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This document discusses challenges and solutions related to online collaboration. It identifies common problems like workload, motivation, and lack of collaboration among learners. Potential solutions include seeking thoughtful input, extending the learning process as an instructor, and encouraging collaboration. The document provides advice such as being a reflective instructor, focusing on engaging course objectives, active communication, and developing a sense of community.
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Morse relt7008 4
The document discusses challenges of online collaboration and potential solutions. It identifies common problems like heavy workload, lack of motivation, and insufficient collaboration among learners. It suggests seeking input from others, extending the learning process as an instructor, encouraging collaboration, and developing a sense of community to address issues and engage learners. The goal is to prepare learners within the context of the course through reflective teaching and active communication.
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The document summarizes a bridge program created by Western Oregon University's College of Education to support new teachers as they transition from pre-service to in-service educators. The program aims to address high teacher attrition rates by providing mentoring, reflection opportunities, professional development, and a community of practice for new teachers. Preliminary findings from surveys and interviews suggest that participants find the community of practice and additional support most beneficial. The program seeks to better prepare new teachers and increase retention to benefit students.
Bridge program presentation for aacte
This document describes a bridge program created by Western Oregon University's College of Education to support new teachers as they transition from pre-service to in-service educators. It outlines challenges like high teacher attrition rates, discusses strategies like mentoring and communities of practice, and presents preliminary positive findings from the program's first meeting and surveys, including that participants found value in a non-evaluative community, additional professional development, and opportunities for reflection and action.
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This document discusses peer-to-peer learning and knowledge management. It defines peer learning as employees teaching one another without an instructor. Some key benefits of peer learning mentioned include being cost-effective, building trust between employees, and allowing learners to learn from their peers in a low-pressure environment. The document also discusses various approaches to implementing peer learning programs in organizations, such as learning lunches, mentoring, and accessible learning management systems. It recommends appointing facilitators and focusing on real-world situations to encourage effective peer learning.
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The document outlines criteria for evaluating information and communication technology (ICT) tools for educational purposes. It identifies 10 key criteria: age level, curriculum links, instructional content, engagement and interactivity, assessment, flexibility, media, usability, technical considerations, and support materials. Each criteria is then further described in terms of important factors to consider such as whether the tool is appropriate for the age of students, links to curriculum expectations, provides accurate and engaging content, allows for assessment, and has intuitive usability with necessary technical requirements and support documents.
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This document summarizes a presentation given by Drs. Wanda Wade and Kelly Grillo on developing a virtual coaching model (VCM) to provide novice special education teachers with immediate feedback. The VCM uses mobile devices and video conferencing to allow university supervisors and district mentors to observe and coach student teachers remotely in real-time. Initial implementation involved 15 student teachers who received specific feedback as needed. Plans are described to expand the program within the local district and eventually statewide. Barriers to the model like time, costs, and privacy issues are addressed, along with strategies like starting small, using free tools, and scaffolding support.
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Morse relt7008 4
The document discusses challenges of online collaboration and potential solutions. It identifies common problems like heavy workload, lack of motivation, and insufficient collaboration among learners. It suggests seeking input from others, extending the learning process as an instructor, encouraging collaboration, and developing a sense of community to address issues and engage learners. The goal is to prepare learners within the context of the course through reflective teaching and active communication.
Getting started with online collaborative learning
Tools and strategies to move from local to global, Presented at the T21C event at Hillcrest Christian College, Australia, July 2018.
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The document summarizes a bridge program created by Western Oregon University's College of Education to support new teachers as they transition from pre-service to in-service educators. The program aims to address high teacher attrition rates by providing mentoring, reflection opportunities, professional development, and a community of practice for new teachers. Preliminary findings from surveys and interviews suggest that participants find the community of practice and additional support most beneficial. The program seeks to better prepare new teachers and increase retention to benefit students.
Bridge program presentation for aacte
This document describes a bridge program created by Western Oregon University's College of Education to support new teachers as they transition from pre-service to in-service educators. It outlines challenges like high teacher attrition rates, discusses strategies like mentoring and communities of practice, and presents preliminary positive findings from the program's first meeting and surveys, including that participants found value in a non-evaluative community, additional professional development, and opportunities for reflection and action.
