19 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT Olson, J. (1992). Envisioning writing: Toward an integration of drawing and writing. Portsmouth, NH: Heinemann. Pelletier, C. (2000). Strategies for successful student teaching: A comprehensive guide. Boston: Allyn & Bacon. [ISBN: 0-‐205-‐30163-‐0] Pink, D. (2006). A whole new mind: Why right-‐brainers will rule the future. New York: Riverhead Books. Sarason, S. (1988). The challenge of art to psychology. New Haven, CT: Yale University Press. Simpson, J., Delaney, J., Carroll, K.L., Hamilton, C., Kay, S., Kerlavage, M., & Olson, J. (2005). Creating meaning through art: Teacher as choicemaker. Upper Saddle River, NJ: Prentice-‐Hall. [ISBN: 0-‐13-‐351421-‐8] Wachowijak, R. & Clements, R.D. (2001). Emphasis art: A qualitative art program for th
elementary and middle schools (7 edition). New York: Longman. [ISBN: 0-‐321-‐02351-‐X] Recommended Periodicals: Art Education (The journal of the National Art Education Association which is sent to all members) SchoolArts Magazine, Davis Publications Studies in Art Education (The research journal of the National Art Education Association). Internet Sites: Advanced Placement Studio Art http://www.collegeboard.com/student/testing/ap/sub_studioart.html Americans for the Arts http://www.artsusa.org/ Art and Creative Materials Institute (ACMI) http://www.acminet.org/ Art:21 http://www.pbs.org/art21/ ArtsEdge http://artsedge.kennedy-‐center.org/ Art Where You Are: Your Home for Holistic Art Education (by Dr. Freyermuth) http://www.artwhereyouare.com Eric Carle Museum of Picture Book Art http://www.carlemuseum.org/ Boston Museum of Fine Arts (MFA) http://www.mfa.org/ page 20 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT National Art Education Association (NAEA) http://www.naea-‐reston.org/ National Endowment for the Arts http://www.nea.gov/ National Gallery of Art http://www.nga.gov/ National Museum of Women in the Arts http://nmwa.org/ Metropolitan Museum of Art (The Met) http://www.metmuseum.org/ Museum of Modern Art (MOMA) http://www.moma.org/ Paths of Learning (Holistic Education) http://www.pathsoflearning.net/ Rhode Island Art Education Association (RIAEA) http://www.ri.net/RIAEA/ Rhode Island Department of Elementary and Secondary Education http://www.ride.ri.gov/ Rhode Island School of Design Museum http://www.risdmuseum.org/ The Wonder Full Teacher Project (coming soon. By Peter London & Virginia Freyermuth) http://www.wonderfullteacher.com/ Virginia Freyermuth Fine Art (Dr. Freyermuth’s Studio Website) http://www.virginiafreyermuth.com VSA Art Rhode Island (special education) http://vsartsri.org/ More next page: BLACKBOARD SHELL page 21 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT Blackboard Shell: Calendar The calendar in the syllabus will be the same on Blackboard. I hope, after conversations concerning simplification of ARTE 404/504 requirements, that the calendar can be simplified. But I cannot yet show a simplified version for this HOLC draft. Projects Lesson Ideas (Note: Not full lesson plans) Post your lesson ideas as an attachment. In your post, discuss what you feel are the lasting values or big ideas of these lessons. Out of all possible lesson ideas, why do you feel these are worthy to be taught? Comment on two other lesson ideas. In what ways would this lesson be a valuable and appropriate learning experience for adolescents, or what suggestions do you have? What further ideas does it give you? Do this by 6 PM Sunday, XXXXX. Literature Reviews Post XX literature reviews as an attachment. Comment on two other reviews. What ideas in these articles are new to you? In what ways does the information inform your thinking about teaching art? What would you like to know more about as a result of this information? Do this by 6 PM Sunday, XXXXX. Lesson Plan 1 Post your first full lesson plan as an attachment. What did you learn by writing this? What did you struggle with? What do you think are the strengths of this lesson plan? Why do you think your instructional strategies are the best choices? Comment on two other lesson ideas. In what ways would this lesson be a valuable and appropriate learning experience for adolescents, or do you have suggestions? What further ideas does it give you? Do this