64 Matching Annotations
  1. Jun 2019
    1. Conference 1, Name of who attended, Link to presentation

      DETCHE - Elephant in the room Look for blogs by reviewers (Rachael, Lorna)

    2. Commitment 1 Commitment 2

      Course Review (in house) - Workshop and now also webinar to build faculty/chair capacity for peer to peer course observation (link guide and docs), Trained and growing course review team, online workouts tied to QLT sections, ???

    3. Accomplishment 1 Accomplishment 2 Accomplishment 3

      Draw from previous eportfolios (I have all of them in Airtable)

    4. For example, Administrative Support, Provost, CIO, Instructional Designers, Director(s), Faculty Associates, IT Support, etc.

      Jill? Who would you put here?

    5. Goal 1

      Course Review at campus level Maintain current offerings Expand to 3 semesters of OTPP

    6. Step 1

      Strategic addition of 10 courses by Fall 2020 - link to populr page

    7. Effort 1

      5 Day Accessibility Workout Toolkit resources CI Universal Website

    8. Resource 2

      Peer to Peer Course Observation Guide & linked documentation, Also OTPP Showcase

    9. Resource 1

      Course review website, documentation - Reviewer guide

    10. Include a table and visual chart of the overall QA training completions for 2018-19 including campus-based and CSU offered QLT/QM/Other courses.

      OTPP Completers and section of course design addressing QLT - faculty showcase BLPP - agenda's with QLT content - OTPP badges with alignment to QLT Course review process and focus on QLT 2 new reviewers trained through CSU

    11. Describe efforts for providing campus level peer review of blended/online courses.

      provide course review data, process, and deliverables. Peer to Peer workshop

    12. Progress toward SQuAIR research (narrative/list) Sample of Data Collected Data Analysis Results

      We aren't here yet. Haven't had enough data - looking to head in this direction for 2019-2020 academic year.

  2. May 2019
    1. based on science,

      Learning (support of learning) can be systematic

    2. each learner a carefully orchestrated experience blending online and face-to-face learning

      First shift - role of responsibility for learning attributed to forces outside of the student (instructor, design, etc.) intentional design UX perspective. Learning is not innate - it can be designed.

    1. Mehrabian (1981) indicates that immediacy in the interaction between two people "includes greater physical proximity and/or more perceptual stimulation of the two by one another" (p. 14).

      Closeness - relates to social presence as increasing the 'salience' of another. Perception of another as real and the ability to project oneself as 'real'. Add to that non verbal immediacy, and video affords the opportunity to close psychological distance despite physical distance. Video then affords social presence by allowing one to project and be perceived as human BUT it is the application of nonverbal immediacy cues that closes psychological distance in an asynchronous environment where the instructor is at a physical distance from students (proxemics cannot be applied but gestures, head movements, facial expression, voice tone, eye contact, body language and pauses can). Combining verbal cues for social presence with non verbal indicators of immediacy allows instructors to increase 'humanness AND close the psychological distance between a dispersed learning community). Just like Teaching presence is manifested by social presence, non verbal immediacy increases the degree of social presence projected through instructor created video.

    1. institutional suppor

      Leadership? - Deans, Chairs, etc.

    2. This is important because real impacts on student outcomes and productivity at scale have only been achieved in the context of systematic, institution-supported efforts (with significant faculty buy-in and engagement).

      Where's the research on this? Love to know what he's referencing.

    3. or appropriately incentivize online teaching and course development.

      Goes back to XU's report - it is EXPENSIVE to develop GOOD online courses - costly in time of the professionals involved - but what is the incentive to put in that time?

    1. but it will further encroach on the decisions faculty believe are their domain,” he said. “The institution might feel otherwise, and the instructional designer will be the person in the middle trying to balance that dynamic.”

      No - this depends on branding and how the institution supports faculty in growing online. Online is an option with affordances and limitations. ID's need to be collaborators in research with faculty to inform next steps in OL options - what's best for students. Who? When? Where? How?

    2. time to get used to

      How do we speed this up?

    3. several

      Who? Where?

