An integral part of any online learning environment is the social synergy created via communication and discussion. This is where deep reflection and learning take place. Are students not feeling connected. Are they collaborating and creating something new with the knowledge they have gained and sharing it with others? Learning must me meaningful and applicable.
Today's guest blog post by Cathy Mere will help you jump on the electronic record-keeping bandwagon. Learn how to use Evernote to keep conferring notes on all of your students.
"We learn so much sitting beside writers as they work in our workshops each day. Two years ago I gave up my spiral notebook I used to keep records of writing conference conversations for a digital system. Saying goodbye to my spiral notebook with tabbed sections for each student was easier than I anticipated. The time was right. More and more often I found myself wanting to do more than record handwritten snippets of evidence, thought, and conversation. More and more I found myself wanting to take pictures of student work or record student voices. More and more I found myself wanting to link to digital pieces students were creating. More and more I seemed to have a device in my hand instead of a pen. After learning about Evernote I decided to see if I could use it as a tool to record notes from across the day. I found myself enjoying the seamlessness of Evernote. It seemed Evernote was a tool to allow me to capture the learning journeys of the young writers in my classroom.
"To begin I created a notebook for each student and then placed them in a class stack. Each time I confer with a writer during writing workshop I use Evernote. Before I begin our conversation I glance through the last few notes, watch the work the writer is doing, and wait for an appropriate moment to chat. For me, it has worked to create a new note inside the student’s notebook each time I have a conference with a writer. My conferences are often structured like this:"
Dr. Helen Barret has provided a web page with links to presentations and support materials. Some of the topics include Alternative Assmt. and Electronic Portfolios. There are also videos and podcasts available.
Susan Manning works in a virtual world.Since 2007 she has taught exclusively online for University of Wisconsin-Stout. It makes perfect sense: she teaches classes on the subject of online teaching.
"For me, the world of work has always been online," she said. With no need to be on campus, Manning lives in Aurora, Ill. She has never been to UW-Stout, although she is very much a part of it because of daily interaction with students, faculty and administrators.
She will be representing the university in person, however, Thursday, Nov. 21, when she receives one of the highest honors available in her field, a national Sloan Consortium online teaching award.
"I'm very honored and excited to receive such a prestigious national award," said Manning, who cited administrative support from UW-Stout as a key to her effectiveness as an online instructor.
The award will be presented at the Sloan-C International Conference on Online Learning in Florida. Manning and a professor from the University of Vermont will receive the award. The Sloan Consortium is regarded as the leading professional online learning society.
Dr. Manning is expert in her field. I have taken courses through UW Stout and had the priviledge of sitting under her instruction for one course in Instructional Design. If you are vacilating on becoming an online instructor my recommendation is to sign up at UW at Stout. You will not regret making this institution your choice.
"Learning starts with real-world problems. Students should be able to relate to problems and tasks they can handle. Many course developers are guilty of introducing learners to problems that are either irrelevant or too complex. Try to avoid this by starting with a simple problem and moving towards complex yet manageable tasks. Also, make sure that students see tangible benefits from having these problems solved. Consider these questions when you create activities surrounding the problem."
Ten-minute videos on a single topic, a personal feel, and frequent "retrieval feedback" are just some elements of massively open online courses that could soon come to high school classrooms, said Scott Garrigan of Lehigh University.