BLOG FOR ONLINE EDUCATORS
USEFUL LINKS: CONSTRUCTIVISM
AND BEHAVIORISM IN THEORY OF ONLINE EDUCATION; GROUP ASSESSMENTS AND
ASSIGNMENTS
USEFUL LINKS:
CONSTRUCTIVISM AND BEHAVIORISM
GROUP ASSESMENTS AND
ASSIGNMENTS
Nunthaluxna Sthapornnanon, Rungpetch
Sakulbumrungsil, Anuchai Theeraroungchaisri, and Suntaree Watcharadamrongkun.
(2009) Social Constructivist Learning Environment in an Online
Professional Practice Course American Journal of
Pharmaceutical Education, Vol 73, number 1.
Atherton,J S. (2013) Learning and Teaching; Constructivism in Learning
Wells, B. (2015) Faculty Focus: Five Steps to Improving Online Group Work Assignments.
Author Discussion
CONSTRUCTIVISM IN ONLINE CLASS DESIGN
I believe that, through the
different learning platforms afforded online (such as the discussion forums,
written assignments, and group assignments), the constructivism theory is
appropriate for online class design. Where the teacher must discern what the pupil
finds to be relevant to his particular situation in the material being
presented, and how he can use that information personally to apply to the
needs he has as an individual, this theory promotes interaction in learning
which is prominent in the platforms of the LMS. Especially applicable to this
system is the Discussion forum, where the student is directed to gain more
from the material by allowing himself to be led by the direction of the
teacher to more intensive and important points that may otherwise have been
missed by the student. The student is guided to understand that which he is
being taught to match the perception of the teacher, in order that his
learning will be accurate and true.
Vygotsky’s
references to the “Zone of Proximal Development” (ZPD) are indicative of the
success of the online learning environment in implementing the theory of
constructivism by achieving this state of independent thinking and learning
on the part of the student through leading and interaction between student and
teacher. The LMS is fertile ground for the practice of these methods and
concepts, including such theories as Bandura’s Social Learning Theory, where
modeling plays such a big role in learning; Dewey’s theories on experience as
it applies to education; and Piaget’s accommodation and assimilation in the
processing of the learning materials being presented through the readings and
the assignments. In many ways, the Online Learning Environment is even more
ideal for the accomplishment of constructivism than is the face to face
learning of traditional classrooms. Having everything “on record” through
written works present in the forums and the assignments, as well as podcasts,
PowerPoint, videos, and other available media and methods implemented by the
students and the teachers, makes the learning process more streamlined and
accurate, and easier to follow and study.
If
our responses to environmental stimuli shape our actions as a result of a
conditioned response to the environment, which is, in turn, referred to as
behaviorism, then there must be some kind of conditioning occurring within
the environment of the online classroom in order for the theory of
behaviorism to apply to communications in online learning. Stimuli including
discussion questions, written assignment topics, reading material and
learning resources, and various media-related stimuli would all contribute,
therefore, to the application of the theory of behaviorism in communication
during online learning. Conditioned responses would, most predominantly, be:
a grade from the teacher on a written assignment, reinforcement of the
accuracy of the information posted in the discussion forums by fellow
classmates as well as by the instructor, and both positive and negative
feedback being produced where necessary by members of the class as well as by
the mentor. The responses will become conditioned as a result of the history
of knowledge being acquired by the learner, whether it has occurred online,
or in a face to face classroom, or even in early childhood, as the primary or
“classical” conditioning process ; which, coupled with the online learning
process as a neutral stimulus, becomes secondary to the online learning
process which in turn becomes the conditioned stimulus At present, with
the dawn of online learning and education having been recently developed and
implemented, this is for the majority of cases the state of affairs at
present. As learning evolves gradually through the future and time passes, where
online communications and learning become more predominant and occurring
earlier in life, the naturally occurring learning stimuli that precedes
online learning stimuli will become less and less prevalent. I see it
predominantly in the relationship between present day learning via the
use of technology as opposed to former traditional means of learning as
natural and conditioned stimuli which inspire behaviorist theories and
concepts.
