RSA 5 Designing An Online Course: The Big Picture
http://ctl.mesacc.edu/resources/designing-an-online-course/
Wendy Bedell
May 1, 2011
Chapter Seven in Building Online Learning Communities (2007) had many good ideas for designing an on-line course. Palloff and Pratt state that it is important to not transfer a face-to-face course to an online version without modification. They use the term “curriculum conversion” for this form of course design (p. 129). There are many things to think about. They suggest a good place to start is “with the end in mind” (p. 130). While the instructor should leave some choice in the syllabus, he/she needs to be cognizant of the student and what “skills and abilities should they be able to take with them at the end of the course” (p. 130). The book mentions some obvious considerations such as outcomes and objectives, appropriate assignments and readings, course activities, and guidelines for minimum requirements as well as netiquette that must also be considered in course design.
In the information found in Designing An Online Course: The Big Picture does a good job making the jump to teaching on-line sound exciting. The article gives some good tips for organizing thoughts and materials for teaching on-line. It also provides many additional resources for the reader’s use (there is some really good information on this site). I really liked the end of the article. It states “Give yourself permission to be a student too – to learn over time.” It also mentions that online teaching is “evolving” just as regular face-to-face teaching is still doing.
These two reading are very different in their formality. Palloff and Pratt are very thorough in their information regarding starting an online course. They give an abundance of information to think about, and very clear guidelines to help the reader set up their course. I especially found the “Guiding questions to assist in building an effective course syllabus” section helpful in this area (p. 153). The website that I read Designing An Online Course: The Big Picture is much less formal. It basically gave some very loose guidelines but still gave the reader some guidance. What I really liked about this website was all the additional information that you could get to with a few extra clicks of the mouse.
References
Palloff, Rena M. and Pratt, Keith (2007). Building Online Learning Communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.
The Center for Teaching and Learning. Retrieved from http://ctl.mesacc.edu/resources/designing-an-online-course/
Sunday, May 1, 2011
Saturday, April 23, 2011
RSA 4: Facilitating Interpersonal Interaction and Learning Online: Linking Theory and Practice http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=06105251-81af-4317-b237-5fcb0574ea65%40sessionmgr13
Saturday, April 23, 2011
RSA 4: Facilitating Interpersonal Interaction and Learning Online: Linking Theory and Practice
EDT 6030
by Wendy Bedell
Online link: http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=06105251-81af-4317-b237-5fcb0574ea65%40sessionmgr13
In this week’s reading of Building Online Learning Communities: Effective Strategies for the Virtual Classroom (2007) the human component of online learning was examined. As Palloff and Pratt state “online learning communities do not just happen but need to be created with good planning and forethought” (p. 67). Much consideration needs to be given to differentiation when planning to facilitate an online course. Who are you teaching? Where do the participants live, and are there cultural differences to consider? What are the expectations of time both online and off-line for teacher and students? And what are the accepted norms of the class?
The facilitator also needs to be aware that an online learning environment fosters a different dynamic as it integrates technology rather than more traditional face-to-face contact. The book suggests “the instructor or facilitator in an online distance learning environment must be continuously aware that people are connecting with them though a computer and that these participants are developing a relationship not only with each other but also with the technology itself” (p. 91). The facilitator may have to help students work through some issues both socially and technically throughout the class.
In the article Facilitating Interpersonal Interaction and Learning Online: Linking Theory and Practice (2007) participants in a study determined that two key facilitation roles were essential to develop a successful online learning environment. First, the facilitator must create a comfortable learning environment. This was achieved by “using introductions, offering the opportunity to take courses with participants with whom they have participated before, and building a sense of camaraderie contribute to this” (p. 131). Second, the facilitator must enhance the educational value of electronic discussions. Some suggestions in this study recommend the facilitator should state the “frequency with which facilitators should respond” (p. 132) and “encourage reluctant participants” (p. 132).