by 6 PM Sunday, XXXXX. Lesson Plan 2 Post your second full lesson plan as an attachment. What did you learn by writing this? What did you struggle with? What do you think are the strengths of this lesson plan? Comment on two other lesson ideas. . In what ways would this lesson be a valuable and appropriate learning experience for adolescents, or do you have suggestions? What further ideas does it give you? Do this by 6 PM Sunday, XXXXX. TCMWS Process 3 Post Process 3 as an attachment. Why do you feel this is a valuable sequence of learning for adolescents? What did you struggle with? What do you think are the strengths of this sequence of lessons? Comment on ONE other Process 3. In what ways would this sequence be a valuable and appropriate learning experience for adolescents, or not? What ideas does it give you? Do you have any suggestions? Do this by 6 PM Sunday, XXXXX. TCMWS Process 2 Post Process 2 as an attachment. Discuss why these assessments are the best choices for these lessons. What was most challenging for you as you designed the assessments? Comment on ONE other Process 2. What are the strengths of these assessments? How well are scoring/grading procedures explained? Do you have any suggestions? Do this by 6 PM Sunday, XXXXX. Note: There are no quizzes/tests for this course. page 22 VIRGINIA FREYERMUTH HOLC Hybrid Course Design Assignment for ARTE 404/504 Spring 2011 DRAFT TCMWS Process 1 Post Process 1 as an attachment. Discuss how these unit goals and objectives best reflect the big outcomes of the unit. Comment on ONE other Process 1. What about these goals and objectives are significant? Is there anything that is not clear to you? Do you have any suggestions? Do this by 6 PM Sunday, XXXXX. Discussion Threads 1.What creates an emotionally safe learning environment in the art class where students feel free to take risks, try, ‘fail,’ and express themselves in an honest, authentic manner? 2.What creates a sense of community in the art class? 3.What is your philosophy of art education? 4.What would you say to your students on the first day of school as an art teacher? 5.What will you do to ensure physical safety in the art room? 6.How would you adjust your teaching to allow for flexibility, understanding that all students do not create works of art at the same rate of speed or at the same level of accomplishment? 7. What ideas do you have for art in interdisciplinary teaching in a high school or middle school? 8. What are some strong art advocacy messages you can share with those beyond your classroom? 9. What are the most important things you want students to carry away from your art class? 10. How can you engage parental support for art? 11. What ideas do you have for an online presence for your art classes and for other uses of technology? 12. What are some good strategies for art classroom management? 13. What are good strategies for accommodating a variety of learning needs in the art room? 14. What do you believe are the characteristics of an exemplary art educator? Journal (Note: I will only do this if there is a password-protected means to do so). You will maintain an online, password-‐protected journal for your Observation Reports. Placing these Reports in one place will allow you to see your learning from your observations over time. As your observations continue, and as you observe new teaching and learning experiences, you can go back and add to observations that focus on a particular topic. Only you and I will have access to your journal, but please do not include real names of students, and do not write anything you would not wish others to read. Instructor Information Instructor: VIRGINIA K . F REYERMUTH, M .F.A., P H.D. Office: Art C enter, R oom 2 14 Office P hone: 401-‐456-‐9580 Office H ours: Tues, 2 :00-‐3:00 P M; W ed, 1 1:00 A M-‐Noon; T hurs, 2 :00-‐3:00 P M a nd b y a ppointment E-‐mail: [email protected] Websites: www.virginiafreyermuth.com w ww.artwhereyouare.com Mail: Dept. o f A rt, R hode I sland C ollege 600 M ount P leasant A ve, P rovidence, R I 0 2908-‐1991 Program: Art E ducation. D r. C heryl W illiams, A rt E ducation P rogram C oordinator page 23 SAMPLE 3
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2. Review the powerpoint slides on Person-Centered Theory.
