UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
Ted 2010 Wifi in the Ivory Tower
1. Danielle Eadens, Ph.D. & Michele Gerent, Ph.D.
St. Petersburg College
TeacherEducationDivision
St.Louis,November2010
2. Session Agenda
1. Brief History of Online
Instruction in Special
Education
2. Effective Best Practices in
Online Teacher Education
3. Selected Tools for Teacher
Educators
3. Brief History
Exceptional education teacher preparation programs have a
long history of offering distance education courses
(Johnson, 2004; Spooner, Spooner, Alogozzine, & Jordan 1998).
• These early courses
used traditional
methods of
instruction including
readings, lectures, and
projects (Johnson, 2004)
4. Brief History
There is a growing body of evidence
to support that online courses are
as effective as traditionally taught
courses (Caywood & Duckett 2003)
and (Smith, Smith, & Boone 2000)
compared groups taking the same
course either online or in a
traditional face-to-face class and
found no significant difference in
initial and follow-up learning gains
Smith (2000) found positive advantages to online
discussions over face-to-face class discussions
O’Neal, Jones, Miller, Campbell, & Pierce (2007)
found that web based instruction was as effective
for disseminating special education course
content to pre-service teachers as traditional
instruction
5. Best Practices in Online Instruction:
Course Design & Assessment
Clearly Outline Objectives and/or Learning Outcomes
Clearly Communicate Textbook information,
Expectations, Including Deliverables and Due Dates
Apply the Seven Principles of Good Practice in
Education (Chickering & Gamson):
Encourage contact between students & faculty
Develop reciprocity & cooperation among students
Encourage active learning
Emphasize time on task
Communicate high expectations
Respect diverse talents & ways of learning
Review & Address Accessibility Issues
Evaluate Student Learning Through a Variety of Methods
6. Best Practices in Online Instruction:
Technology
Set an Expectation for Students to Use Technology
to Develop and Submit Assignments
Apply the "Six Principles of Good Course Design"
Principle 1 - Information is scannable
Principle 2 - File Issues are Considered
Principle 3 - Copyright Issues are Considered
Principle 4 - Web-based Resources are
Effective
Principle 5 - Organization is Clearly Defined
Principle 6 - Writing is Effective
Use a Variety of Technologies
Check Links to Make Sure They're Functioning
7. Selected Tools for Teacher Educators
Streaming Video
Jing/Camtasia
Image-centered instruction (PPT,
Softchalk)
Interactive Lesson Tools (Softchalk,
video interfacing)
8. Streaming Video
Brief video clips to elicit emotion,
show examples of methodology, etc.
Splits up material & presentation
Increases interest
Opportunity to go beyond just telling the story about the kids
with special needs or your concept, but to show students
Where do I find these videos?
YouTube, TeacherTube, Vimeo, Hulu, internet search (Google:
Videos)….
http://streaming.discoveryeducation.com/
Make your own
Encourage student submission of clips that demonstrate concepts
E.g. Submission from one of my students on behaviorism:
She called it “Pavlov in the office”:
http://www.metacafe.com/watch/1079423/the_pavlov_altoid_theory/
10. Jing/Camtasia
Screen-capture software
Captures your screen paired with your voice
(via headset or webcam microphone)
Jing: Free, maximum of 5 minute recording time
http://www.techsmith.com/jing/
Camtasia: Free for 30 days, no maximum time
limit, requires site or individual license to use
http://www.techsmith.com/camtasia
11. Jing Example 1 (Content)
http://www.screencast.com/t/wzfrUI2HpG
12. Jing Example 2 (Directions)
http://www.screencast.com/t/ZGViZGJmNmEt
13. Jing Ideas
Give directions that might be unclear
e.g. Discussion post: This is what academic
discourse looks like, this is an example of a good
discussion post, this is a non-example… be
careful of… etc.
e.g. How to score the KTEA practice assessment
Give a student/group feedback on their
assignment (especially if it is too much to write!)
Insert in a lesson to split up or explain confusing
parts of a PowerPoint.
14. Camtasia Ideas
Online lecture from professor or guest
speaker (if you need them to voice over a
PowerPoint)
Note: If you want primarily video, use a video
camera instead
Opportunity to navigate through difficult
concepts
Opportunity to showcase multiple things
and complete a voice-over as you talk about
them (this TED presentation would translate
nicely into a Camtasia presentation).
