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TRANSCRIPT
August 7, 2007
Chris Moddelmog
Director of Technology Services
Smoky Hill Education Service Center
Name
School
Class(es)
Years of IDL experience
Note similarities
9:00-9:15 Welcome & Introductions 9:15-10:00 Session 1 Strategies for IDL Teachers 10:00-10:30 Session 2 Academic Honesty, Policies, Procedures 10:30-10:45 Break 1 10:45-11:30 Session 3 Lesson Plan Ideas and File Distribution 11:30-12:00 Session 4 Inter-site Idea Sharing Part 1 12:00-1:00 Working Lunch—Special Programs 1:00-1:30 Session 5 Inter-site Idea Sharing Part 2 1:30-2:30 Session 6 IDL Beyond the Classroom 2:30-2:45 Break 2 2:45-3:00 Q&A, Wrap-up, Evaluations 3:00-3:30 Technical Issues with Cindy & Ann
http://www.smokyhill.org/vnews/display.v/ART/2007/07/18/469e1df178d13
http://www.smokyhill.org
Share ideas
Provoke thoughts
Answer questions
Do you plan ahead?
Are you flexible?
Are you comfortable dealing with tech emergencies?
Do you enjoy exploring new technology and teaching options?
Do you have skills in instructional materials development?
Are you willing to constantly update and revise materials?
Are you willing to invest more time in preparation and teaching than you do in a traditional classroom?
Are you a self-starter and self-motivated learner?
Are you willing to work hard (i.e., investment of time, effort) to learn?
Do you work well independently? Do you feel comfortable asking for help
through email or other means when you don’t understand?
Are you comfortable working and communicating with people you have never seen face-to-face?
Distance education= 150 (or 20) students sitting listening to a lecture.The setting may be face-to-face, but
students and teachers are still distant.The goal should be “connected”
participants and “mind-to-mind interaction” regardless of proximity/distance.
--Jerry Nelson IDL Instructor
What is the biggest difference between IDL and a regular class?
If the difference is positive, how can we capitalize on it?
If the difference is negative, how can we overcome it?
Visit successful IDL classes.
Don’t abandon what works in regular classes.
Capitalize on technology but try to keep it transparent.
Be organized but remain flexible.
Introduce a new piece of technology for each new course.
Keep participants informed.
Assess how much content can/must be taught.
Focus on students not on the technology.
Encourage interaction.
RELAX AND ENJOY THE EXPERIENCE.
Limit lecturing
Encourage discussion
1-2 good questions not 20 poor ones
Resist joining discussion too early
Let participants resolve problems and answer questions
Guide where/when necessary
Announce interaction time in advance.
Do an interactive activity early in the class.
Use relevant materials and examples
Nutrition: Olympic Athlete v. Teenager
Ingredients in Twinkies
If a new IDL teacher left today and could remember only one thing, what is the most important advice he/she needs?
Use visuals to counter lecturing.
Visually represent:
of items
Use visuals to counter lecturing.
Visually represent:
Use visuals to counter lecturing.Visually represent:
of a complex process.
Use visuals to counter lecturing.
Visually represent:
between events, places, people.
Visually represent:
Lists
Key Points
Steps of a process
Relationships
Make use of:
Pictures-show what things look like
Diagrams-illustrate relationships, organization
Maps-show location & spatial relationships
Graphs, tables, charts-summarize info.
What are the biggest challenges with academic honesty in an IDL setting?
What strategies are used?
Prevention
Monitoring
Evaluation of Assignments
Other
CASE STUDY
Students are given a real world problem to solve in a given time.
Send cases in advance.
Discussion should be moderated.
Variation-Have students construct the cases.
GROUP TO GROUP DISCUSSIONS
Different sites are responsible for the discussion.
They determine questions.
One location asks the questions of the other sites.
PANEL DISCUSSIONCreate a panel with “experts” from
different locations.Have 3-5 minute Q&A sessions between
the sites and the panel.Questions may not go to someone at the
same location.Teacher or student can moderate.
TRIGGER VIDEOUse a short (1 minute) video clip to
prompt student questions, start discussion, or introduce a topic.Follow with discussion, project, or
assignment.Variation-Require students to respond
from an assigned perspective.
COMPETITION
Competition between sites can increase interaction.
Game show style games work well and are easy to set up.
Depending on the situation, do this with caution. (Mix teams).
Buzz Sessions
Example/Non-example
Consequences/Results
Simulations/Role Playing
One minute summaries
Press conference
Voting
Siskel & Ebert
Chain Questioning
Games
Post on a teacher/school web page.
Course authoring software
Social networking site
Educational backpack
http://kportal.learningstation.com/portal/index/portal/
In groups of 3-4, describe successful IDL teaching strategies.
Class, grade, strategy, student reaction.
Be prepared to share with the group.
Technology allows education to be anytime and anywhere.
It’s possible to extend beyond the IDL classroom too.
Moodle
Podcasting
Social Networking Sites
Blogging
Moodle is a free, open source, course management system (CMS) software package.
It’s designed to help educators create effective, online learning communities.
It can scale from a single-teacher site to a 50,000-student university.
http://moodle.org/
http://moodle.org/course/category.php?id=2
http://moodle.org/mod/data/view.php?id=6140/
Ning.com Ning was founded in October 2004 to give
everyone the opportunity to create social networks. Two and a half years later, Ningpowers over 76,000 social networks and counting.
What makes this all possible is the Ningplatform.
Platforms give everyone the freedom to create.When ning started, they wanted to enable a
diversity of social networks the same way browsers enabled millions of different websites.
Ning allows users to create and control social networks.
http://shlearn.ning.com
What role does this Web 2.0 technology play in IDL classes?
Podcasting is the method of distributing multimedia files over the internet for playback on mobile devices and personal computers.
Files can be audio or video.
Podcasts, video podcasts, vodcasts.
The term podcasting" combines parts of two words: “iPod" and “broadcasting.“
The name is a misnomer.
Podcasting requires neither an iPod nor over-the-air broadcasting.
iPod
MP3 Player
Desktop or Laptop Computer
PDA
Cell Phone
CD Player
Others?
Information is available 24/7. Learning is possible 24/7.Time is saved or more productive.Technology appeals to various learning
styles. (Audio, visual, repetition, etc.)Class time can be used for
activities/application.Content can be enriched.
ClassesProfessional DevelopmentActivitiesCommunicationPromotionsStudy GroupsUser GroupsStaff Information Lifelong LearningEntertainmentOther?
Podcasting is another way to get information to students 24/7.There are good podcast resources for
teachers.http://www.learnoutloud.comhttp://www.epnweb.org/http://www.npr.org/rss/podcast/podcas
t_directory.php iTunes
Free software allows anyone to become a podcaster.
Audacity
MovieMaker
Photo Story 3
iMovie
Garage Band
Blogging is derived from web log.
There are various sites educators can use for class blogging.
http://www.classblogmeister.com
Blogger
Ning.com
Professors (teachers) who do not encourage or allow their students to use podcasts, email, messaging, etc. will the subject of podcasts, emails, and messages from students expressing their dissatisfaction.
What else would be helpful before classes start?
Chris Moddelmog
Smoky Hill Education Service Center
605 East Crawford
Salina, KS 67401
785-825-9185
www.smokyhill.org
No matter what happens, keep running!
Chris Moddelmog
Smoky Hill Education Service Center
605 East Crawford
Salina, KS 67401
785-825-9185
www.smokyhill.org