3. Complete the weekly quiz on Person-Centered Theory.
4. Post one original comment on the Discussion Board.
5. Respond to one comment posted on the Discussion Board by a fellow student or by the instructor.
6. View the clip "Person-Centered Play Therapy with Kids."
7. Check out the website on Motivational Interviewing.
8. Consider completing one of your five required journal entries this week. If you choose to complete your journal entry this week,
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Week Three: Existential Theory
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This week, you will be learning about Existential Theory and Therapy. By the end of this week, you should:
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1. Complete the assigned readings (Seligman, Ch 9; Rochlen Ch. 7).
2. Review the powerpoint slides on Existential Theory.
3. Complete the weekly quiz on Existential Theory.
4. Post one original comment on the Discussion Board.
5. Respond to one comment posted on the Discussion Board by a fellow student or by the instructor.
6. View Steve Jobs' commencement address at Stanford. Note the themes of existentialism.
8. Consider completing one of your five required journal entries this week. If you choose to complete your
journal entry this week, there are two prompts provided.
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Existentialism- PPT
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Attached Files
532 Existentialism.ppt (498.5 KB)
Existential Therapy- Quiz
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Weekly Quiz
Week 3: Existentialist Theory & Therapy
COURSE MANAGEMENT
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Steve Jobs Commencement Address, Stanford
Watch this commencement address delivered by Steve Jobs. Note the themes of existentialism you hear throughout.
Existentialism
If you decide this week to complete one of the five journal entries that are required over the course of the
semester, consider responding to this prompt.
Existentialist Themes According to Steve Jobs
Help
If you decide this week to complete one of the five journal entries that are required over the course of the
semester, consider responding to this prompt.
4/14/2011 9:02 AM
Blackboard Learn
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Preview Test: Quiz: Person-Centered Theory
Spring
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Preview Test: Quiz: Person-Centered Theory
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Select the one best answer.
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Force Completion This Test can be saved and resumed later.
Question 1
10 point s
A primary goal of person-centered counseling is to
help people understand their biological predispositions.
assist people in bringing unconscious material to awareness.
develop peoples’ trust in and ability to use their own resources
help people gain control over their drives and parental messages.
COURSE MANAGEMENT
Question 2
10 point s
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Rogers’ term for a person’s tendency to move toward self-realization, growth, and health is
individuation.
actualization.
life-positioning.
self-development.
Help
Question 3
10 point s
4/14/2011 9:08 AM
Blackboard Learn
2 of 3
Test/Surv ey Status
Which is the best example of unconditional positive regard?
A therapist reinforces client statements which are goal-directed and ignores those that are not.
A therapist seeks to understand a client’s experiences without indicating approval or disapproval.
A therapist uses positive reinforcement to help a client change behavior.
A therapist reframes all negative client statements.
Question 4
10 point s
Which of the following is most likely to be used by person-centered therapists?
modification of cognitive distortions
assessment tools
word association
reflections
Question 5
10 point s
The primary vehicle for change in person-centered therapy is the relationship between the client and the counselor.
True
False
Question 6
10 point s
4/14/2011 9:08 AM
Blackboard Learn
3 of 3
Test/Surv ey Status
According to Rogers, our subjective perceptions determine the directions of our lives.
True
False
Question 7
10 point s
Rogers paid little attention to the childhood origins of people’s difficulties in his theory of human development.
True
False
Sav e and Submit
4/14/2011 9:08 AM
Discussion Board
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Week 2: PersonCentered Theory
Websites
Description
There are no specific prompts for these postings; rather, students’
postings should be original. There are no specific guidelines for
the content or length of these postings, except that each posting
has to pertain to the theories covered in class materials.
Student Toolbox
Remember: Each student is required to complete one original
posting each week, and respond to one comment posted by a
fellow student or instructor each week.
Faculty Toolbox
This week's topic: Person-Centered Counseling
My Grades
Week 3:
Existentialist Theory
& Therapy
Faculty Help Area
Tools
There are no specific prompts for these postings; rather, students’
postings should be original. There are no specific guidelines for the
content or length of these postings, except that each posting has to
pertain to the theories covered in class materials.
Control Panel
Remember: Each student is required to complete one original
posting each week, and respond to one comment posted by a
fellow student or instructor each week.