20. Interactivity Tools: Video
Skype or ooVoo
Video conference with
students, encourage students to
work together in groups, record
video messages for students
www.ooVoo.com/student
ooVoo how to:
http://www.oovoo.com/HowToooV
ooItem.aspx?pname=HowToooVoo
VideoMessages
Google Video Chat
Chat within gmail:
http://www.google.com/chat/video
http://www.google.com/support/chat
/bin/answer.py?answer=159499
21. Summary of Tools
Streaming Video (Most often free)
Jing (Free) or Camtasia (Purchase)
Concept: Image-centered instruction
PowerPoint & Softchalk
Softchalk (Purchase)
Skype, Google Video (Free), ooVoo
(Free/Purchase)
Other tools that you cannot live without?
Exceptional education teacher preparation programs have a long history of offering distance education courses to meet the need of training teachers especially for critical shortage areas within the field (Johnson, 2004; Spooner, Spooner, Alogozzine, & Jordan 1998). Over 25 years ago, courses to certify teachers to work with low incidence populations were delivered through compressed video to various sites throughout a state (Johnson, 2004). These early courses used traditional methods of instruction including readings, lectures, and projects.
Exceptional education teacher preparation programs have a long history of offering distance education courses to meet the need of training teachers especially for critical shortage areas within the field (Johnson, 2004; Spooner, Spooner, Alogozzine, & Jordan 1998). Over 25 years ago, courses to certify teachers to work with low incidence populations were delivered through compressed video to various sites throughout a state (Johnson, 2004). These early courses used traditional methods of instruction including readings, lectures, and projects.
http://it.spcollege.edu/checklist/7principles.htm
Seven Principles of Good Practice in Education*
1. Encourages Contact Between Students and Faculty
Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
2. Develops Reciprocity and Cooperation Among Students
Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding.
3. Encourages Active Learning Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.
4. Gives Prompt Feedback
Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.
5. Emphasizes Time on Task
Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all.
6. Communicates High Expectations
Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.
7. Respects Diverse Talents and Ways of Learning
There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.
Teachers and students hold the main responsibility for improving undergraduate education. But they need a lot of help. College and university leaders, state and federal officials, and accrediting associations have the power to shape an environment that is favorable to good practice in higher education.
What qualities must this environment have?
A strong sense of shared purposes.
Concrete support from administrators and faculty leaders for those purposes.
Adequate funding appropriate for the purposes.
Policies and procedures consistent with the purposes.
Continuing examination of how well the purposes are being achieved.
*From " SEVEN PRINCIPLES FOR GOOD PRACTICE IN UNDERGRADUATE EDUCATION" By Arthur W. Chickering and Zelda F. Gamson
Applying principles of good web design will increase the effectiveness of your course content for students.
Information is scannable using the following techniques:
Instructions and directions stand out from the body text with the course contents, using tables, colors, or font styles
Font sizes and styles are used appropriately to distinguish titles, subtitles, body text, etc.
Colors are used to improve the layout of the screen (titles, important text blocks, etc.)
White space is used to visually separate information
Indentations and bulleted lists help to organize specific content
Text, images, and background are contrasted for easy reading
Images are of good quality and illustrative of ideas, directions, and other text explanations
File issues are considered:
File sizes are kept to acceptable standards for sending, downloading, and viewing
Files are compatible with the software used by widest range of users or according to prescribed hardware/software requirements
Hardware/software requirements are in accordance with previous expectations
Copyright issues are considered
Course ownership and copyright status are indicated
Copyrighted information has been cleared for use in the course
Web-based resources are effective
Web-based resources are reliable, trustworthy, and up to date
Resources have been chosen discriminately (i.e. avoid information overload)
External web links are annotated for easier and more selective browsing
External web pages are set to open in a new browser window
All the links within the course are in working order
Organization is clearly defined
Page titles accurately describe the contents
Labels, titles, and subtitles for repeated information are consistently employed throughout the course
Information is “chunked” appropriately to allow for easy scanning
Writing is effective
The tone is personable and friendly
Writing is free from errors of spelling and grammar
Writing is neutral in terms of age, sex, racial origin, religion, etc.
First person writing is avoided in the content pages and used only in the dynamic areas of the course (e.g. the discussion area)
Adapted from Ensuring Usability for Online Courses, BCIT Learning Resources Unit
