Teague's Tech Treks

Learning Technology and other Tech Observations by Dr. Helen Teague

By

Our PBS Course Has Ended: Now What?

Our  PBS course concluded last night and, even after 12 years of course facilitation, I miss you all.

Here, I make my pitch for dedicated educators, parents (and especially parents who are educators!) to get very involved in your local school politics. The school board, the local teacher representation board, the local PTA are excellent ways to navigate your local education system and provide your expertise.

All: please consider yourself nominated by me, for your next level of educational service!!

Dr. T 🙂

 

#PBSReaders4Life

#PBSReaders4Life

@PBSTeachers

By

Fun Halloween Resources Post 2

THE Library of Congress scares up October 31st fun with “Frankenreads,” a public read-athon of Marry Shelley’s “Frankenstein” now 200 years young!

The reading begins at 9:00 am at the Library of Congress. It is open to everybody.

There is also a livestream so you and your students can join the fun virtually. Check out the live-stream @ the LOC’s YouTube site: 

Classroom Activities During the live stream:

  1. Students can listen and read along
  2. Students can listen for a few minutes at a time and then complete a Think-Pair-Share
  3. Students can create a word cloud of key terms
  4. (Older) Students can live-tweet to the Library of Congress during the read-athon. The event hashtag is 
  5. Studenst can draw a continuous mural or desktop mural while listening during the read-athon
  6.  … Share your ideas!

!

#PBSReaders4Life

 


More Halloween Posts

By

Weekend Ed. Quote ~ October 19

“Play is not a break from learning. It is endless, delightful, deep, engaging, practical learning. It’s the doorway into the child’s heart!” ~ Vince Gowmon

 

Playing Teacher from the Library of Congress

1890, “Playing Teacher” from the Library of Congress. No restrictions on copyright

~~~

By

Fun Halloween Resources Post 1

Bring the spookiness of Halloween to your classroom all month with science, math, and social studies resources for all grades on PBS LearningMedia-

https://www.pbslearningmedia.org/collection/the-halloween-collection/ 

Carve Halloween Into Your Lesson Planning– Halloween is a great time for teachers to encourage children’s imagination and creativity. Explore a collection that offers PreK-12 teachers an easy way to integrate Halloween themes into your classroom. Explore Collection–PBS Learning Media Lesson Plans Link

 


See more on Twitter: @pbsteachers

Photo link: Retrieved from https://www.flickr.com/photos/12707238@N00/22622863856/

#PBSReaders4Life

 


More Halloween Posts

By

An ADA Transcription Option: Google Voice Typing

Accessibility options for all learners require the need for transcriptions. Since I am often tasked with creating transcripts of my own and other professor’s video lectures I have looked at many, many options.

Since I can speak faster than I can type, Google Voice Typing has helped me with transcripting options and posting options. Steps: Open a New Google Document/Click the Tools Menu and choose “Voice Typing.” Click the red microphone icon on the left side and begin speaking. The Voice Typing editor will correct as you continue speaking and it is very accurate (much more than many other available options.)

I made a video to show my learners in a previous course how to use Google Voice Typing to create personalized eBooks. I snipped about 30-seconds of that video to show you. I will post and hope it will play for you when you click it. If you click on the video box it will go to Full Screen so you can see it better. I muted my voice to keep the file size small,  but just imaging I am speaking or you are speaking-

Do you think this might be a good option? ~Dr. T. 

By

Weekend Ed. Quote ~ October 12

Is successful Teaching an Art or a Science? Perhaps Albert has the answer…

 

“It is the supreme Art of the teacher to awaken joy in creative expression and knowledge.” ~Albert Einstein

 

 

 

~~~

By

Adjuncts’ Participation in Online Discussion Forum Discourse

 Show hospitality to one another without grumbling. 1 Peter 4:9

The word, “Hospitality” may be considered quaint and belonging to a “vintage” past, but it holds great meaning of invitational welcome. Although originally referring to welcoming others to our homes, might “hospitality” extend to online venues as well?

In other words, Is it possible to practice hospitality in online environments?

Growing up in California, there was always someone(s) arriving for a visit. Hospitality meant that there was someone ready to greet, something ready to eat, and something ready to do for all who came to visit. At least two out of three of those same principles are embedded throughout the GCU participation manual and applicable for online courses, especially in the following:

Ready to Greet/Something to Do:
1.) “Active engagement through weekly discussion forum contributions on 4 out of 7 days or 5 out of 7 days” (p. 8) provides both the academic and social support needed for students’ active engagement (Dolan, 2011; Hrastinski, 2009) and social connectedness (Diep, et al., 2018) in our online courses.