Course Tools
This week's topic: Existentialist Theory & Therapy
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4/14/2011 9:10 AM
Client Change: Kalina Brabeck
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Clients attribute a large portion of the change they experience in treatment to
extratherapeutic factors. Explain the meaning of this statement and discuss its
implications for clinicians.
About this Jour nal
Author: Kalina Brabeck
Entries: 0
Comments: 0
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4/14/2011 9:09 AM
Websites
https://blackboard.ric.edu/webapps/blackboard/content/listContentEditable.jsp?course_id=_52...
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Applying Counseling Theories On-Line
My Course Work
Create a user name and password per instructions on last page of Rochlen text to access this website.
Course Email
My Helping Lab
Journals
Follow instructions in Seligman text to set up an account for accessing these videos.
Discussion
Counseling and Therapy in Video
Use your ID card User name and bar code to access these videos.
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Final Project: Personal Approach to Counseling Website
My Course Work
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Imagine that you are a mental health counselor and you have decided to create a website that explains your personal philosophy
of counseling. You want this website to be accessible by and understandable to both other mental health professionals AND
potential clients.
Journals
Discussion
Create a website that addresses your personal views on the following:
- personality development and human behavior
Websites
My Grades
Student Toolbox
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- limitations of your approach
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You should draw upon, and integrate, at least three theories we cover in class. DO NOT SIMPLY DESCRIBE
ONE THEORETICAL APPROACH.
COURSE MANAGEMENT
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You are encouraged to think creatively about this assignment. Examples of elements you might incorporate
include: hyperlinks; visual models; uploaded videos or audio.
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You should upload the link to your website here.
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4/14/2011 9:03 AM
CEP 532 Hybrid Course Blackboard Shell
Kalina Brabeck
Blackboard Links
1. My Course Work: This will be organized sequentially by weeks. For each week, the
instructor will include a blurb that summarizes what the student must accomplish that
week. In a typical week, they will be asked to 1) complete assigned readings, 2) review
posted PPT to supplement readings, 3) complete the weekly quiz, 4) participate in the
Discussion Board (which will be linked to this page), 5) review video clips
demonstrating the theory in action (linked to this page), 6) review additional web-based
material (linked to this page), and 7) consider completing one of their five required
journal entries (journal prompts for the topic linked to this page).
2. Weekly Quizzes: There is a test bank of multiple choice questions that accompanies
the Seligman (2009) text (see attached file). I will select from this test bank five
questions to assess comprehension for the following:
a. Week 3: Humanistic Theories
b. Week 4: Psychoanalytic Theory
c. Week 5: Adlerian Theory
d. Week 7: REBT
e. Week 8: Cognitive Theory
f. Week 9: Behavioral Theory
g. Week 10: CBT
h. Week 12: SFBT
i. Week 13: Feminist Theory
j. Week 14: Multicultural Theory
3. Journal Prompts (students choose FIVE to complete by the end of the semester):
a. Client Change
i. Clients attribute a large portion of the change they experience in treatment
to extratherapeutic factors. Explain the meaning of this statement and
discuss its implications for clinicians.
b. Rapport Building
i. Identify at least five procedures or interventions that a clinician might use
to promote rapport.
c. Cultural Competency
i. Describe three aspects of cultural competency.
d. Psychoanalysis
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
i. Discuss the strengths, contributions, and limitations of psychoanalytic
theory.
Psychoanalysis 2
i. Define and discuss the importance of each of the following in
psychoanalytic treatment: transference, countertransference, free
association, abreaction.
Adlerian Theory
i. Discuss the contributions, strengths, and limitations of Adler’s treatment
approach.
What Would an Adlerian Therapist Do?
i. Peter and Shiraz sought counseling because of constant arguing over
financial matters. Peter believes that Shiraz is too stingy and won’t allow
them to enjoy their money. Shiraz believes that Peter has no sense of
household expenses and doesn’t appreciate her efforts to maintain a
budget. Design three task assignments that you believe would be helpful
to Peter and Shiraz. As an Adlerian therapist, how would you approach the
process of suggesting a task assignment?
Interpretation
i. Define the therapeutic skill of interpretation and discuss guidelines for
clinicians using this technique. Create a dialogue with at least five
clinician statements and five client statements that illustrates the effective
use of interpretation.