    4. administrators that faculty need help to create effective instruction, that what they were doing in their face-to-face classrooms is not enough, is not analogous and does not translate to online instruction.”

      f2f instruction needs a design perspective too. These are content experts - but many are not experts in learning. IS ID a discipline in and of itself- or are we looking at applying andragogy w/in HE? All modalities need design. We know neuroscience that extends beyond lecturing.

    5. Robert Gagne
    6. “The Science of Learning and the Art of Teaching.”

      file:///Users/megan.alstot889/Downloads/ToT.pdf

    7. evaluate

      I do not agree with the term evaluate. ID's do not evaluate instruction - we support meaningful learning for students. BUT you have to meet faculty at their individual readiness levels. Progress not perfection. We can steer toward optimal for learning, but 'evaluation' is not our job nor is it conducive to collaboration or building a partnership that results in what's good for students. We cannot alienate faculty - too many students at stake.

    8. But you don’t want to lose anything that’s successful.”

      or build on the success by reimagining who does the heavy lifting? - instructor or student? It is easier to share content online IMO. Everyone is accessing the class through a screen - equal ability to present and share. The what's working should drive design but may look different online.

    9. minimizing the presence of the teacher

      It forces you to maximize the student. But this can go awry if the teacher and student are not bought into the community - so how do you design for community buy in?

    1. evolve with the development of new ways to communicate online (e.g., Twitter), practitioners will continue to find new ways to adapt how they communicate in order to project themselves as being “real”

      And the definition will continue to evolve as technology affords new ways to connect and project oneself as real - i.e. Zoom and synchronous connecting.

    2. They argued that a user’s personal perceptions of presence mattered more than the medium capabilities.

      CRITICAL shift. A focus on perception of social presence. But I'd posit that Garrison et al looked at behavior of the communicator as the catalyst to the perception of the receiver (i.e. HOW communication was delivered/crafted - and this leads into COI) Teaching presence as the planning and social presence as the driver with the ultimate goal of cognitive presence.

    3. people perceive some communication mediums as having a higher degree of social presence

      Perception of communicators as higher or lower degree of presence (attributed to MEDIUM)

    4. critical attribute of a communication medium

      Presence attributed to the MEDIUM

    Annotators

    1. The outcome of thisstudy revealed serious methodological problems with the analysis of the transcripts. Asdo most previous studies, this study reported high levels of unreliability among coders.This dissertation also contains no serious discussion of the unit o

      OUCH!~

    2. (usually a teacher) would be present to guide the discussion,diagnose misunderstandings, and negotiate meaning.

      AND consider the skillset of the participants. this is what Xu brings to the discussion - WHO is online.

    3. The authors conclude that the computer conference students ``adopted a more serious,worthier, style when taking part in the computer conferences, as if it were writing anessay, as shown by the higher ratio for important statements'' (Newman et al., 1996, p.62). This finding appears to support our theoretical position regarding the potential forfacilitating deep and meaningful learning in a computer conference environment. Whilesuch a finding supports the intuitive belief that text-based discourse and computerconferencing have this potential, there appears to be a downside, in that Newman et al.(1997) found that face-to-face seminars seemed to facilitate more creative and highervolumes of interactio

      How do these findings reflect or connect with inclusive teaching and HUG challenges. It's established higher order critical thinking CAN occur in a text based space - but who were the participants? What soft skills did they possibly posses that allowed them to be successful in an online space?

    4. dependent upon how communication is restricted or encouraged by the medium

      Interesting point to consider with chapter - instructor video - static video - affords only 1 way communication. It can convey the social presence of the instructor, but not the student -which connects with Alex instructor's perception.

    5. computer conferencing can fulfill this great potential indistance and on-campus education only if it includes the three essential element

      The assumption is this is achieved in a F2F environment - again dependent on teaching presence

    6. It may be that different media have different potentials to address cognitive,social and teaching presence

      This is the key phrase that must be revisited regularly as we consider what is 'good' teaching

    7. The challenge educators face today

      I'd argue this is a challenge in any modality.

    8. deep learning

      Back to humanizing - this requires a level of group interaction - again - we have to look at facilitation and design - but then really - how often is this happening in a meaningful way in traditional interaction? This is where blended comes into play - so does group size and student to instructor ratio. One model will not fit all.