These two reading were similar in that they both discussed ways for the facilitator to make online learning more comfortable and useable. They also both suggest that online learning is one form of communication, not the only form of communication. Palloff and Pratt suggest “teaching or learning online should not limit forms of interaction. Conversely, it should open the door to other means by which to communicate” (p.93). Many of the interviews printed in the case study also indicated that “online discussion could enable effective collegial interaction” (p. 131), but many of the participants stated that they would also keep face-to-face meetings in addition to the online piece. It is the job of the facilitator to monitor this delicate balance.
References
Allen, Michael., Curran, Vernon., Ho, Kendall, Jarvis-Selinger, Sandra., and Sargeant, Joan.(2006). Facilitating interpersonal interaction and learning online: Linking theory and practice. The Alliance for Continuing Medical Education, the Society for Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education. Volume 26, pp. 128-136.
Retrieved from http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=06105251-81af-4317-b237-5fcb0574ea65%40sessionmgr13
Palloff, Rena M. and Pratt, Keith (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.
RSA 4: Facilitating Interpersonal Interaction and Learning Online: Linking Theory and Practice
EDT 6030
by Wendy Bedell
Online link: http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=06105251-81af-4317-b237-5fcb0574ea65%40sessionmgr13
In this week’s reading of Building Online Learning Communities: Effective Strategies for the Virtual Classroom (2007) the human component of online learning was examined. As Palloff and Pratt state “online learning communities do not just happen but need to be created with good planning and forethought” (p. 67). Much consideration needs to be given to differentiation when planning to facilitate an online course. Who are you teaching? Where do the participants live, and are there cultural differences to consider? What are the expectations of time both online and off-line for teacher and students? And what are the accepted norms of the class?
The facilitator also needs to be aware that an online learning environment fosters a different dynamic as it integrates technology rather than more traditional face-to-face contact. The book suggests “the instructor or facilitator in an online distance learning environment must be continuously aware that people are connecting with them though a computer and that these participants are developing a relationship not only with each other but also with the technology itself” (p. 91). The facilitator may have to help students work through some issues both socially and technically throughout the class.
In the article Facilitating Interpersonal Interaction and Learning Online: Linking Theory and Practice (2007) participants in a study determined that two key facilitation roles were essential to develop a successful online learning environment. First, the facilitator must create a comfortable learning environment. This was achieved by “using introductions, offering the opportunity to take courses with participants with whom they have participated before, and building a sense of camaraderie contribute to this” (p. 131). Second, the facilitator must enhance the educational value of electronic discussions. Some suggestions in this study recommend the facilitator should state the “frequency with which facilitators should respond” (p. 132) and “encourage reluctant participants” (p. 132).
These two reading were similar in that they both discussed ways for the facilitator to make online learning more comfortable and useable. They also both suggest that online learning is one form of communication, not the only form of communication. Palloff and Pratt suggest “teaching or learning online should not limit forms of interaction. Conversely, it should open the door to other means by which to communicate” (p.93). Many of the interviews printed in the case study also indicated that “online discussion could enable effective collegial interaction” (p. 131), but many of the participants stated that they would also keep face-to-face meetings in addition to the online piece. It is the job of the facilitator to monitor this delicate balance.
References
Allen, Michael., Curran, Vernon., Ho, Kendall, Jarvis-Selinger, Sandra., and Sargeant, Joan.(2006). Facilitating interpersonal interaction and learning online: Linking theory and practice. The Alliance for Continuing Medical Education, the Society for Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education. Volume 26, pp. 128-136.
Retrieved from http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=06105251-81af-4317-b237-5fcb0574ea65%40sessionmgr13
Palloff, Rena M. and Pratt, Keith (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.