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Useful Links to References
I
have accessed a blog being written by classical guitarist Davis Russell, who is
quite an aficionado on the subject of the Classical Guitar. I am choosing to
follow this blog for several reasons. Firstly, I highly recommend David Russell
as a teacher as well as a performer. Also, what has immediately jumped out at
me from thos blog is the fact that he has created a button for each of his
posts in order to translate the information that he is presenting in Spanish
for those being of that native language; he is an international star and his
home base is in Spain. There are many countless helpful tips for those studying
the guitar that I have found to be quite useful. The web address is as follows:
There is also a very useful blog that
is created by Guitar Salon International regarding Classical Guitars and
Guitarists. Of especially important attention is the blog in which they feature
Amalia Ramirez, luthier and owner of Ramirez Guitars. Amalia has just this past
week appointed me and my Conservatory to be the sole dealer in the state of New
Jersey, U.S.A. for Ramirez Guitars. These guitars are of the finest and highest
caliber in the world, and of course it has been my great honour to accept this
position. I am always learning new things about the guitar, besides having been
a guitarist since the age of ten (almost 49 years now), and Amalia is one of my
heroes. She has perpetuated the dynasty of the excellent Ramirez guitars, which
were played by the greatest performers to ever have lived (including, but not
limited to, Andres Segovia). I will be closely following this blog for new
comments and posts. It may be accessed at the following link:
Video of Classical Guitar Performance
Here is another beautiful Sonata by Scarlatti (K491) to wish
everyone a happy weekend.
Aquí tenéis otra preciosa Sonata de Scarlatti (K491). Os deseo a todos un feliz fin de semana.
Aquí tenéis otra preciosa Sonata de Scarlatti (K491). Os deseo a todos un feliz fin de semana.
Please note the posture, the positioning of both the left and
the right hands and fingers, and the dynamics (loudness and sofftness) as well
as the expression and interpretation displayed by the player. Of utmost
importance is the unique tone that the performer possesses. Try to find videos
of this performance being played by alternate performers and note the
difference in the players' tone as compared from one to the other. This is what
most distinguishes one player from the other. Also, please note how the tone
changes due to the placement of the right hand: when closer tto the soundhole,
the tone is fuller; when closer to the bridge (near the bottom of the guitar),
the sound is brassier. Try to play around with the tone on your guitar, and
hear the changes and control you have over this important aspect in your
performance for your final assessment. Most of all, have fun with it!
Author
Discussion
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CRITICAL FRIENDS
“Even
more valuable than organized training sessions were informal small-group or
one-on-one tutoring or mentoring sessions between inexperienced and
experienced online instructors. In learning to teach online, some
participants asked for help from colleagues in their departments and in the
college - often from faculty members in departments related to online
teaching and learning, such as the college's instructional technology
department. Others called on colleagues at other universities, as well. One
noted most of his ideas for teaching online came from either colleagues or by
attending conferences.”
Schmidt,
Steven W.; Tschida, Christina M.; Hodge, Elizabeth M. How Faculty Learn to
Teach Online: What Administrators Need to Know Online Journal of Distance Learning Administration, v19 n1 Spr 2016
Choosing
and working with ‘study buddies’ is something I believe will be beneficial in
a class such as mine. Mutual support, constructive criticism, and
mentoring a fellow student is perfect for a course such as the one we are
studying in now as well, where we are teachers who are learning the ins and
outs of online learning. Working in study teams, and possible rotating the
partners so that the study relationships don’t become dull, will help
tremendously in studying subject matters online in an intangible
fashion. Feedback received from the ‘critical friend’ technique will go
a long way in refining a student’s learning technique, as well as facilitate
the understanding and learning of the subject matter. Working synchronously
with partners using Facebook video conferencing or Skype or Facetime will
help the students to support and guide one another. Working asynchronously
will also give the students time to process and practice new information and
advice from each other, giving time to respond appropriately. I believe that
both asynchronous and synchronous action between the critical friends will be
beneficial. Using the forums also to post comments and annotations are yet
another way that partners will be able to communicate with one another, and
there are many of the activities in this lesson that can interact with the
Critical Friends activity simultaneously. Revolving partners periodically
throughout the course will help to keep it fresh and interesting for the
students as well. The critical friends, for me, is the ideal choice for
encouragement to take place in the online classroom for my course.