    9. moderating a computerconference

      Making the connection here to what's been said about all 3 presences in COI - they each hinge on meaningful interactions with others. Personally, this can get frustrating and demotivating in a mediated environment with asynchronous interaction - so how can tools like, zoom overcome this barrier without disrupting the affordances of online with flexibility?

    10. of a shift from spokenlanguage to written language as the central mode of communication

      Still true today online? Yes ...Does it have to be? What about cultural sensitivity? Engagement is measurable online and a black hole F2F? What about the user ability to now control the learning environment?

    11. design of the educational experience.

      How does/will this match with Nilson book?

    1. Today’s students see themselves over the next two decades employed in fields such as space exploration, virtual reality, sustainability, AI, and quantum computing, which barely exist as recognizable disciplines now but likely will emerge as drivers of the world’s economy by 2040.

      Instructional design...

    2. their work life to stay current in the workplace

      How does his inform digital badges?

    3. in workplaces transformed by a modern industrial revolution

      Modern - not a commodity economy but a knowledge economy - knowledge as currency.

  3. Apr 2019
    1. Give your meeting a title and select the meeting options you want enabled

      I get this page when I click on Zoom from MyCI.

    2. efer to the Zoom in Canvas documentation (PDF, 1.

      Can this redirect to a new tab? You loose the Zoom support page when you open this PDF.

    3. Launch the application on your computer

      Maybe use the word 'downloaded to your computer'? When I read application, I wonder if this is in MyCI.

    4. application.

      Is this the application in MyCI? Not sure what is meant by 'application'?

    5. the Zoom web portal or directly from the

      So I clicked on the link here, and when I got to the portal, my initial instinct was to think ... now what? The next step says to 'login to zoom via myci portal, but this is from the Zoom Web portal? When I went straight from Zoom in MyCI, I was taken straight to the portal. The way it's written now (to me) makes me think first go to the portal and then try and sing in.

    1. How is immediacy conveyed through video? There's research on connection to immediacy and student motivation. This is the big idea that must come from the chapter - presence is about student success!

    2. What is meant here by status? Is it status of subordinate or status as in 'taking stock'?

    3. Is responsiveness to attendee necessary in video - brings to mind the idea of viewer perception of the the 'other' as human - the crux of social presence - can video convey a sense of responsiveness to attendee in an asynchronous environment and if used over time? How can different video uses (i.e. announcements and/or video feedback demonstrate responsiveness to audience cues). What are those cues in an asynchronous environment. Why does this matter - must delve into student motivation and persistence.

    4. Establishes coding for nonverbal cues - could be helpful for qual study interviews.

    5. These are cues that can be tied to Social Presence (Affective). supports the case that these cues can be communicated via instructor video - foundation for non verbal cues as part of communication.

  4. Dec 2017
    1. Gathering research - Why standardized testing? Is it still relevant in light of academic technology and the ability to generate student data immediately - for responsive intervention - what does state/national testing tell us? Or WHO does it inform and how is that data being used? - Weapons of MATH destruction anyone? Is 'big data' testing perpetuating educational malpractice in K-12 education?

    1. Where did state testing come from? What's the history? Given the variety of data generation in academic technology, is mandated state testing obsolete? Does it perpetuate educational malpractice?

  5. Nov 2017
    1. update the curriculum of an online course.

      Courses CAN be current - must consider resources being used as content - even if there is a textbook, how are other sources included to provide multiple perspectives.

    2. new methodologies

      Are they really new? Or is it figuring out how to utilize tech to support interactivity, engagement, community etc. but in an asynchronous community when time and space CANNOT be leveraged.

    1. Group work/study groups

      I posted 4 podcasts and let students select to which they wanted to listen. They recorded a reflective comment and had to option to add a resource (i.e. link to webpage) that expanded on the topic. LOVED what they found and will make this required next time!

    2. Welcome message/introductions.

      I have used this for student intros and it works GREAT! Grids are easily shared with other instructors - Darci and Sue viewed and added their comments prior to the first day of their classes.