E-Learning & Online Teaching » Top Posts http://doconnor.edublogs.org Teaching & Learning in the 21st Century Fri, 13 Nov 2009 05:46:08 +0000 http://wordpress.org/?v=2.8.2 en hourly 1 Action Mapping Process http://doconnor.edublogs.org/action-mapping-process/2008/11/11/ http://doconnor.edublogs.org/action-mapping-process/2008/11/11/#comments Tue, 11 Nov 2008 18:05:48 +0000 wiredinstructor http://doconnor.edublogs.org/?p=561 Great teachers are natural lesson design experts.  You observe your audience, diagnose their learning needs and create lessons to meet those needs.  This process can be so intuitive that you aren’t even aware of the steps to your own methods.

It helps to break down the process to better understand how ‘natural lesson design’ works.

In business the action mapping process describes how to go about rapidly planning training.  Rapid training/lesson development is a survival skill for all of us.

This Slideshare presentation from Cathy Moore was posted on her  Making Change Blog.

Cathy Moore: “I’ve been using a quick, visual process to design projects. I call it action mapping because it helps you change what people do, not just what they know.”

The action mapping process:

1. Identify the business goal
2. Identify what people need to do to reach that goal.
3. Design activities that help people practice each behavior.
4. Identify the minimum information people need to complete each activity.

It’s always better to show, rather than tell:

For more in-depth information (Including a pdf version of this Slideshare) go to Cathy’s Blog!

]]> http://doconnor.edublogs.org/action-mapping-process/2008/11/11/feed/ 0 8 Online Discussion Response Techniques http://doconnor.edublogs.org/8-online-discussion-response-techniques/2008/10/15/ http://doconnor.edublogs.org/8-online-discussion-response-techniques/2008/10/15/#comments Thu, 16 Oct 2008 00:16:38 +0000 wiredinstructor http://doconnor.edublogs.org/?p=558 Online discussion is the heart of a community of practice oriented e-learning course. However, it can be difficult to know how to respond.

It’s a good idea to think in terms of value added responses. What can you add to advance the discussion?

I like to post the following list at the top of discussion forums in my online courses. It’s a good reminder and a handy reference!

Here are some suggestions to guide you as you respond to each other in discussion forums.

Suggested Techniques for Response :

  1. Expand on the topic.
  2. Provide a teaching story that illustrates the main idea.
  3. Offer a different perspective.
  4. Provide an online resource relevant to the topic (include a hyperlink).
  5. Offer a method you use in your classroom.
  6. Provide a summary of the ideas posted so far (good when you come late to the conversation).
  7. Ask a specific question (but avoid prompting yes or no answers).
  8. Ask an open ended (on topic) question.

The netiquette of online discussion:

  1. Focus on the prompt. Be sure to follow the directions in the prompt closely.
  2. Respond to those who respond to you! This is essential!
  3. Don’t depend on “Me too” or “I agree” posts. Make your posts substantial
  4. Work to respond with something that adds value to the discussion.
  5. Post early in the week. You’ll get more response and become more engaged in conversation.
  6. Avoid doing all of your posting at the end of the week. You miss out on interaction.
  7. Use direct quotations from the text. Include the Name of the text and page number. (Remember not everyone has the same text.)

I hope this helps!

~ Dennis San Diego

]]> http://doconnor.edublogs.org/8-online-discussion-response-techniques/2008/10/15/feed/ 0 Creating Small Groups In E-Learning Environments http://doconnor.edublogs.org/creating-small-groups-in-e-learning-environments/2008/10/15/ http://doconnor.edublogs.org/creating-small-groups-in-e-learning-environments/2008/10/15/#comments Wed, 15 Oct 2008 23:53:39 +0000 wiredinstructor http://doconnor.edublogs.org/?p=557 In the E-Learning and Online Teaching Graduate Certificate program at UW-Stout we like to limit classes to 20. Sometimes we’ll get 21 – 24 students and have to make the decision to split the group into two classes or use grouping with a single course. I find that groups of about 15 are perfect. Otherwise I prefer to divide the students into different class sections.