Sunday, April 17, 2011
RSA 3: Student Learning in a Professional Development School and a Control School
RSA 3: Student Learning in a Professional Development School and a Control School
http://www.eric.ed.gov/PDFS/EJ802012.pdf
Wendy Bedell
April 17, 2011
The article Teaching Teachers: Professional development to improve student achievement (AERA, 2005) analyzed research studies to determine that professional development must be directly related to the teaching in the classroom. It discussed a shift in thinking from the 1960’s when professional development focused mostly on “generic teaching skills” (p. 1) to the more current trend of emphasizing “reasoning and problem solving potentials rather than only on basic skills” (p. 1). The research proved that when the learning is “rooted in subject matter and focused on student learning (this) can have a significant impact on student achievement” (p. 2). It stated that if learning takes place in this way that teachers will have greater buy-in to the new techniques or curriculum. I agree with this completely. Teachers need thorough understanding before they are willing to accept, and use, new ideas.
In the article Student learning in a professional development school and a control school (Castle, Arends, Rockwood, 2008) a school with a professional development plan was compared to a school without one. The Professional Development School (PDS) had a leadership team who “met regularly to coordinate activities and to determine policies” (p. 2). The PDS took time to develop a “focus and create formal structures for sharing and decision making” (p. 9). They took time to identify a vision, mission, and goals. The teachers met regularly within professional team and had conversations about meaningful instruction. The article goes into great detail, but the results were that the PDS school moved more students to “mastery” level, when compared to the control school.
When comparing these two articles, there leaves little question that meaningful professional development will directly impact student learning for the better. When teachers are given tools and information to bring back to the classrooms that they truly understand they will use this to their advantage. Both articles also indirectly mentioned teacher buy-in to new curriculum. Often “external mandates are often met with skepticism by teachers who do not have passion for the particular mandate, had no voice in its creation, or have been through mandates they feel made no difference” (Arends, Castle, Rockwood, p. 11). A professional learning community alleviates this problem “and that participating in professional learning communities optimizes the time spent on professional development (AERA, p. 4) which will create better teacher buy-in.
References
American Educational Research Association (AERA). (2005). Teaching teachers: Professional development to improve student achievement. Research Points Essential Information for Education Policy, 3(1), 1-4. Retrieved from http://www.eric.ed.gov/PDFS/ED491587.pdf
Arends, Richard., Castle, Sharon., Rockwood, Kathleen. (2008). Student learning in a professional development school and a control school. Professional Educator. v32 n1 p1-15. Retrieved from http://www.eric.ed.gov/PDFS/EJ802012.pdf
http://www.eric.ed.gov/PDFS/EJ802012.pdf
Wendy Bedell
April 17, 2011
The article Teaching Teachers: Professional development to improve student achievement (AERA, 2005) analyzed research studies to determine that professional development must be directly related to the teaching in the classroom. It discussed a shift in thinking from the 1960’s when professional development focused mostly on “generic teaching skills” (p. 1) to the more current trend of emphasizing “reasoning and problem solving potentials rather than only on basic skills” (p. 1). The research proved that when the learning is “rooted in subject matter and focused on student learning (this) can have a significant impact on student achievement” (p. 2). It stated that if learning takes place in this way that teachers will have greater buy-in to the new techniques or curriculum. I agree with this completely. Teachers need thorough understanding before they are willing to accept, and use, new ideas.
In the article Student learning in a professional development school and a control school (Castle, Arends, Rockwood, 2008) a school with a professional development plan was compared to a school without one. The Professional Development School (PDS) had a leadership team who “met regularly to coordinate activities and to determine policies” (p. 2). The PDS took time to develop a “focus and create formal structures for sharing and decision making” (p. 9). They took time to identify a vision, mission, and goals. The teachers met regularly within professional team and had conversations about meaningful instruction. The article goes into great detail, but the results were that the PDS school moved more students to “mastery” level, when compared to the control school.
When comparing these two articles, there leaves little question that meaningful professional development will directly impact student learning for the better. When teachers are given tools and information to bring back to the classrooms that they truly understand they will use this to their advantage. Both articles also indirectly mentioned teacher buy-in to new curriculum. Often “external mandates are often met with skepticism by teachers who do not have passion for the particular mandate, had no voice in its creation, or have been through mandates they feel made no difference” (Arends, Castle, Rockwood, p. 11). A professional learning community alleviates this problem “and that participating in professional learning communities optimizes the time spent on professional development (AERA, p. 4) which will create better teacher buy-in.