COGNITIVE
DISSONANCE
As far as Piaget's theory of
cognitive dissonance and how it fits into online course design is concerned,
it is interesting to note that he was from the nineteenth century as his
theories are still applicable today. Of course, all genius is timeless. He
has presented the theory that internal cognitive conflict is the basis for
growth on the part of the student. Where right and wrong need must be
established by the instructor in the online classroom, and an environment
conducive to growth and learning is established and created in order for the
growth of the student to flourish, each individual must during the learning
process discern what is right and what is wrong for himself. While existing
knowledge becomes altered by the assimilation of new knowledge, an
equilibrium must come about for the student during the process of the
resolution of the cognitive dissonance taking place. Dissonance in musical
composition is actually resolved in the same way, usually through a cadence
where the equilibrium becomes restored in the process. This phenomenon occurs
just as naturally in the online classroom as it did during the classrooms of
Piaget in the nineteenth century; although having everything clearly
presented in writing only makes this process easier to follow as well as to
understand online.
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Useful
Links related to Online Teaching and the Social Learning Theory with Links to
Learning Activities and Educational Games
BLOG Entry 3
USEFUL LINKS
On Bandura’s Theory
of Social Learning:
Alexander, Lisa Mustone. ”Social Learning Theory and
Distance Education: Compatible or Incompatible Constructs?” Perspective on Physician Assistant Education: Volume twelve;
number four; Autumn 2001. May 3, 2016
The following
link will lead you to an article that discusses Bandura’s work in relation to
online learning.
Social Learning Theory in Second Life Vol. 5, No.2, June 2009
Social Learning
Theory in Second Life
Shu-Ling, W., & Lin, S. J. (2007). The application of
social cognitive theory to web-based learning through NetPorts. British Journal
of Educational Technology, 38(4), 600-612. doi:10.1111/j.1467-8535.2006.00645.x
Educational Games
Free Rice
Cool Math Games
Fraction Feud
ACTIVITIES
Open Exploration Week
“Architecture and
Impact of an Open, Online, Remixable, and Multimedia-Rich Algebra 1 Course “
Starter-Wrapper Technique
“Online Interaction: Just how smart are Starter-Wrapper
discussions in the Smartweb?
Open Exploration Week
Gillard, S., Gillard, S., & Pratt, D. (2015). A Pedagological Study of Intrinsic Motivation in the Classroom
through Autonomy, Mastery, and Purpose. Contemporary Issues in
Education Research
Open Teaching and
MOOCs
Author Discussion
BANDURA’S SOCIAL LEARNING THEORY
The
person, the behavior, and the environment are all interconnected in the
learning process according to Bandura’s Social Learning Theory (Alexander).
Although learning and the ability to perform are not guaranteed by modeling
behavior, the social learning theory does cite that learning is possible
through observing a model, although it may not be true of all those students
involved. Adrian brings out a very good point in demonstrating that we are
actually using Bandura’s theory when we observe a fellow classmate’s posting
before we write our own, and employing the behavior of modeling through the
observance of another’s behavior. Alisha has brought our attention to the
fact that the social learning theory is based on three principles of
observation and imitation finally leading to the actual result of behavior
modeling as explained through the use of the online course known as “Second
Life.” Marian has enlightened us to better understand the meaning of the
Bandura theory by citing the fact the it endorses effective modeling by
including the attributes of “Attention, Retention, Reproduction, and
Motivation,”
The
games chosen are all inspirational and
developmentally sound to the students for the deepening of their
understanding of the material, while keeping the course interesting and fresh
so that boredom and dissatisfaction with the material of the course stay at
bay. Below is the article referring to Bandura’s theory of Social Learning
that I have found to access linking it to online learning and teaching.