Groups help you achieve a sense of intimacy and reduce the stress students feel when facing large numbers of unread posts.

Here’s how I divide students into small groups within the course management system.

I start with a whole class icebreaker, then divide the class by alphabet into balanced sized groups.

I like to ask folks to post to their assigned groups first. Then give them permission to visit and post in the other group if they want. This is a form of differentiation for those high achievers who want to do it all.

At mid-term we change up the groups so everyone works with everyone else.

At the end of the course, in the presentation of projects and journals, we join together again as one class.

This allows ’smaller’ discussions, while fostering a sense of overall community.

Additionally, I offer optional discussion threads open to all. This is another differentiation method that allows me to present value added resources on topics that may not appeal to everyone. (In my E-Learning for Educators classes this includes additional research into blogs, podcasting, and wikis.)

My 2Cents!

Den

]]> http://doconnor.edublogs.org/creating-small-groups-in-e-learning-environments/2008/10/15/feed/ 0 The Essential Role of Information Fluency in E-Learning http://doconnor.edublogs.org/the-essential-role-of-information-fluency-in-e-learning/2008/09/11/ http://doconnor.edublogs.org/the-essential-role-of-information-fluency-in-e-learning/2008/09/11/#comments Thu, 11 Sep 2008 19:39:52 +0000 wiredinstructor http://doconnor.edublogs.org/?p=530 I’ve been researching and writing about Information Fluency since the turn of the century. My work is published on the 21st Century Information Fluency Portal: http://21cif.imsa.edu You’ll find modular online learning content including games, micromodules and assessments on the portal. (Free for all educators.)

I include information fluency training in all of my online classes. I introduce power searching and website investigation to the graduate students studying in the E-Learning and Online Teaching Certificate Program at UW-Stout ( http://www.uwstout.edu/soe/profdev/elearningcertificate.html ) because I believe that Information Fluency is a foundation skill for all online teachers and learners.

dif model

What continually surprises me is that most educators (including those with advanced degrees) lack formal training in this field. Unless I’m working with a Library Media Specialist, most have little experience in searching, evaluating, and ethical use of digital materials.

Curiously, most educators think they are competent searchers and evaluators, when they are really just beginners. Their disposition is to ask for help rather than search for answers. With simple instruction many radically improve their ability to search, and evaluate. This is empowering and greatly increases learner satisfaction. Instruction in copyright and fair use is also part of the program.

At the same time I push the idea that it is everyone’s duty to teach website evaluation and ethical use as part of any online curriculum. Too often educators assume someone else should have done the job by the time their students walk through the door. The application of information fluency to all curriculum areas is profound. Students given even rudimentary instruction in Information Fluency immediately benefit.

As online teachers and learners we work in a computer where information is just a few keystrokes away. I hope we can promote the disposition in all online teachers and learners that skilled use of Internet resources is the essential learning skill of our times.

Dennis O’Connor
Program Advisor
E-Learning & Online Teaching
School of Education
Online Professional Development
University of Wisconsin-Stout
Wisconsin’s Polytechnic University
oconnord@uwstout.edu
530-318-1145 (Cell)
Skype: wiredinstructor2

]]> http://doconnor.edublogs.org/the-essential-role-of-information-fluency-in-e-learning/2008/09/11/feed/ 3 Why are we afraid of Web 2.0? http://doconnor.edublogs.org/links-for-2008-04-24/2008/04/24/ http://doconnor.edublogs.org/links-for-2008-04-24/2008/04/24/#comments Thu, 24 Apr 2008 08:31:27 +0000 wiredinstructor http://doconnor.edublogs.org/links-for-2008-04-24/2008/04/24/ Fear is contagious…

fear

I was asked recently if web publishing pictures of kids at a summer camp on a school website was a violation of the alphabet’s soup of federal law (Coppa, Cipa, Ferpa).

