General
* Calendar and summary of assignments and due dates.
* Additional information about Learning Module and ePortfolio Assignments.* Ernie's Assessment
* Rubrics
- Glossary Terms
- Evaluation of Online Course with QM Rubric
- Quality Matters Rubric Standard with Assigned Point Values
- Participation
August 12
* M10 - Learning Module - Colon Cancer Prevention (185)
* M10: ePortfoilio - a blog portfolio is structured organization of my experience (185)
* M10: Course Evaluation (55)
* M10: Reflective Blog - E-Portfolios and PLEs (25)
August 10
* M9: Discussion Board - Games, Video and Storytelling (30) - see below
August 3
* M8: Discussion Board - Social Media (30) - see below
* M8: Reflective Blog - Social Media and Learning (25)
July 27
* M7: Reflective Blog - On-line vs. Face-to-face Experiences (25)
* M6: Discussion Board - eLearning Trends (30) - see below
* M7: Evaluation of Course Management Software (110)
* M7 (not graded): Wiki - Best Practices Online Teaching
* Face-to-face Class
* Reflective Blog (revised, not required): Assessment of an On-line Course
July 20
* M5: Reflective Blog - eTeaching Philosophy (25)
* M4: Discussion Board - eLearning and Expectations (30) - see below
* M3: Discussion Board - Copyright (50) - see below
* M2: Evaluation of First 2 weeks of course (70)
July 13
* M2: VoiceThread - How is technology shaping the future (25)
* M2: Wiki - eLearning Glossary (50)
* M2: Reflective Blog - Technology Transforming Education (25)
* M1: Wiki - Learner Expectations of Learners (25 for this and next Wiki)
* M1: Wiki - Learner Expectations for Instructors
* M1: Survey Monkey pre-assessment (5)
* M1: Roster - post picture (5)
* M1: Discussion Board: Introduction (10) - see below
* VoiceThread What does learners as co-creators and teachers as partners in learning mean to you?
June 29
* Face-to-face Class
-------------------------------------------------------------------------------------------
MY DISCUSSION BOARD POSTS
M9: Topic: Games, Video and Storytelling (Thread) Date: Friday, August 6, 2010Exactly! I have seen them too, a math homework after much practice can be challenging
Subject: Stephens: Games, Video, and Storytelling Author: Stephens Ann
The major element of a game, video, or story is that it be engaging. The theme is something that attracts the interest of the person and holds their interest until the end or conclusion is reached. A good one has a message or thought - basically continued engagement - after the game, video, or story is finished.
In other words, it must personally resonate. This is the essence and advantage of elearning. Delivery can be individualized. The game, video, or story is the medium in which the content message can be delivered. Technology provides us a way to "hide" content so we can get sometbody to learn something that is difficult, long, and takes commitment. What technology offers is students freedom to explore (what we often think of as play) and an easy platform for patterns and rules (what we often think as games). I often see students who struggle with a math concept, but can play complex video games or learn the details of the white board we use in an instant. They obviously have the skill on some level, so the challenge for the instructor is developing ways to keep them interested.
Topic: Games, Video and Storytelling (Thread) Date: Friday, August 6, 2010
Subject: Re:Stephens: Games, Video, and Storytelling Author: Sepehri Saghar
M8: Topic: Social Media and Teaching Date: Friday, July 30, 2010
Subject: Stephens: Social Media and eLearning Author: Stephens Ann
The traditional education environment – texts, lectures, connections – is being transformed by the world the students live in – laptops, Wi-Fi, blogs. By using an eforum to extend education beyond the traditional environment makes a connection between theory and practice easier. For example, posting and commenting on blogs provides access to the world. By integrating tools of social media in the learning process, students become engaged in learning that is appropriate to the internet society they now live in and provides information and collaboration. It allows the student to actively engage, rather than passively learning. Social media can add creativity to the learning process. An example from www.eduatopia.org was about a science teacher who asked his 8th grade class to select a local problem to solve. Using the internet, they choice eradication/control of a local weed and posted the topic and information they learned on Facebook. This enabled them to engage the community and help in the control. The internet allowed for the students reseach to be augmented and the Facebook post allowed them to be engaged.
M6: Topic: eLearning Trends Discussion Date: Friday, July 23, 2010
Subject: Stephens: eLearning Trends Assignment Author: Stephens Ann
I've captured the overall trends in the attachment. My own trend - based on this course - is to keep and read more information electronically (although am still printing quite a bit) and want information on-demand.