Freud vs. the Neo-Freudians
i. How does brief psychodynamic therapy differ from traditional
psychoanalysis?
Brief Dynamic Therapy
i. In Brief Dynamic Therapy, What are the differences and similarities
among focal concerns, presenting problems, and goals?
Feelings in Therapy
i. Describe at least five goals of recognizing and dealing with feeling in
therapy.
Empathy
i. How do empathy and sympathy differ? How does their impact differ?
Feeling Reflections
i. Write a dialogue of at least five client statements and five clinician
statements. All of the clinician statements should be either reflections of
feeling or reflections of meaning.
Importance of the Therapeutic Relationship
i. Do you believe that the therapeutic relationship is sufficient for change?
How does your view differ or align with Rogers’ view?
Ido, Ego, and Superego
i. Provide examples of the id, ego, and superego that you see in everyday
life.
Defense Mechanisms
i. Provide examples of defense mechanisms that you see in everyday life.
q. Using the Past in Therapy
i. Do you think the past should play a role in therapy? What theorists
support your perspective?
r. Transference & Countertransference
i. Provide an example from everyday life that illustrates the concepts of
transference and countertranference.
s. Humanism
i. Define humanism and explain how it relates to person-centered theory and
Rogers’s concept of the fully functioning person.
t. Self-Disclosure in Therapy
i. Discuss the pros and cons of clinician self-disclosure, its appropriate and
inappropriate purposes, and three guidelines for use of self-disclosure.
u. Person-Centered Counseling
i. Discuss the strengths, contributions, and limitations of person-centered
counseling, including its use with people from diverse cultural
backgrounds.
v. Humanistic Theories
i. Discuss person-centered therapy and other experiential therapies including
emotion-focused therapy and focusing. How do each of these orientations
use empathy and emotions to help clients?
w. Existentialism
i. Describe the differences among expressed, manifest, and inventoried
values described in Existentialism. Provide three questions that you would
use to explore expressed values and three questions that you would use to
explore manifest values. How would you explore inventoried values?
x. Core Cognitions
i. “My daughters never come to visit me, and I just have this feeling that our
family is falling apart. It’s even hard to get them on the phone and I’m
beginning to think that they are avoiding me. I will never get over it if I
can’t pull this family together. I raised my girls to be thoughtful,
considerate people. I did everything I could to see that they had wonderful
childhoods, and I’m always available to baby-sit. But somehow I have
failed as a mother. They probably think that I don’t care whether they
come to see me or not. But they are very wrong. Don’t you think that a
mother deserves more than this?” Identify at least two core cognitions that
this client might have. Identify at least three sentences in this statement
that reflect cognitive distortions. Develop a plan to help this client assess
the validity of the cognitions identified in question 3.
y. Irrational Beliefs
i. Describe the common themes and characteristics of irrational beliefs.
Provide (1) three examples of irrational beliefs, and (2) rational versions
for each of your examples.
z. Identifying Irrational Beliefs
i. Henry said, “I just know that my son’s English teacher has a problem with
him. She’s trying to keep him from playing in Friday night’s football
game by giving him a failing grade. I have thought about talking with her,
but I’m so angry that I’m afraid I’ll blow up.”
As the school counselor, you are aware that the teacher has invite the
student to stay after school for additional assistance (which the student
refused) and that she has come to you to discuss how best to help the
student. You also know that the teacher attends every football game and is
known to be a sports fan.
Identify one irrational belief that Henry may hold and prepare an example
of how you might dispute his belief using each of these strategies: logical,
empirical, functional, and rational interventions. If necessary, you may
create additional information consistent with the above scenario to complete
your examples.
aa. Applications of REBT
i. Identify at least three groups of people for whom REBT is recommended
and three groups for whom it is not recommended. Provide a rationale for
your answers.
bb. REBT vs. CT
i. How do REBT and CT differ?
cc. Cognitive Therapy
i. Describe the steps or procedures in an initial session of cognitive therapy.
How do these differ from the procedures typically used in a second
session.
dd. Strengths and Limitations of CT
i. Describe the advantages and limitations of cognitive therapy. Describe the
client characteristics that would or would not make a person a good
candidate for this approach.
ee. Homework in CT
i. During a first session, a clinician made the following statement to a client
who had sought help because of difficulties with his teenage son.