References
American Educational Research Association (AERA). (2005). Teaching teachers: Professional development to improve student achievement. Research Points Essential Information for Education Policy, 3(1), 1-4. Retrieved from http://www.eric.ed.gov/PDFS/ED491587.pdf
Arends, Richard., Castle, Sharon., Rockwood, Kathleen. (2008). Student learning in a professional development school and a control school. Professional Educator. v32 n1 p1-15. Retrieved from http://www.eric.ed.gov/PDFS/EJ802012.pdf
Sunday, April 10, 2011
RSA2: Questioning the Necessity of Nonacademic Social Discussion Forums Within Online Courses
Sunday, April 9, 2011
RSA 2: Questioning the Necessity of Nonacademic Social Discussion Forums Within Online Courses
EDT 6030
by Wendy Bedell
Online link: http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/results?sid=ee09400a-76a0-45ac-b5fc-a7d79b533d17%40sessionmgr13&vid=2&hid=8&bquery=%28questioning+AND+the+AND+necessity+AND+of+AND+nonacademic+AND+social+AND+discussion%29&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCxjcGlkJmN1c3RpZD1zODQxOTIzOSZkYj1lcmljJnR5cGU9MCZzaXRlPWVob3N0LWxpdmU%3d
The first three chapters of Palloff and Pratt’s Building Online Learning Communities: Effective Strategies for the Virtual Classroom (2007) dealt mostly with maintaining a human connection while facilitating on online learning environment. I found these chapters enlightening because of the blended format of our current program. When we took our first class, I didn’t really like the format. I missed the classroom structure. This class has been better because I am adjusting to the change. Now that I have read these chapters, I can understand and appreciate the reasons for some of the assignments and requests that were made of us. I think I will be a better participant in the online learning from now on.
There were many connections that I made between our class and the book. I enjoyed our first assignment, which was to introduce ourselves. By posting these introductions it gave us a chance for “parts of our personality to emerge” (p. 14). Blackboard has been a helpful tool in the transition between the traditional learning and online learning. “When teaching and learning leave the classroom, it is up to the instructor to create an effective container within which the course proceeds by posting goals, objectives, and expected outcomes for the course” (p. 19). Instructors in our program have done an excellent job at this. Finally, the book mentioned on several occasions that learners must also feel comfortable with the technology they are using. I would definitely say that instructors thus far have bent over backwards to help me in this area. By using skype, online office hours, email, podcasts, and helpful links (You Tube) I have become much more comfortable not only using technology, but more importantly, asking for help when I need it.
In the article Questioning the necessity of nonacademic social discussion forums within online courses by Pate, Smaldino, Mayall, and Luetkehans social presence was also discussed. The article put great emphasis on the instructor to facilitate social interactions. It suggests that the instructor should develop a “design that pushes the learner into the community of learners, so that socialization becomes an integrated part of the learning experience” (p.2). The article continues with a detailed explanation of a study about where social presence needs to exist in the course. The conclusion is that the instructor does not have to develop a separate area online for social interaction, but rather embed it into the learning content.
These readings were similar in many ways. For example, Pate, Smaldino, Mayall and Luetkehans state that “the concept of the instructor as a facilitator was an important component that linked to the perceived success of the participants in this study” (p.5). Palloff and Pratt would agree and state “instructors who do well online promote a sense of autonomy, initiative, and creativity while encouraging questioning, critical thinking, dialogue, and collaboration” (p. 40). The biggest difference between the readings is that the books suggests that there be a “homepage that others in the group can visit” much like “gathering on the campus of a university” (p. 14). This is similar to what we have in our class with Blackboard, and the space we are able to place off-topic comments. In the article I read, the findings of the study were that this was not necessary. It stated that the level of social presence was much higher in the FAQ section where the instructor was providing feedback, but nonexistent in the open comment area.