Attachments: Discussion.Trends.docx
M4: Topic: eLearner Profile and Barriers to Learning Date: Sunday, July 18, 2010
Subject: Stephens-Expectations and Barriers to Learning Author: Stephens Ann
Attachments: Stephens.Lesson4.Expectations.docx
Topic: eLearner Profile and Barriers to Learning Date: Monday, July 19, 2010
Subject: Re:Stephens-Expectations and Barriers to Learning Author: Clagg Dina
M3: Topic: Did I copy right? - Scenario I Date: Sunday, July 18, 2010
Subject: Stephens-Scenario 1 Author: Stephens Ann
I thought the slides were fairly used as the author (Ernie) of the presentation clearly indicated the reference on each slide, identifying the work was someone else's and not his personally.
M3: Topic: Did I copy right? Scenario II Date: Sunday, July 18, 2010
Subject: Stephens-Scenario 2 Author: Stephens Ann
To clearly not be an infringement, the poster (Ernie) should have gotten permission from Garrison to make the post. However, since this is being used in an educational setting, there would probably not be damages and so I would also post this type of information (a cited article) if I felt it would benefit my students. My only exception to this is if the article normally required a payment to retrieve it, then I might do an excerpt and refer the learner to the appropriate website.
M3: Topic: Did I copy right? Scenario II Date: Friday, July 23, 2010
Subject: Excerpted Information Author: Stephens Ann
I was reflecting on privacy rights and the fair use of information when one excerpts information and that excerpt changes the intent of the author. I'd be interested in people's thoughts.
M1: Topic: Course Introductions Date: Tuesday, June 29, 2010
Subject: Ann Stephens Introduction Author: Stephens Ann
1. Background. Transitioned from high tech to education about 3 years ago. Currently, tutor junior high level math on-line, as well as teach classroom after school science.
2. Why this course. Expand my knowledge of pedagogy.
3. Learning Objective. Understand the components of on-line education.
4. Passion. From a professional perspective, I have been successful in the business environment. Education has been the basis of my success and I want to "give back". I enjoy activities that intellectually challenge me.
Topic: Course Introductions Date: Wednesday, June 30, 2010
Subject: Re:Ann Stephens Introduction Author: Student Demo
Hi Ann,
Your high tech background offers a great perspective for our group and I look forward to hearing more about your expertise and your transition to education.
Norma
Topic: Course Introductions Date: Thursday, July 1, 2010
Subject: Re:Ann Stephens Introduction Author: Duthie Judy
Hi Ann
Nice to meet you. Our educational system needs math and science savy individuals. :) Judy
Topic: Course Introductions Date: Thursday, July 1, 2010
Subject: Re:Ann Stephens Introduction Author: Kolwitz Susan
Hi Ann, looking forward to see and discuss your prespective on distance education. Susan
Topic: Course Introductions Date: Saturday, July 3, 2010
Subject: Re:Ann Stephens Introduction Author: Canaga Susan
We share a common background in transitioning from High Tech to education. Perhaps we will have the opportunity to share some experiences and insights.
Topic: Course Introductions Date: Sunday, July 4, 2010
Subject: Re:Ann Stephens Introduction Author: Clagg Dina
Ann - so interesting that you did the opposite transition that I am planning on making (edu to corporate)! Looking forward to insights!
Topic: Course Introductions Date: Tuesday, July 6, 2010
Subject: Re:Ann Stephens Introduction Author: Dixon Colleen
Looking forward to your insights to help teachers with math and science on-line. Colleen
Topic: Course Introductions Date: Thursday, July 8, 2010
Subject: Re:Ann Stephens Introduction Author: Stephens Ann
Thanks to everyone for the feedback and encouragement. My on-line teaching exeperience has been in tutoring low performing students in math. The company I work for - Knowledge Learning Corp. - provides an interactive lesson for the students and then personal tutors provide 1-1 support - offering support on items they don't understand and checking their knowledge before moving them on. We have an interactive white board we use and we have audio, but no video. At times, I would like to know what the student looks like. A tutor doesn't have more than 4 students, so you get a chance to really know them.