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This document discusses peer-to-peer learning and knowledge management. It defines peer learning as employees teaching one another without an instructor. Some key benefits of peer learning mentioned include being cost-effective, building trust between employees, and allowing learners to learn from their peers in a low-pressure environment. The document also discusses various approaches to implementing peer learning programs in organizations, such as learning lunches, mentoring, and accessible learning management systems. It recommends appointing facilitators and focusing on real-world situations to encourage effective peer learning.
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The document outlines criteria for evaluating information and communication technology (ICT) tools for educational purposes. It identifies 10 key criteria: age level, curriculum links, instructional content, engagement and interactivity, assessment, flexibility, media, usability, technical considerations, and support materials. Each criteria is then further described in terms of important factors to consider such as whether the tool is appropriate for the age of students, links to curriculum expectations, provides accurate and engaging content, allows for assessment, and has intuitive usability with necessary technical requirements and support documents.
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This document summarizes a presentation given by Drs. Wanda Wade and Kelly Grillo on developing a virtual coaching model (VCM) to provide novice special education teachers with immediate feedback. The VCM uses mobile devices and video conferencing to allow university supervisors and district mentors to observe and coach student teachers remotely in real-time. Initial implementation involved 15 student teachers who received specific feedback as needed. Plans are described to expand the program within the local district and eventually statewide. Barriers to the model like time, costs, and privacy issues are addressed, along with strategies like starting small, using free tools, and scaffolding support.
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The document discusses the roles and responsibilities of an online instructor. It identifies four main roles: pedagogical, social, managerial, and technical. For each role, it provides recommendations on how to be an effective online instructor such as maintaining flexibility, encouraging participation, and providing clear guidelines and feedback to students. The goal is to create an online learning community where students actively collaborate and learn from each other.
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This document discusses incorporating iPads into an elementary reading block using a blended learning model. It proposes a plan where students access materials, participate in online discussions, and use ePortfolios on iPads while the teacher manages discussions and provides individual support. Data collection includes student surveys, reflections, and portfolios. Analysis found students engaged when using iPads, enjoyed collaborating, and organizing was easier. Most students felt using iPads for reading was "awesome". Next steps discuss incorporating ePortfolios to help students become self-regulated learners.
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1) The document discusses how infusing cooperative learning with technology can create a dynamic social studies classroom. It outlines how cooperative learning helps students develop important skills while learning course content in a more engaging way.
2) Some benefits of cooperative learning identified include better retention of information, improved communication, collaboration, technology and time management skills, and development of critical thinking.
3) The document recommends using a framework called PIES (Positive Interdependence, Individual Accountability, Equal Participation, Simultaneous Interaction) to design successful cooperative learning projects that incorporate technology.
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726 final product showcase
1. Group work is an important skill, but there are ethical issues when done online. Common problems include students not knowing how to work together, construct knowledge collectively, and difficulties assessing individuals.
2. These issues occur because students lack skills for group work, but teaching collaboration over time through less and more complex activities can help build those skills.
3. Instructors must provide guidelines for self-evaluation and peer assessment to ensure participation and fairness when grading individuals in a group.
PowerPoint142
Peter the Great made significant changes to modernize Russia's military and government based on what he observed during his Grand Embassy to Western Europe. He established a Table of Ranks to create a merit-based civil service and military, replacing the previous system of inherited nobility. Peter also developed a Senate to replace the Boyar Duma and oversee the state, as well as several Colleges to administer different government functions. Additionally, Peter founded the Russian Navy and established shipbuilding industries, seeking to emulate Western Europe's naval power. These reforms transformed Russia's military and governmental institutions to be more effective and competitive internationally.
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1) The document discusses how infusing cooperative learning with technology can create a dynamic social studies classroom. It outlines how cooperative learning helps students develop important skills while learning course content in a more engaging way.