References
Pate, Ardelle. Smaldino, Sharon. Mayall, Hayley J. Luetkehans, Lara. (2009). Questioning the necessity of nonacademic social discussion forums within online courses. The Quarterly Review of Distance Education. Volume 10(1)
Palloff, Rena M. and Pratt, Keith (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.
RSA 2: Questioning the Necessity of Nonacademic Social Discussion Forums Within Online Courses
EDT 6030
by Wendy Bedell
Online link: http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/results?sid=ee09400a-76a0-45ac-b5fc-a7d79b533d17%40sessionmgr13&vid=2&hid=8&bquery=%28questioning+AND+the+AND+necessity+AND+of+AND+nonacademic+AND+social+AND+discussion%29&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCxjcGlkJmN1c3RpZD1zODQxOTIzOSZkYj1lcmljJnR5cGU9MCZzaXRlPWVob3N0LWxpdmU%3d
The first three chapters of Palloff and Pratt’s Building Online Learning Communities: Effective Strategies for the Virtual Classroom (2007) dealt mostly with maintaining a human connection while facilitating on online learning environment. I found these chapters enlightening because of the blended format of our current program. When we took our first class, I didn’t really like the format. I missed the classroom structure. This class has been better because I am adjusting to the change. Now that I have read these chapters, I can understand and appreciate the reasons for some of the assignments and requests that were made of us. I think I will be a better participant in the online learning from now on.
There were many connections that I made between our class and the book. I enjoyed our first assignment, which was to introduce ourselves. By posting these introductions it gave us a chance for “parts of our personality to emerge” (p. 14). Blackboard has been a helpful tool in the transition between the traditional learning and online learning. “When teaching and learning leave the classroom, it is up to the instructor to create an effective container within which the course proceeds by posting goals, objectives, and expected outcomes for the course” (p. 19). Instructors in our program have done an excellent job at this. Finally, the book mentioned on several occasions that learners must also feel comfortable with the technology they are using. I would definitely say that instructors thus far have bent over backwards to help me in this area. By using skype, online office hours, email, podcasts, and helpful links (You Tube) I have become much more comfortable not only using technology, but more importantly, asking for help when I need it.
In the article Questioning the necessity of nonacademic social discussion forums within online courses by Pate, Smaldino, Mayall, and Luetkehans social presence was also discussed. The article put great emphasis on the instructor to facilitate social interactions. It suggests that the instructor should develop a “design that pushes the learner into the community of learners, so that socialization becomes an integrated part of the learning experience” (p.2). The article continues with a detailed explanation of a study about where social presence needs to exist in the course. The conclusion is that the instructor does not have to develop a separate area online for social interaction, but rather embed it into the learning content.
These readings were similar in many ways. For example, Pate, Smaldino, Mayall and Luetkehans state that “the concept of the instructor as a facilitator was an important component that linked to the perceived success of the participants in this study” (p.5). Palloff and Pratt would agree and state “instructors who do well online promote a sense of autonomy, initiative, and creativity while encouraging questioning, critical thinking, dialogue, and collaboration” (p. 40). The biggest difference between the readings is that the books suggests that there be a “homepage that others in the group can visit” much like “gathering on the campus of a university” (p. 14). This is similar to what we have in our class with Blackboard, and the space we are able to place off-topic comments. In the article I read, the findings of the study were that this was not necessary. It stated that the level of social presence was much higher in the FAQ section where the instructor was providing feedback, but nonexistent in the open comment area.
References
Pate, Ardelle. Smaldino, Sharon. Mayall, Hayley J. Luetkehans, Lara. (2009). Questioning the necessity of nonacademic social discussion forums within online courses. The Quarterly Review of Distance Education. Volume 10(1)
Palloff, Rena M. and Pratt, Keith (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.
Sunday, March 20, 2011
RSA 1: Implementation of the Learning Community Model
EDT 6030
by Wendy Bedell
Online Link: http://www.aasa.org/SchoolAdministratorArticle.aspx?id=9190
Our text book Communities That Learn, Lead, and Last (Martin-Kniep, 2008) explained in detail the implementation process of a Professional Learning Community. There are many things to take into consideration when beginning this process. For example, the start-up process includes “defining the roles and responsibilities of facilitators and participants, recruiting and inducting community participants, and logistical concerns related to scheduling and location of meetings, and using processes that develop the dispositions of practice” (p. 86) The book continues to discuss these components and finishes up with some interesting ideas on reflection and feedback.
