On 10/02/09, Becky wrote: > Hello, > > I have been teaching online full time for over 3 years now and have > three kids under 8. I love it! I was a full time administrator BC > (before children) and this is so much better. It is the best of > both worlds. > > Feel free to ask any questions I might be able to help with! > > Becky Owens > ednak > Thought Networking for Online Educators > > > > > On 6/07/09, Tracey wrote: >> Thanks, Been There--that's about what I would expect. My >> daughter is pretty time-intensive, so going totally without >> daycare just wouldn't be an option for me. Any others w/ small >> children who can share experiences teaching online?
On 10/03/09, to Becky wrote: > Could you tell me how you got started? I'm currently teaching an online > course within my regular brick-and-mortar high school and run my regular > classroom courses through my website to get them used to the online > environment. I am very interested in making a change to 100% online, > but have no idea where to start. I have lots of experience with > Blackboard and have set up several sites with Moodle. > > > > On 10/02/09, Becky wrote: >> Hello, >> >> I have been teaching online full time for over 3 years now and have >> three kids under 8. I love it! I was a full time administrator BC >> (before children) and this is so much better. It is the best of >> both worlds. >> >> Feel free to ask any questions I might be able to help with! >> >> Becky Owens >> ednak >> Thought Networking for Online Educators >> >> >> >> >> On 6/07/09, Tracey wrote: >>> Thanks, Been There--that's about what I would expect. My >>> daughter is pretty time-intensive, so going totally without >>> daycare just wouldn't be an option for me. Any others w/ small >>> children who can share experiences teaching online?
Is there a reputable distance learning program for people who do not have access to the internet? If so, would you please recommend one to me? Thank you.
How did...See MoreI currently teach high school business/technology right now. I run my classes using Moodle as a way to organize myself and my students, even though we physically meet face-to-face everyday. I'm trying to start an online program at my school, but would like to consider other ways of getting into the world of online teaching as well.
How did you get started? What are your credentials? Do you do this full time?
We are upgrading from Bb 7.2 straight to 9.0 next year. Anyone have any current experience with 9.0?
I am a heavy user of 7.2. The conversion from WebCT to Blackboard was a lot of work because of things that would not convert. I understand 7.2 courses should convert to 9.0 fairly well.
Not only will I move to the new Bb version, but I'll also pick up a different course while mentoring 2 new instructors. Across the state, we're hearing that DLCs are letting some adjunct online instructors go (no longer giving them classes).
When I asked specifically why, the basic responses have included: -Unrealistic student expectations (didn't allow students opportunity to get organized during the first week of the course, expected instant turnaround on discussion boards and writing assignments, expected students to process massive amounts of material weekly), and didn't allow for students using dialup (probably 40% of our students have dialup access, so we limit numbers of powerpoints and videos). -Changed the course radically from the classroom version, mostly because the online instructor didn't bother to collect information from the classroom/full time instructors or to incorporate updates. In one semester, the instructor didn't change textbook edition, so the students had a newer edition than the instructor (and couldn't do some of the assignments). -Unresponsive to deadlines and information requests (for posting grades, tracking attendance, that sort of thing) -Unresponsive to student requests (waiting 5 days to respond to emails, not posting tests on schedule, not resetting tests even when the problem was clearly at the college, state, or Bb level). -Not incorporating ANY technology options (basically, the course is "read this chapter, take this 10 question quiz"). -Not attending ANY of the online instructor meetings (even classroom instructors have to attend these, and it's our only opportunity to network).
After converting to Bb 9.0 from 7.2 I would agree. Bb went backwards in many respects by splitting up the Control Panel into various hidden and confusing places. There are various ways to release files and quizzes and unfortunately some of the conflict without the instructor knowing it. While don't give out my cell phone number to the class, I always make sure one or two students have my number with instructions to text me if something doesn't open up on schedule or a link doesn't work. This has saved my bacon numerous times with Bb.
> > Not only will I move to the new Bb version, but I'll also pick up > a different course while mentoring 2 new instructors. Across the > state, we're hearing that DLCs are letting some adjunct online > instructors go (no longer giving them classes). > > When I asked specifically why, the basic responses have included: > -Unrealistic student expectations (didn't allow students > opportunity to get organized during the first week of the course, > expected instant turnaround on discussion boards and writing > assignments, expected students to process massive amounts of > material weekly), and didn't allow for students using dialup > (probably 40% of our students have dialup access, so we limit > numbers of powerpoints and videos). > -Changed the course radically from the classroom version, mostly > because the online instructor didn't bother to collect > information from the classroom/full time instructors or to > incorporate updates. In one semester, the instructor didn't > change textbook edition, so the students had a newer edition than > the instructor (and couldn't do some of the assignments). > -Unresponsive to deadlines and information requests (for posting > grades, tracking attendance, that sort of thing) > -Unresponsive to student requests (waiting 5 days to respond to > emails, not posting tests on schedule, not resetting tests even > when the problem was clearly at the college, state, or Bb level). > -Not incorporating ANY technology options (basically, the course > is "read this chapter, take this 10 question quiz"). > -Not attending ANY of the online instructor meetings (even > classroom instructors have to attend these, and it's our only > opportunity to network).
As you know, teaching on-line requires knowing not only the course material, but also the technology and pedagogy behind on-line teaching. Those problems listed above drive students crazy.
I have taken, developed and taught fully on-line and hybrid courses. Structure, clarity, and responsiveness is very important to students. My practice now is to respond to student inquiries (e.g., email) as soon as they are in my inbox and am probably over 90% compliant. I also provide thoughtful responses, not just something quick and perhaps vague.
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Webinars for Educators—The Art and Science of Objects Conservation November 19, 2009
Art conservation is a profession that intersects fine arts, materials science, and art history. An objects conservator introduces teachers to the field and explores how a technical investigation of artworks can provide a greater understanding of artists' working practices and a heightened appreciation of the works in the Met's collection. Fee: $10 6:00 p.m.–7:15 p.m.
Webinars for Educators—A Walk through The New American Wing December 03, 2009
Celebrate the opening of The New American Wing by taking a virtual tour of the newly reinstalled galleries. Explore period rooms, sculpture, and paintings that reflect the life and times of Americans from the early colonial period through the early twentieth century. Fee: $10 6:00 p.m.–7:15 p.m.
Webinars for Educators—El Greco and His Times December 10, 2009
Explore the span of El Greco's career, from his origins as a painter of icons in his native Crete to his work in Venice and Rome and his definitive move to Toledo, Spain. Learn how El Greco related his topics to the demands of the times and study his masterpiece at the Met, View of Toledo. Fee: $10 8:00 p.m.–9:15 p.m.
Win A FREE LICENSE for The First 4,000 Words for your Class and your School!
The First 4,000 Words is an interactive web-based program used to teach the 4,000 most frequently used English words to English Language Learners and struggling readers in grades 1 through 4. This research-based and field-tested program helps students develop the necessary reading skills to succeed in school.
The First 4,000 Words, requires little teacher time beyond student setup, contains 355 interactive and individualized web-based lessons organized into 8 levels of proficiency. Students access their lessons through an engaging world of words called the Vocabitat. Animated woodland characters guide the students through the lessons, which use game-like scenarios and speech recognition technology to teach, reinforce, and assess vocabulary listening, reading, and pronunciation.
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Winning Schools Receive: A one-year license to the program for one school account (unlimited number of teachers) 25 vocabulary tests to assess students' reading and listening vocabulary Student web site for delivery of the lessons Teacher web site for tracking, monitoring and reporting student progress Teacher's manual