Feeling compelled to ask this question and worrying about the answers says a lot about the media hyped climate of fear swirling around kids use of Web 2.0 technologies. Schools feel responsible and vulnerable and tend to react by locking things down. Lock downs may stifle the use of web tech in schools — one place where kids could learn the evaluation skills needed to protect themselves on the web. Ugly Irony.

Here’s a briefing update on new research sponsored by the MacArthur Foundation. It doesn’t surprise me that Kids aren’t learning Web 2.0 skills in school.  Perhaps outside of school is where this kind of education is destined to take place?

Are wired kids well served by schools? | Tech news blog – CNET News.com

PALO ALTO, Calif.–Among the generation of kids growing up wired, many teens are hyper-motivated to learn a special skill like how to create a podcast, direct a YouTube video, publish an anime site, or hack an iPhone. ”

Here’s my 5cents worth of research:

Family Educational Rights and Privacy Act (FERPA): http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html This federal law addresses privacy of student records and parent & student rights to access those educational records. Photos of kids at summer camp aren’t protected educational records.

Children’s Internet Protection Act (Cipa): http://www.fcc.gov/cgb/consumerfacts/cipa.html “Is a federal law enacted by Congress in December 2000 to address concerns about access to offensive content over the Internet on school and library computers.” This law regulates school & libraries receiving federal e-rate funding. It requires establishing internet safety policies and filtering technology to protect kids. See what the ALA has to say about CIPA: http://www.ala.org/ala/washoff/woissues/civilliberties/cipaweb/cipa.cfm

Photos of kids at summer camp aren’t harmful online content.


This is the law that is likely the source of confusion:
Children’s Online Privacy Protection Act (COPPA) http://www.coppa.org/coppa.htm
This is an FTC act aimed at website collection of personal information from kids under 13 for commercial purposes. The FTC is regulating commercial sites directed at children. Photographs are not mentioned in the act.

Personal information is defined as:

“The Children’s Online Privacy Protection Act and Rule apply to individually identifiable information about a child that is collected online, such as full name, home address, email address, telephone number or any other information that would allow someone to identify or contact the child. The Act and Rule also cover other types of information — for example, hobbies, interests and information collected through cookies or other types of tracking mechanisms — when they are tied to individually identifiable information.”

We are not collecting photographs online via sign-up forms designed to attract kids. COPPA Parent notification and permissions are tied to data collection directly from kids by a commercial website. Posting pictures of kids having fun on a school website is clearly not the object of COPPA regulations.

Dealing with the climate of fear… It helps to understand the problem…

Danger from internet predators is radically overblown by the media.( See PBS Learning Now: http://www.pbs.org/teachers/learning.now/2008/02/questioning_the_notion_of_onli.html )

]]> http://doconnor.edublogs.org/links-for-2008-04-24/2008/04/24/feed/ 0 Moodle Rising http://doconnor.edublogs.org/links-for-2008-04-07/2008/04/15/ http://doconnor.edublogs.org/links-for-2008-04-07/2008/04/15/#comments Tue, 15 Apr 2008 08:30:54 +0000 wiredinstructor http://doconnor.edublogs.org/links-for-2008-04-07/2008/04/07/ Moodle unleash the potential superman image

I’ve been working for several years with Moodleroom hosted Moodle course installations. I’ve noodled around with Moodle since 2002, but stayed away at first because I didn’t want to climb the learning curve of running my own server. Then I found Tom Murdock & Gina Stevens at Thinking Distance. They were educators who were committed to providing online elearning experiences with a great open source platform. With hosting off my plate I had more time to dedicate to creating and teaching classes, just the way I like it. The years have flown by and I’ve developed a number of classes and CMS systems (21cif.mrooms.net, reading1st.mrooms.org, wiredinstructor.us ) Theses experiences have given me insight and respect for Moodle. I’m so glad I got on this train

Recently the number of calls from interested educators, consulting work in education and elsewhere, and just general interest has been off the charts. Many are realizing the wisdom of NOT paying exorbitant seat costs to the big commercial outfits when an open source system can do the job…. better!