In the article “Building a Professional Learning Community” from The School Administrator (2003), DuFour discussed the successful implementation of a Professional Learning Community. A superintendent of a suburban school district had two requirements about the proposed Professional Learning Communities within her district. First, every staff member would be required to participate. Second, the main focus would be student learning. She began the process by presenting a book to every member of the team. They also attended a two-day workshop to develop a common vocabulary. Once they returned to school they had a follow-up meeting. “Although this superintendent was a proponent of collaborative decision making, she recognized the importance of building shared knowledge as a prerequisite for the decision-making process.” (DuFour, 2003)
One of the many similarities between these two sources has to do with feedback. In the DuFour article the superintendent paid very close attention to the continuing success of the PLCs. There was a lot of discussion and feedback over the following areas: planning, monitoring, modeling, driving questions, allocating time, celebrating, and confronting (DuFour, 2003). This reflection piece is very similar to Communities That Learn, Lead, and Last, (Martin-Kniep, 2008) information about feedback. “Feedback plays a critical role in developing the expertise of participants and shaping the culture of a professional learning community”. (p.104) Both of these suggest that feedback should be shared informally between participants as well as formally.
DuFour, Richard. (2003). Building a Professional Learning Community. The School Administrator, May 2003. Retrieved from http://www.aasa.org/SchoolAdministratorArticle.aspx?id=9190
Martin-Kniep, Giselle O. (2008). Communities That Learn, Lead, and Last: Building and
Sustaining Educational Expertise. San Francisco: Jossey-Bass
EDT 6030
by Wendy Bedell
Online Link: http://www.aasa.org/SchoolAdministratorArticle.aspx?id=9190
Our text book Communities That Learn, Lead, and Last (Martin-Kniep, 2008) explained in detail the implementation process of a Professional Learning Community. There are many things to take into consideration when beginning this process. For example, the start-up process includes “defining the roles and responsibilities of facilitators and participants, recruiting and inducting community participants, and logistical concerns related to scheduling and location of meetings, and using processes that develop the dispositions of practice” (p. 86) The book continues to discuss these components and finishes up with some interesting ideas on reflection and feedback.
In the article “Building a Professional Learning Community” from The School Administrator (2003), DuFour discussed the successful implementation of a Professional Learning Community. A superintendent of a suburban school district had two requirements about the proposed Professional Learning Communities within her district. First, every staff member would be required to participate. Second, the main focus would be student learning. She began the process by presenting a book to every member of the team. They also attended a two-day workshop to develop a common vocabulary. Once they returned to school they had a follow-up meeting. “Although this superintendent was a proponent of collaborative decision making, she recognized the importance of building shared knowledge as a prerequisite for the decision-making process.” (DuFour, 2003)
One of the many similarities between these two sources has to do with feedback. In the DuFour article the superintendent paid very close attention to the continuing success of the PLCs. There was a lot of discussion and feedback over the following areas: planning, monitoring, modeling, driving questions, allocating time, celebrating, and confronting (DuFour, 2003). This reflection piece is very similar to Communities That Learn, Lead, and Last, (Martin-Kniep, 2008) information about feedback. “Feedback plays a critical role in developing the expertise of participants and shaping the culture of a professional learning community”. (p.104) Both of these suggest that feedback should be shared informally between participants as well as formally.
DuFour, Richard. (2003). Building a Professional Learning Community. The School Administrator, May 2003. Retrieved from http://www.aasa.org/SchoolAdministratorArticle.aspx?id=9190
Martin-Kniep, Giselle O. (2008). Communities That Learn, Lead, and Last: Building and
Sustaining Educational Expertise. San Francisco: Jossey-Bass
Thursday, March 17, 2011
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