(2.) “Post an introduction to the Class Wall. Respond to all student introductions on the Class Wall” (p. 4) and accompanied by the Class Wall Introduction Template (p. 4-5) provides a Ready to Greet and Something for Students to Do as they long on to the course with a helpful scaffold template so students do not have to wonder how to succeed.

(3.) Although “Responsiveness” is listed in the Classroom Management section (p.5) of the Online Faculty Policy Manual, it is also an important component of online invitational hospitality and being engaged online. Responding quickly to students’ posts is a very important facilitation technique throughout a course but especially in the opening days of class.

Responsiveness is also imperative for technology issues that may arise for students. I believe in specific bread crumbs to help students log-in and participate so, in my online courses, I create a “Help Forum” with my “Course F.A.Q.’s” which are clear, concise instructions for issues that may arise or have happened in previous courses. Important information, such as my contact information, the course calendar, due dates, assessment rubrics, and assignment checklists provide necessary scaffolds that bolster students’ comfort levels and communicate hospitality.

I intently watch the course forums, my email, and students’ responses to my Introduction Forum to make sure that there is active presence and discussion. I respond to every student by name and I pick out threads of commonality or interesting items in their introduction. I asked students to also reply to each other by name and sign every post. These practices continues throughout the course. Sometimes, intensive guided practice is needed for students who are new to online courses or to the LMS. Lately, I’ve found that a quick Skype or Zoom session where I can share my screen with students is very effective.

Additional Something to Do: Participating with and involving students in building online collegiality is a catalyst for constructivist communities of practice online, (Lave and Wenger, 1998; Wellman and Gulia, 2018). Toward this goal, I create online Scavenger Hunts in Google Docs and short 30-second games in Quia or Educaplay to encourage light-hearted course and colleague participation.

The adult learners we serve are busy, over-scheduled, and often completing course assignments late at night and on the weekends. As instructors, we when follow engaging participation policies, we invite them into a safe, accessible, welcome space, and we set the stage for invitational learning. Through these behaviors, we approach the valuable goal of practicing online, invitational hospitality.

Your Turn: Do you think it is possible to create hospitable online spaces and/or online discussion forums?

If so, would you share your ideas?

 

References:

Diep, A. N., Zhu, C., Cocquyt, C., De Greef, M., & Vanwing, T. (2018). Adult learners’ social connectedness and online participation: the importance of online interaction quality. Studies in Continuing Education, 1-21.

Grand Canyon University (2013). Online Faculty Training Policy Manual: Retrieved from: https://cirt.gcu.edu/documents/frc/on_demand_workshops/mentor_recertificatoin/online_faculty_policy_manual_031513_v3_1pdf

Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education52(1), 78-82.

Lave, J., & Wenger, E. (1998). Communities of practice. Retrieved June, 9(2).

Wellman, B., & Gulia, M. (2018). Net-surfers don’t ride alone: Virtual communities as communities. In Networks in the global village (pp. 331-366). Routledge eBook.

 

By

Weekend Ed. Quote ~ October 5

“True leaders do not create followers; they create more leaders.”  ~Oleg Vishnepolsky, Global CTO at DailyMail Online

 

Please read the above quote again… it also applies to our students, both in face-to-face and online settings.

 

 

~~~

By

Up Close & Canvas: Link Checker

PBS Teachers

 

PBS TeacherLine uses the Canvas Learning Management System for its full array of online undergrad and graduate courses. Here are some tips shared among us in our course faculty forum.

 

 


 

In the cyclical nature of online courses, it can be a full semester or a year between administrations of the same course.

Before each administration, it is imperative to check external links to content.

This used to be an mind-numbing exercise.

via GIPHY

 

Within the Canvas LMS, there is a tool to automatically check external links. It’s called the Link Validation Tool.

Here is the path:  Go to Settings (course navigation list at very bottom) & then choose “Validate Links in Context” & then “Start Link Validation.”

Happy Canvassing!

@PBSTeachers #PBSReaders4Life


~~~

More Up Close & Canvas Posts

 

 

By

Weekend Ed. Quote ~ September 28

I’m reminded that creating can be the most effective kind of learning. lnstead of just analyzing media, students can use those techniques to influence audiences themselves. ~Jeremy Bond @JeremyDBond

learnerCenteredInstructionalMethods

 

 

~~~
Skip to toolbar