“Before we end today, I am going to give you a homework assignment. I
would like you to spend more time exercising. Unless you have any
questions, I’ll see you next week.”
Critique this clinician’s approach to client homework, addressing at least
five guidelines for suggesting homework to clients.
ff. Therapeutic Relationship in CT
i. Discuss the role of the therapist in cognitive therapy.
gg. Termination in CT
i. How would a cognitive therapist approach termination of treatment?
Consider topics to be addressed and scheduling of follow-up sessions.
hh. CT Session
i. Write a dialogue that reflects cognitive therapy. Include at least 10 client
statements and 10 clinician statements.
ii. Schema Therapy
i. Discuss Young’s schema therapy. How does this complement or differ
from cognitive therapy? What types of clients would benefit most from
schema therapy?
jj. Behavioral Conceptualization
i. Eric is a student who was referred to you because of his disruptive
classroom behavior. His teacher states that he frequently speaks at
inappropriate times and bothers other children when they are doing their
work. Devise a plan for changing Eric’s classroom behavior. Your plan
should include the following elements: describing the behavior;
establishing a baseline; determining goals; developing behavior change
strategies; assessment ; reinforcement.
kk. Behavioral Therapy and Anxiety
i. Although Dylan is comfortable driving his car, he experiences extreme
anxiety when using any form of public transportation. This has greatly
limited his access to employment and social and cultural events. Describe
how you would use three of the strategies listed in question 6 (above) to
help Dylan overcome his anxiety when using public transportation.
ll. Reality Therapy
i. Jasmin, age 40, sought treatment because she has a great deal of difficulty
making decisions independently. She states that she does not trust her
judgment in even making decisions independently. She states that she does
not trust her judgment in even the simplest matters and constantly asks the
advice of her husband, mother, or friends. Use the SAMI2C3 format from
Reality Therapy to develop a plan to help Jasmin.
mm.
RT & Quality Schools
i. Describe each of the following approaches to implementing reality theory
in schools: learning teams, Quality School Model, classroom consulting.
nn. Applications of RT
i. Discuss the application of reality therapy to (a) multicultural and diverse
populations, and (b) diagnostic groups.
oo. SFBT and the Past
i. SFBT generally does not deal with a client’s past in therapy. What do you
think about this?
pp. Solution-focused Language
i. Describe six ways in which language can be used to enhance solutionfocused brief therapy.
qq. Feminist Therapy
i. Discuss the concept of consciousness raising in feminist therapy. How
would you incorporate this into your work as a counselor?
rr. Gender
i. Discuss examples of gender role strain that you have observed or
experienced.
ss. Feminist Therapy 2
i. What do feminist therapists mean by “externalizing” problems? Do you
agree with this perspective?
Discussion Board: Each week, students are required to post one original comment on the
Discussion Board and respond to one comment posted by another student or by the instructor.
There are no specific guidelines for the content or length of these postings, except that each posting has to
pertain to the theories covered in class materials. Some ideas for postings include:
- What you like about the theory
- What you don’t like about the theory
- What you see as limitations to the theory
- Multicultural applications of the theory
- Ways the theory helps you make sense of yourself or others
- How we might measure the effectiveness of the theory
- Whether the theory has applications to “ real world” practice
- This theory in relation to another theory
- How the theory might be modified to work with kids or adolescents
4. Personal Approach to Counseling Website: This will be an Assignment link where
students can upload their final website projects that illustrate their personal approaches
to counseling.
5. Websites: This will contain links to the commonly used websites in this class.
a. My Helping Lab: http://www.myhelpinglab.com/
b. Applying Theories On-line: http://applyingcounselingtheories.com/
c. Counseling and Therapy in Video: http://0-ctiv.alexanderstreet.com.helin.uri.edu/
6. Course Email: Email tool for students to communicate privately with instructor.
7. Announcements: Any class-related announcements will be posted here.
8. Syllabus: Course syllabus posted here.

Hybrid and online learning community (HOLC)

Transcription

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