]]> http://doconnor.edublogs.org/links-for-2008-04-07/2008/04/15/feed/ 0 7 Tips for Facilitating Discussions & Building Online Community http://doconnor.edublogs.org/7-tips-for-facilitating-discussions-building-online-community/2007/10/10/ http://doconnor.edublogs.org/7-tips-for-facilitating-discussions-building-online-community/2007/10/10/#comments Wed, 10 Oct 2007 18:08:41 +0000 wiredinstructor http://doconnor.edublogs.org/7-tips-for-facilitating-discussions-building-online-community/2007/10/10/ circle of adultsThoughts on Facilitation: For me, discussion is the heart of the matter. Let me summarize some of my insights with the hope they will help.

1 Less is more. I’d prefer to do just one discussion a week. (This week, we have the icebreaker redux and this discussion… but I saw no way around it. You all need practice in Moodle Forum discussion because next week you’re creating your own prompts and facilitating a discussion. )

2 Start social. The icebreaker has many purposes. It teaches new online students how to use the software, without an academic overload. It provides the instructor with a first ‘touch’ of presence. Students learn there really are people involved. It is an opportunity to create a safe environment with a supportive mood.

3 Craft Prompts. A well crafted prompt can make all the difference. Your prompt should promote discussion by providing choices framed as open ended questions. Avoid questions that can be answered yes or no. Also, push users to Ask as well as Answer questions.

4 Wait time and feedback: IF an instructor replies too soon, you may turn off the discussion because students assume you have the final say. At the same time if a good question goes without a response for 24 hours you can step in and speak to just a portion of the question, then turn around and ask the class to comment. The ‘art’ is to fan the flame and then step back. Intercede only to redirect.

5 Behind the scenes encouragement: Pep talk and positive comments via email are very powerful. Spot folks doing the right thing and praise it specifically (and privately). Pour the energy on early, but then be prepared to step back as the learners take over the space.

6 Provide a social space: Create a discussion area for off topic communication. Give folks a place to relax and connect. This helps build community. Occasionally add content yourself, but tread lightly. Allow anonymous postings in this area to encourage honest dialog.

7 Provide a community Q&A: By driving the entire group to a central collaborative problem solving space you promote constructivism and interdependence. You also lighten your load as the instructor. You want students to have practice solving problems… the Q& A is a way to do this. When the Collaborative Brain of a class takes off, I begin to relax. It’s also where I look for the natural facilitators. They step up, share, and learn more than others!

Hope this helps!

Den

]]> http://doconnor.edublogs.org/7-tips-for-facilitating-discussions-building-online-community/2007/10/10/feed/ 0 A bright future… singularity around the corner? http://doconnor.edublogs.org/a-bright-future-singularity-around-the-corner/2007/09/11/ http://doconnor.edublogs.org/a-bright-future-singularity-around-the-corner/2007/09/11/#comments Tue, 11 Sep 2007 05:10:36 +0000 wiredinstructor http://doconnor.edublogs.org/a-bright-future-singularity-around-the-corner/2007/09/11/ 11 years ago I heard Ray Kurzweil speak about the future of the future. (This was before he set up KurzweilAI.net and a few other goodies.) I recall his vivid description of a 21st century library system delivering information on demand, custom fit to our needs, and right into our homes. (Sound familiar?) He also spoke of the hubris of science and the certainty that if humans can find a way to do something (anything from a genetic cure for cancer to a smart pill that creates genius on demand) … humans will do it! He called it the Frankenstein Syndrome (also the title of one of his books from the mid 90’s).

Ray’s predictions helped guide me into ‘distance education’ back before the turn of the century. With each year an exponential turn since then I’m pleased to still be here! I’ve always been interested in the future. And, yes, I know the future is now. But I also know that NOW evolves and the way we think is morphing due to the accelerating rate of change in the world.

