Discussion fora are integral to the online classroom and can be very effective if managed properly. Discussion fora provide for a multitude of formative assessments where educators can implement role play, debates, and complete practice questions/problems. Discussion fora are also great for peers to review as well as show their own work in a presentational manner. According to the GaVS teaching tool that best practices for managing a discussion forum include responding to the first thread of a student statement. Educators can also provide audio feedback and/or highlight important aspects of the student response. A great source of differentiation for both acceleration or remediation is to provide external links for further study.
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News Items and Announcements will be done in a bulletin board style where students will be kept current on dates, important videos, and interesting websites. In order to format my videos I will use screencast-o-matic and I will utilize etc.usf.edu/clipart/ where the clipart is specifically geared to classical learning and is given in three different sizes--small, medium, and large.
Educators and administrators alike can easily refrain from violating FERPA and TCPA guidelines by keeping specific information about students private-- unless specifically requested. In order to determine how a resource should be used always check with www.copyright.com/learn/media-download/copyright-basics/
With innovations in technology my individual communication skills have changed. More often than not, I will resort to communicating through my phone or computer using text messaging and emails. I know that I am not alone in this and think that we and our students are missing out on something very special. On purpose, I make a phone call home when a student is at risk of earning a C or below in a course. I will also send a hand written note to students who have done something positive or changed the way I think about things. In the classroom, students prefer to talk to each other but do feel comfortable sharing information on a google document or writing a document on their phone, or even showing emotions through emoticons. As interest for online courses grows, face to face conversation is as important as it has ever been but educators must make time for it to occur.
Standard B:The online teacher understands and is able to use a range of technologies, both existing and emerging, that effectively support student learning and engagement in the online environment.
Standard I:The online teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning. Standard K:The online teacher arranges media and content to help students and teachers transfer knowledge most effectively in the online environment. The navigate module has prepared me to meet Standard B through research of synchronous tools campbellslatin.weebly.com/blog--scribendum/navigate-1-delineating-asynchronous-and-synchronous-learning as well as screen-casting campbellslatin.weebly.com/blog--scribendum/navigate-1-screen-capture. I have also looked into where technology is moving such as with MOOCs campbellslatin.weebly.com/blog--scribendum/navigate-2-lms-trends. For Standard I, the review of assessment capabilities of LMSs and Analytics provide the knowledge to competently use data to modify content and guide student learning-- campbellslatin.weebly.com/blog--scribendum/navigate-3-lms-tool-categories. Standard K was accomplished by creating my own course shell in D2L Brightspace. While it was frustrating, nevertheless it was useful as I had to transfer the data even when confronted with conversion issues. See campbellslatin.weebly.com/blog--scribendum/navigate-3-course-creation-within-lms for the experience. The strategies I will take away are the use of google hangouts and screen casting to hold study sessions and review coursework. I will also keep checking data! The most beneficial lesson was the recording of a googlehangout-- I can see how you can support and re-mediate all in one step. I used D2L brightspace as my LMS and began work in "build a course." I was prompted to import course from a zip file. I was a bit frazzled as the following ensued--
1. download the zip file provided by EOCT 2. Upload the zip file to D2L 3. Upload complete 4. Conversion failed 5. Check trouble shooting-- all files were good 6. repeat steps 4 and 5 7. Go to admin files 8. Go to manage files 9. upload zip file 10. upload complete 11. conversion failed. again. ugh. 12. create module 13. link the previewed pages as content If the steps for importing the file worked, it would have been important as it would have cut out a lot of steps in creating links within a module. |
AuthorI teach Latin and absolutely love it. I believe that learning the Classics gives all people the opportunity to expand their minds as well as be more accepting of new concepts and skills. Archives
April 2017
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