Alexander,
Lisa Mustone. ”Social Learning Theory and Distance Education: Compatible or
Incompatible Constructs?” Perspective on Physician Assistant Education: Volume twelve;
number four; Autumn 2001. May
3, 2016
REFLECTIONS ON THE SOCIAL LEARNING THEORY
When
Bandura’s Social Learning Theory is used in an online class, it may sometimes
prove that modeling behavior by referring to your classmates’ posts before
constructing your own proves to be inappropriate when it is not used as a
point of reference, but rather as a source of information to be copied or
reworded. Independent thinking and self-directed learning, using focused
self-discipline in the learning process, is much more appropriate a form of
learning online, where the student does all his own research and therefore
learns how to be a leader in the process. Although imitation may be the best
form of flattery, I think that an LMS which discourages the use of modeling
by limiting the ability for an individual to gain access to fellow
classmates’ posts unless he has already posted first, encourages leadership
qualities and abilities to become cultivated in the education of the teacher.
It is good for the students to learn from one another, if it is done after
the original thoughts are manifested by the individual, and knowledge is
added through individual responses and discussions.
We
must remember that not all models are good ones, and Bandura’s references to
aggressive behavior learned by the student through modeling is also a good
point in case to consider when deciding whether or not these theories are
appropriate in online communications. Although most posts given by the
students in the online classroom consist of positive and good information,
there is occasionally the “devil’s advocate” type student, so to speak, who
wants to be different and try to incite dissention regarding the material
being studied. Most students will not wish to emulate such behavior, but
those who try to diffuse the situation and promote peace in the classroom may
band together through Bandura’s theory to help teach their fellow classmate
the truth.
We
have so many advantages to keeping the students on the right track via online
learning over the face to face classroom, where modeling can be more closely
supervised, encouraged, and used more appropriately through the design
technology creating the learning management system, structuring
the paths through which the student may progress. Modeling may be controlled
and supervised much more easily through the online learning process.
Using
variety in the online classroom will also help to keep the course
interesting, fresh, and appealing to the students involved. It also helps to
make learning more fun and more challenging. The contributions to the blog
for future reference of game sites used in educational learning and teaching
online will prove to be a great asset to the teachers who wish to implement
variety in their course, using alternate means of learning for their students
to achieve knowledge that would otherwise be difficult to assimilate. It also
helps the students to learn how to have fun in the learning process, and is a
big plus in my book to adding to the keys of learning for the student as well
as the teacher.
OPEN TEACHING AND MOOCs
There
is a MOOC that was developed in 2011 entitled “Online Learning: Today, and
Tomorrow” (by Dr. Ray Schroeder), that went worldwide to reach thousands of
students. This is really the ultimate exercise in autonomy for the student,
where he becomes self-taught and gleans knowledge from whatever online
sources and applications are available on the web, using them as building
blocks to create a learning platform where other participants are also
simultaneously teaching and learning a specific given subject.
All
of these exercises in autonomy which are listed in this chapter eight of the
textbook involve some type of independent contributions and decisions being
made by the students individually. But the impact that the MOOC
has on the autonomy of the student is the greatest in that it affords him the
necessity of being strong enough in order to support his own means and
methods of study for a particular given subject. I like the idea of making
assignments for the students to go out into the real world (albeit is
actually in the realm of cyberspace) and glean resources and information to
contribute to the development of his fellow classmates, as well as to his
class as a whole.
I
would take each module and the subject matter, and ask each student within a
certain time frame to submit information and resources relevant to the study
of certain subject matters, using a basic framework and foundation for the
contributions to be organized in an orderly and pertinent fashion. I would
screen the contributions before posting them, and organize them in such a
way, that the information that has been presented as well as accepted by me
for the MOOC is fluent and well-connected.
eduMOOC
Online Learning Today… and Tomorrow
A
MOOC (massive open online course) reminds me of a wiki, where those using the
site for research are contributing to the facts (or fiction) thereof, and
nothing is really reliable or verified in the beginning. I would imagine that
if those who had originated the site were able to filter it by suspending any
new information submitted from being posted until after verification had been
exercised, that it would be a feasible endeavor in the establishment of a new
online course. The feature of creating an ongoing update to the course based
on the newest trends in information pertaining to the subject of the course,
with up-to-date knowledge and the assimilation of such, could be a great
benefit to the student as well as to the teacher. The course itself could be
streaming online and free and open to the public. Updates would, however, in
my opinion have to be approved by staff before they are published. This could
constitute an international effort, depending how far it would reach, and
could encompass materials and resources from the four corners of the globe.
