Just two more days until our Webinar “How Early Literacy Impacts Reading to Learn”
Wednesday at 4:00pm Eastern
We will also be doing a first ever live tweeting during the Webinar! Here is the hashtag #PBSLit4Life
Are there any tweeters in the group? Please help us seed the tweets!!!
If you’ve been anywhere near a college campus, you’ve probably noticed the extent to which students are glued to their mobile devices. What do they do with them when they walk into the classroom? In one survey at six different universities, college students reported using their phones an average of 11 times per day in class.
Technology and Student Distraction. The Derek Bok Center for Teaching and Learning. Harvard University. Retrieved from https://bokcenter.harvard.edu/technology-and-student-distraction
Craig, R. J., & Amernic, J. H. (2006). PowerPoint presentation technology and the dynamics of teaching. Innovative Higher Education, 31(3), 147-160. Retrieved from https://link.springer.com/article/10.1007%2Fs10755-006-9017-5
This is the week for InstructureCarn in Keystone, Colorado. Our team from PBS TeacherLine submitted our proposal back in February. … And it was accepted!!
We are excited about our session called, “We’ve Moodled on Over to Canvas: PBS TeacherLine Online Facilitators Share What Works.” Our session is Wednesday, June 25th at 3:25pm.
Not going to InstructureCarn? Check back to this blog for the online handouts of the session!
Presenting new research from our collective paper, “Online Course Facilitators Describe What Works in Learner-Centered Feedback“ at the in Washington,
Our paper reflects the writing collaboration of six PBS TeacherLine course facilitators and the PBS Program Manager, Francine Wargo. The course facilitators are Helen Teague, Rose Castro, Dr. Joyce King, Victoria Lara, and John Tierney.
Here is the abstract of the paper:
Abstract: A four-point-effectiveness checklist for continued student engagement through personalized assessment feedback in online courses is described in this poster and accompanying paper. Designed for pre-service and in-service adult learners, the checklist reflects research in pedagogical practice of knowledge transfer, adult learning theory, and the TPaCK instructional framework. Data sources include the feedback artifacts of current online course facilitators, who are also the co-writers of this paper. Post-course assessment data from adult learners validates the success of these methods in both current teaching practice and subsequent professional development through participation in online courses.
Also today, online Course Facilitators from describe what works for our learners in a participatory share session, aptly titled “Effective Practices in Online Course Facilitation: Roundtable Participatory Share.”
Here is the Abstract:
Abstract: The most effective online course facilitators implement personalized messages and content that inspires, engages, and educates. The courses’ sound structural strategy ensures implementation by teacher-learners. This interactive roundtable features online educators who will share best practices and the educational effectiveness of content that allows learners to exit each course with a set of materials ready for use, vetted, and strengthened by experiential analysis and subsequent recommendations. This roundtable discussion will include video clips of online course facilitators and teacher-learners describing various aspects of their experiences while in their online courses. Teachers and teacher-learners may appear live from remote locations recounting their experiences.
. To learn more about the conference, click