10 great Chrome tips for teachers and educators — from educatorstechnology.com
From DSC:
Time will tell which institutions have the prerequisite culture of innovation that will help reinvent themselves, stay relevant, and survive.
And for people (who have worked in higher education for years) who don’t like to see learners as customers…well…when those learners are often paying $100,000-$250,000 or more for a four-year degree, those folks don’t have much say or credibility any longer. The price increases that they never stepped in to stop from occurring have forever changed the learning ecosystems within higher education. The idea of supporting the perspective that says:
Well, we’re proud (and content) that our institution will have the lowest price increase in X (where X is a city, state, or geographic region)
or
We’re proud that our institution will have the lowest price increase within our group of similar/comparative institutions.
…well, that type of perspective hasn’t cut it for years now. But the danger of that status quo perspective is only becoming apparent to many now that one’s very survival is at stake.
Addendum/also see:
The Damaging Myth of the Natural Teacher — from chronicle.com by Beth McMurtrie
Excerpt:
The mistaken ideas about teaching that Sathy had early in her career are widespread — and not only among new instructors. Good teaching is often seen as a natural talent when really it’s a skill, one that can be learned and refined.
…
Thinking back to those early days, though, Sathy sees how that first stumble could have led her in a different direction. If it weren’t for a “big lightbulb moment” that enabled her to quickly understand her mistakes, a fierce determination to become a better teacher, and an openness to seeing her role not as the expert who commands a room, but as a partner in students’ learning, she could have been yet another hapless instructor wondering how to get through the semester without too many punishing evaluations.
“I’m glad I had the courage to keep getting back into the ring,” she says.
Common Anxieties in Beginning HyFlex: Learning to Teach a HyFlex Class — from hyflexlearning.org by Brian Beatty
Excerpt:
Not surprisingly, one of the biggest anxieties – FEARS – for many faculty considering or implementing a HyFlex approach for the first time is learning how to do so, and to do so effectively the very first time. No one likes to feel like they aren’t equipped to do the work they are required (or challenged) to do; perhaps especially teachers who are normally in full control of their classrooms and the activities that take place in them. When you are planning to teach HyFlex, it may seem like you are planning for CHAOS, or at least planning to lose control over the class environment(s), the teaching process, and ultimately student learning. Let’s address those concerns one at a time, but briefly.
If we assume you are an effective classroom teacher, then a common design path that I usually recommend is to start with your plans for an effective classroom experience and work to translate those to the other modes, accessing expert guidance as needed (such as, instructional designers, online course design books, your colleagues). What are the learning outcomes (or instructional objectives) for the classroom? How will those translate into the online mode(s) you are planning? What about the instructional content and associated activities for the classroom? How do those translate? What about plans for assessment? Start with what you know, and are confident with, and then layer in approaches for the other modes.
Five Tips for Launching an Online Writing Group — from scholarlyteacher.com by Kristina Rouech, Betsy VanDeuesen, Holly Hoffman, & Jennifer Majorana — who are all from Central Michigan University
Excerpt:
Making time for writing can be difficult at any stage of your career. Pushing writing aside for grading, lesson planning, meeting with students, and committee work is too easy. However, writing is a necessary part of our careers and has the added benefit of helping us stay current with our practice and knowledge in our field. Lee and Boud (2003) stress that groups should focus on developing peer relationships and writing identity, increasing productivity, and sharing practical writing. Online writing groups can help us accomplish this. With the impact of the COVID-19 pandemic, working online has become a necessity, but it can take time to figure out what works best for you and your writing colleagues. We recommend five tips to help you establish an online writing group that is productive and enjoyable for all participants.
From DSC:
For IDs, trainers, teachers, faculty members, & teams who are working on creating and delivering online-based learning……the following article is a good one for us to check out and reflect upon:
Most Online Courses Are a Waste of Your Time — Here’s How You Know — from medium.com by Eva Keiffenheim
A quick guide that helps you find the worthy ones.
Excerpts:
Not all learning investments are created equal. People who’ve excelled at their craft are often not the best teachers. Likewise, creators who write the best sales copy don’t offer the most value.
Here’s precisely how you can spot bad online courses so that you won’t waste your time and money.
…