Uniting the world in a singular effort in the education of a particular
subject is a beautiful dream that it would be great to see coming to pass in
our lifetime. But with this new freedom ( or autonomy), will come
responsibilities; such as to verify facts and to maintain peace and
communication amoung the students. I believe it is a brave and valiant
enterprise to consider.
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USEFUL LINKS: CONSTRUCTIVISM
AND BEHAVIORISM IN THEORY OF ONLINE EDUCATION; GROUP ASSESSMENTS AND
ASSIGNMENTS
USEFUL LINKS:
CONSTRUCTIVISM AND BEHAVIORISM
GROUP ASSESMENTS AND
ASSIGNMENTS
Nunthaluxna Sthapornnanon, Rungpetch
Sakulbumrungsil, Anuchai Theeraroungchaisri, and Suntaree Watcharadamrongkun.
(2009) Social Constructivist Learning Environment in an Online Professional
Practice Course American Journal of
Pharmaceutical Education, Vol 73, number 1.
Atherton,J S. (2013) Learning and Teaching; Constructivism in Learning
Wells, B. (2015) Faculty Focus: Five Steps to Improving Online Group Work Assignments.
Author Discussion
CONSTRUCTIVISM IN ONLINE CLASS DESIGN
I believe that, through the
different learning platforms afforded online (such as the discussion forums,
written assignments, and group assignments), the constructivism theory is
appropriate for online class design. Where the teacher must discern what the pupil
finds to be relevant to his particular situation in the material being
presented, and how he can use that information personally to apply to the
needs he has as an individual, this theory promotes interaction in learning
which is prominent in the platforms of the LMS. Especially applicable to this
system is the Discussion forum, where the student is directed to gain more
from the material by allowing himself to be led by the direction of the
teacher to more intensive and important points that may otherwise have been
missed by the student. The student is guided to understand that which he is
being taught to match the perception of the teacher, in order that his
learning will be accurate and true.
Vygotsky’s
references to the “Zone of Proximal Development” (ZPD) are indicative of the
success of the online learning environment in implementing the theory of
constructivism by achieving this state of independent thinking and learning
on the part of the student through leading and interaction between student and
teacher. The LMS is fertile ground for the practice of these methods and
concepts, including such theories as Bandura’s Social Learning Theory, where
modeling plays such a big role in learning; Dewey’s theories on experience as
it applies to education; and Piaget’s accommodation and assimilation in the
processing of the learning materials being presented through the readings and
the assignments. In many ways, the Online Learning Environment is even more
ideal for the accomplishment of constructivism than is the face to face
learning of traditional classrooms. Having everything “on record” through
written works present in the forums and the assignments, as well as podcasts,
PowerPoint, videos, and other available media and methods implemented by the
students and the teachers, makes the learning process more streamlined and
accurate, and easier to follow and study.
BEHAVIORISM IN ONLINE
TEACHING AND LEARNING
If
our responses to environmental stimuli shape our actions as a result of a
conditioned response to the environment, which is, in turn, referred to as
behaviorism, then there must be some kind of conditioning occurring within
the environment of the online classroom in order for the theory of
behaviorism to apply to communications in online learning. Stimuli including
discussion questions, written assignment topics, reading material and
learning resources, and various media-related stimuli would all contribute,
therefore, to the application of the theory of behaviorism in communication
during online learning. Conditioned responses would, most predominantly, be:
a grade from the teacher on a written assignment, reinforcement of the
accuracy of the information posted in the discussion forums by fellow
classmates as well as by the instructor, and both positive and negative
feedback being produced where necessary by members of the class as well as by
the mentor. The responses will become conditioned as a result of the history
of knowledge being acquired by the learner, whether it has occurred online,
or in a face to face classroom, or even in early childhood, as the primary or
“classical” conditioning process ; which, coupled with the online learning
process as a neutral stimulus, becomes secondary to the online learning
process which in turn becomes the conditioned stimulus At present, with
the dawn of online learning and education having been recently developed and
implemented, this is for the majority of cases the state of affairs at
present. As learning evolves gradually through the future and time passes, where
online communications and learning become more predominant and occurring
earlier in life, the naturally occurring learning stimuli that precedes
online learning stimuli will become less and less prevalent. I see it
predominantly in the relationship between present day learning via the
use of technology as opposed to former traditional means of learning as
natural and conditioned stimuli which inspire behaviorist theories and
concepts.