Topic: Course Introductions Date: Friday, July 9, 2010
Subject: Re:Ann Stephens Introduction Author: Hughes Ernie
Thanks, Ann. That's terrific. In his book, Teaching Digital Natives, Prensky speaks of the powerful learning that comes connecting people to their passions. Do you know that work? What kind of challenges do you have in teaching math online? - ernie
Topic: Course Introductions Date: Wednesday, July 14, 2010
Subject: Re:Ann Stephens Introduction - Prensky Author: Stephens Ann
1. Prensky. I had not heard of him before your mentioning it, but just checked out some information on him on-line. He seems quite relevant. From my quick introduction to him, he seems to emphasize that teaching is partnership. I think it is true that if you are too far advanced from your student, they can't learn effectively. This is a benefit to on-line learning, as it can be adjusted to the correct level. 2. Math online. On of the challenges that comes to mind is precisely a reflection of the point Prensky makes. The course I teach has an "automated" component. The students take a test prior to the start of the session and then is assigned the level they are to start at. My job is to answer their questions and assess if they are to go on to the next lesson. I find that the lessons are often not fitted to their needs - either too advanced or not advanced enough. I customize this to a point, but with multiple students, if all need my attention at the same time it becomes difficult.
Topic: Course Introductions Date: Friday, July 16, 2010
Subject: Re:Ann Stephens Introduction - Prensky Author: Hughes Ernie
Thoughtful reflections, Ann. You got me thinking further about this.
An MIT professor taught me this a long time ago: "Now that we have X, what can we do or do differently?" X means a new technology or approach. I ask myself this question regularly. In terms of teaching and learning, X = online tools and technology, and to me, it means I can change the relationship between the subject - me as teacher - and the student to one where the student also interacts with the subject along side me. Prensky is indeed a thought leader on this.
I don't think we are there yet, both in terms of the technology and our pedagogy / andragogy. Even the name of our course management system--Blackboard, implies the old model.
I'll post another paper in the Along Side folder on the Home Page by Bork, another thought leader, entitled Four Fictional View of the Future of Learning, that portrays a future where the teacher moves to the background.
- ernie
Andragogy - Wikipedia entry
Topic: Course Introductions Date: Saturday, July 17, 2010
Subject: Re:Ann Stephens Introduction - Prensky Author: Stephens Ann
Andragogy - Thanks for the wikipedia link. I did not know the definition. I thought point 2 of Knowles' theory - "Experience - including error - provides the basis for learning". As this is a theory about how adult learners learn differently, I'm wondering if experience is also different. In adults, errors are often comes with resentment. The emotion often clouds us being able to really learn from it. Four Fictional View of the Future of Learning - One of the assignments in Module 2, pointed out that "reading" is not a natural part of human nature, as evidenced by the amount of energy and time that is expended on this teaching children. I felt the article illustrated this in the sense how and maybe even why we learn is still evolving. In reading the synposis of the stories, I also couldn't help but think of another Asimov story where the story begins with the creation of the world and God's utterance of "Let there be Light." The story then goes on to snapshot different points of the evolution of humans and computers. The humans make the computers more and more sophisticated. In the end, only the computer is left and after some time, the computer utters "Let there be Light." The ultimate influence of man and machine and machine and man.
Topic: Course Introductions Date: Monday, July 19, 2010
Subject: Re:Ann Stephens Introduction - Prensky Author: Hughes Ernie
That is one of my favorite Asimov stories, Ann. Dr. John Morford, one of my Seattle University professors when I was in my ed doc program, always stressed andragogy. Two of the key insights that I use from that adult learners bring rich life experiences into our classrooms, and expect to use them, and they start from different places in their life according to their adult life cycle. My instructional friends that use modern Apple MACs regularly speak to them. The audio equipment is good enough without a microphone. My Windows friends, including me, mostly feel like they need a Mic. Another emerging trend is what is called gesture-based computing. If you go to the Microsoft site, do a search on "Surface" and another on "Shape." You'll see what some of that looks like.The tough part for me is to interact directly with the machine, rather than through the machine. How about for you?- ernie
Topic: Course Introductions Date: Monday, July 19, 2010
Subject: Re:Ann Stephens Introduction - Prensky Author: Stephens Ann
I didn't quite understand your statement of "interact directly, rather than through". What came to mind, though, was the level of influence the computer would have on the use. The gesture-based computing seems to take the Apple-touch approach to a collaborative level, with both other people and the computer itself. The experience of the user is changed, because the response is so much quicker. The user has less time for reflection, but also gets immediate feedback - like when talking to someone in real-time. Underlines the videos/readings of how we don't know what the future of technology will be, but it will be different. As for the example about the microphones on the computers, it highlights how difficult the normalization of technology is.
Topic: Course Introductions Date: Monday, July 19, 2010
Subject: Re:Ann Stephens Introduction - Prensky Author: Hughes Ernie
Well said, Ann. I meant like Star Trek, where Spock would say, "Computer ..." rather than I do know, which is to email, or IM a person.