Here’s a Ted video of Ray working the crowd.

I’ve been thinking with the internet (and earlier versions of telecommunications) since the mid 80’s. I know my brain’s different and my world is wider because I can see a bit of the future everyday through my computer screen. (I’m waiting for a 3-D holographic interface… I’ll just wait a few more years.) After 32 years of teaching I’m still learning and my working world has changed in ways I read about in science fiction books back in the 60’s.

Lately I’ve been gathering steam to look ahead once again and try to grasp a theme to ride. Here’s some of the places I’ve looked lately! ~ Den

Here’s some ways to see into the future:

ted_logo.gif

Make your brain feel good. (If ideas make you feel good this is the place. If mind blowing insights keep you juiced, look here. However if you feel the need to go ostrich, this isn’t for you.) Spend sometime exploring this online world of ideas. Sir Ken Robinson: Do Schools Kill Creativity? (Video), Themes: The Creative Spark.

Map of Future Forces Affecting Education. The map was created by aggregating the opinions of relevant experts who create intensive case studies based on field research. It has an interesting interactive interface that helps you think about dozens of topics. Of particular interest will be the resources linked to each concept.

(tags: web2.0 future Futurism futurist)

What’s coming? A 20 year look ahead at world trends. Not just for teachers….

(tags: future futurist Futurism)

Leads back to Knowledge Map. Steve asks good questions and shares results from a day loing drill down into a single topic of interest to teachers.

(tags: future Futurism)

“Today, I’m Chief of Confusion, helping people ask the right questions, trying to make a difference through my work- speaking, writing, teaching.” John Seely Brown

(tags: future Futurism futurist web2.0)

Rather than treat pedagogy as the transfer of knowledge from teachers who are experts to students who are receptacles, educators should consider more hands-on and informal types of learning.

(tags: future futurist Futurism web2.0)

]]> http://doconnor.edublogs.org/a-bright-future-singularity-around-the-corner/2007/09/11/feed/ 0 Chicken Hypnotism: Is the the real deal? http://doconnor.edublogs.org/links-for-2007-07-04/2007/08/20/ http://doconnor.edublogs.org/links-for-2007-07-04/2007/08/20/#comments Mon, 20 Aug 2007 08:19:23 +0000 wiredinstructor http://doconnor.edublogs.org/links-for-2007-07-04/2007/07/04/ a man a chicken

Video:

]]> http://doconnor.edublogs.org/links-for-2007-07-04/2007/08/20/feed/ 0 The Un-Taught Generation: Media Literacy, Medical Ethics, Male Pregnancy http://doconnor.edublogs.org/links-for-2007-07-23/2007/07/23/ http://doconnor.edublogs.org/links-for-2007-07-23/2007/07/23/#comments Mon, 23 Jul 2007 08:18:11 +0000 wiredinstructor http://doconnor.edublogs.org/links-for-2007-07-23/2007/07/23/ Here’s everything I’d need to create a killer unit on medical ethics, media literacy, and website evaluation.

Barnum would rub his hands and grin at the state of gullibility exhibited by Digital Natives (better described by Carl Heine of the 21st Century Information Fluency Project as the Un-taught Generation).

Too often we (as educators) assume that common sense develops overnight. Anyone who has observed the Un-Taught Generation search will report that the first result is the one they choose and their common belief is that everything on the Internet is true.

Why do they think this way?

The Un-taught Generation don’t know how to search, evaluate, and ethically use digital information. The Self-Taught browse, believe, and share without thinking about intellectual property rights. Why? Because the Un-taught Generation is kept bored and so busy filling and drilling and test prepping that there isn’t time in the curriculum to teach them 21st Century Skills.

20th century knowledge testing runs the show, while educators debate filtering and the evils of social networking and blogging. Time to get real… or at least take the time to teach our students how distinguish reality from deception.

male pregnancy us news cover

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