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This document discusses the skills needed to be an effective online facilitator. It states that facilitators should support learners' thinking, encourage participation, and foster mutual understanding and shared responsibility. Their goal is to equip learners for self-development and continual learning. Key facilitator skills include strong communication abilities and having the right attitudes, such as patience, perseverance, determination, and empathy. The document outlines phases of development for online facilitators, from visitor to master, and recommends training experiences that allow facilitators to transition from learner to instructor while exploring different teaching techniques.
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This document summarizes a conference presentation about promoting pedagogical innovation through a faculty development program at Sacred Heart University. The presentation described a 6-month self-study involving a multimodal approach to faculty development, including a continuum of synchronous and asynchronous training. It addressed challenges such as aligning pedagogical objectives with learning design, managing affective factors, meeting student expectations through active learning, providing faculty rewards, and ensuring infrastructural support. Case studies and examples of faculty work with lecture capture tools were presented. The presentation concluded with a discussion of challenges institutions face and frameworks for strategic faculty development initiatives.
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The document discusses using podcasts to build a virtual teaching and learning commons (VTLC) based on a 2016 election podcast created by faculty and students at Sacred Heart University. It provides background on the VTLC called SHUsquare, which aims to foster networked learning and collaboration. The election podcast involved students researching and designing a website while faculty collaborated on weekly episodes. Over 2000 listens from 35 countries showed the podcast's global impact. The document considers key aspects of a VTLC and pedagogical experiments using podcasts in various disciplines, addressing technological and engagement challenges. It reviews podcast best practices and resources for instructors interested in the medium.
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1. Group work is an important skill, but there are ethical issues when done online. Common problems include students not knowing how to work together, construct knowledge collectively, and difficulties assessing individuals.
2. These issues occur because students lack skills for group work, but teaching collaboration over time through less and more complex activities can help build those skills.
3. Instructors must provide guidelines for self-evaluation and peer assessment to ensure participation and fairness when grading individuals in a group.
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issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
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- 1. Meeting the Challenges of Online Collaboration Collaboration Motivation
- 2. Collaboration Motivation What are the Issues? Facing Learners and Faculty Common Problems Areas that hinder learning Potential Solutions How we can approach a solution Advice How to be successful
- 3. What are the Issues? Identify the issues that are of concern. Target the issues that are of greatest importance. Is there a lack of motivation? Is the issue a matter of instinct, or a pattern of predetermined events (Borich, 2006). Lack of collaboration. Are there barriers to learners coming together. Online networks provide the context for virtual collaboration (Moss & Nyiri, 1999).
- 4. Common Problems Course workload A concern by both the learner and instructor. Is the load manageable? Motivation Closely related to workload. Level of experience. Insufficient collaboration among learners. Lack of experience. Unfamiliar learning style.
- 5. Potential Solutions Seek and provide thoughtful input (Hu, Caron, Deters, Moret, & Swaggerty, 2011). Extend the learning process in the role of instructor. Provide the driving force for learner motivation and success (Borich, 2006). The success of learners is in part due to the facilitator of the course. Encourage collaboration between learners. Make the learning experience meaningful. Model learner expectations.
- 6. Advice Be a more reflective instructor. Through the process of teaching, each instructor must still be a learner at heart. Focus on engaging ways to meet course objectives. The goal of every course should be to prepare learners within the context of the course. Become an active communicator. Communication is critical to success. Develop a sense of community (Hu et al, 2011). This is the vehicle in which learning occurs.
- 7. References Borich, G., (2006). Motivation and classroom learning. Retrieved from http://www.edb.utexas.edu/borich/pdfdocs/chapter7.pdf. Hu, R., Caron, T., Deters, F., Moret, L. & Swaggerty, E. (2011). Teacher educators teaching and learning together: A collaborative self-study of support within an online literacy learning community. Retrieved from Merlot JOLT, 7 (1). Moss, C. & Nyiri, R. (1999). Beyond collaboration: Forming a school-university partnership that honors the teacher as a professional learner. Retrieved from http://www.duq.edu/castl/_pdf/beyondcollab.pdf. Savery, J. (2010). Be vocal: Characteristics of successful online learners. Retrieved from http://www.ncolr.org/jiol/issues/pdf/9.3.2.pdf.