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USEFUL LINKS FOR ENGAGEMENT,
BOOK REVIEW, EFFECTIVE ONLINE TEACHING, RECEIVING FEEDBACK, AND TEXTBOOK
BOOK REVIEW, EFFECTIVE ONLINE
TEACHING, RECEIVING FEEDBACK
·
Improving
Your Teaching: Obtaining Feedback via The University of Michigan
Remember, understand, apply,
analyze, evaluate, and create: the six categories of educational goals of
Bloom’s Taxonomy in the revised edition are described individually using
mostly verbs to establish the processes of these goals for teaching purposes.
In the revised edition, however, there are additional categories described
for the taxonomy of the types of knowledge. All of these items belonging to
the taxonomy utilize the cognitive theory of learning, where cognitive
dissonance also sometimes exists in the learning process. There are four
types of knowledge in the taxonomy: factual, conceptual, procedural, and
metacognitive.
Best Practices in Online Teaching: http://cnx.org/contents/jCI34nc-@2.3:9pA50RBN@1/Course-Goals-and-Objectives
MOST IMPORTANTLY: THE TEXTBOOK,
Bonk and Khoo’s Adding some TEC-VARIETY: 100+ activities for
motivating and retaining learners online
Author
Discussion
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ENGAGEMENT
·
Remember, understand, apply,
analyze, evaluate, and create: the six categories of educational goals of
Bloom’s Taxonomy in the revised edition are described individually using
mostly verbs to establish the processes of these goals for teaching purposes.
In the revised edition, however, there are additional categories described
for the taxonomy of the types of knowledge. All of these items belonging to
the taxonomy utilize the cognitive theory of learning, where cognitive
dissonance also sometimes exists in the learning process. There are four
types of knowledge in the taxonomy: factual, conceptual, procedural, and
metacognitive.
· I think it is amazing that
all of these years that I have been teaching, using the models provided
by my teachers in learning how to teach without knowing theories previously
such as Bloom’s revised taxonomy: that everything that is being said in these
theories fits in with what I have been doing all along.The theories are
analyzing and organizing the material needed in order to instruct the
instructors, and it is very precise and methodical in the application of the
teaching information provided.
· The link for Bloom’s Taxonomy
wasn’t working for me, so I found the information at the following location
on the internet:https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ (Vanderbilt University Center for Teaching)
· In reviewing my objectives, I
would like to go in and remove some erroneous empty and blank tables that
were published by SALSA and I don’t know if I will have to create an entire
new Syllabus or if there is some way that I can modify the one that I have already
created. I noticed there were spelling errors also that I would like to
correct. Nevertheless, if I did adjust any of the content to the objectives
based on Bloom’s Taxonomy, I believe that the only adjustment I may make
would be in the “Remembering” area of the educational goals. Although the
students do have to remember many things in order to perform the tasks
involved in learning to play music, the memorization of an exercise or a
piece should probably be part of the learning process and would serve well as
an assignment. It probably would do well to add this requirement to the final
assessment. I have added the goal of “Play a piece or exercise from memory”
to the Learning Outcomes described in my Syllabus
·
· Using formative assessments (based on the
learning process) as opposed to summative assessments (which usually are
based on outcomes) will go a long way in a class such as mine, where a lot of
the learning takes place by trial and error. This is one of the reasons that I
feel that it is so well-suited to online learning: because each student gets
individual attention to the details of his individual learning process. As
the student evolves and grows and refines his technique, formative
assessments will aid in that process to attain the knowledge necessary as it
builds upon previous concepts where details are focused upon and performance
becomes refined. Feedback and “second chances” while learning will help the
student to evolve through formative means.
· Formative assessments could be used through the discussion
boards, especially where classmates will comment on a student’s performance,
helping him to refine his technique through constructive criticism. In the
audio and/or video files that are submitted, I will be using the exercises in
the textbook and use formative assessments through feedback on the student’s
work. Where much improvement is needed, I will offer the chance to resubmit
after criticisms and alterations take place.
BOOK REVIEW, EFFECTIVE ONLINE
TEACHING, RECEIVING FEEDBACK
Book Review: Best Practices in Online Teaching by Larry
Ragan
A checklist of competencies describing
techniques that the online teacher must master, with descriptions of how to
accomplish such tasks made in detail by the authors, help to guide the
teacher in learning how to teach in an online environment. Overcoming isolation
created as a result of the online class experience is addressed with
suggested activities that encourage socialization within the class. Online
teaching should be considered an art, with the medium being the internet.
Teacher presence and modeling contributes greatly to the learning experience
for the students. Monitor students who are like lost sheep, disappearing form
the class for lengthy periods of time: reach out to them and stay in direct
communication throughout the course. Assess with the use of the syllabus and
rubric to guide you. Motivate the students by implementing certain procedures
to attain goals by using such features as “wrap up,” introductions at the
beginning of the module, consistent feedback, and establishing a mood in the
classroom that is conducive to learning. Encourage independent learning by allowing
the students the opportunity to facilitate. Understand multiculturalism and
diversity among students who are studying together within the same class. Use
surveys to evaluate progress and class competencies. Teachers must also
manage their time well and do not either maximize or minimize interactions
within the classroom, (Moderation is the key.) The institution’s policies and
procedures regarding grading are pre-established, as is also the grading
structure. Guard against plagiarism! Also, very
important: stay in touch with other teachers, and/or online teaching
communities, for support and referencing obstacles that may be presented
during the teaching of your course (maintain professional friendships for
mutual advice). Blended courses and blended learning that incorporate the
online learning experience need to be integrated with the face to face
classroom in a harmonious manner.
The text pretty much covered all the bases
and didn’t really leave much out. I did not
notice any incorrect information, and the intentions of the author were
well-fulfilled. The main idea was to compare the design of the online course
to the creation of a work of art (in the form of an oil painting), and I feel
that the authors were able to achieve that goal. The online book is set up
like a class, with questions at the end of each concept for the reader. There
are additional downloads included with the text for more detailed information
I think that most importantly, with prefabricated
courses that are developed by the institution, we must leave room for the
“personal touch” of “Read Me First,” “Wrap Up,” creating a mood in the
classroom, and positive reinforcement resulting from pertinent feedback will
go a long way in effective mentoring. Maintaining a presence in the online
classroom that fosters a positive learning environment, and maintaining
engagement for the students, will help to contribute to the success of the
online course.
The National Standard for
Quality Online Teaching is a document that I will plan to keep and refer to
in the future to help me with guidelines in successful teaching practices.
The standard categorizes and classifies various aspects of teaching practices
that are healthy, beneficial, and successful for the teacher to practice.
This is important because there are always times where we all get lost, and
it is good to have a solid source of information to rely upon when doubts
arise. It shows what separate and particular points are used to assess
teacher performance, with two columns for each individual standard describing
the procedures that should be used by the teacher and a blank space for the
rating at the end of each row. This format exists for all Standards, from A
through K. The ratings to be processed are from 0 to 4, with 4 being the
highest and 0 being the lowest. It is very good to know that when you are
being evaluated in your performance, you have some kind of guidelines to
follow. I think this is one of the most important articles to be aware of for
this class.
Best Practices in Online Teaching: http://cnx.org/contents/jCI34nc-@2.3:9pA50RBN@1/Course-Goals-and-Objectives
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