E-Learning Certificate Program

Finding E-Learning Jobs

2012-01-28T08:30:00.000-08:00

Online teaching was the perfect part-time job for me. E-learning and online teaching replaced coaching and after school clubs as a way to supplement my income. I loved it! I was working with great teachers from around the world and learning new things everyday. I also realized I was opening a door to a new career. Eventually, after 25 years in a traditional classroom, I decided to take early retirement, and pursue my passion for online teaching and learning full time.

Now I make my living online and enjoy a freedom and flexibility that once seemed like an impossible dream. Working online is everything I'd hoped for, and more. It didn't happen overnight, but it did happen. I made the change one step at a time. It took me awhile to figure out how to find work.

I've found that the key to an online career is a power triangle of essential elements:

Subject Matter Expertise
21st Century Networking
E-learning and Teaching Experience

Power Triangle
for E-Learning Success

Subject Matter Expertise

Your expertise is rooted with your life, academic, and work experiences. If you are a teacher, your expertise is established by the courses you've taught and the degrees you hold. If you are a military, corporate or medical trainer your expertise is established by your subject specialization and the variety of training positions you've held.

An Graduate Certificate in E-Learning and Online Teacher documents a new area of subject matter expertise!

Building Your Network

Roughly 80% of your e-learning work will come from networking face to face and online.

Decision makers want to hire people they know. When they can't find someone they know personally they reach out to an extended network of trusted advisors. Many jobs go unadvertised or are created when a person with the right skills is discovered.

Building your networks will open the door to a new future.

5 Ways to Build Your Professional Network

1. Start where you work right now.

Let your professional circle know you are pursuing an e-learning certificate or a degree online.
Many participants in UW-Stout's E-Learning and Online Teaching program are offered new e-learning jobs where they are currently working..

2. Find Professional organizations and conferences.

Go to conferences and get to know others who share your professional interests.
Attend both face to face and online conferences (Webinars).
Have business cards printed and hand them out!

3. Become an online student.

Successful online students become successful online teachers.
Get to know your classmates.
Some of your strongest professional bonds will be with colleagues you meet in your online classes.

4. Be active in professional networks.

Join an online network dedicated to your specific professional interests.
Join job search oriented social networks.

5. Build your professional credibility with a website or e-portfolio*.

A professional presence on the Internet is important.
Build a classroom website.
Write a blog about an area of interest.
Create a wiki for collaborative projects
Show what you know with an e-portfolio.

*Those enrolled in the E-Learning and Online Teaching Certificate Program will build these components and moreduring their training.

E-Learning and Online Teaching Experience

The University of Wisconsin-Stout E-Learning and Online Teaching Graduate Certificate Program provides experience as both an online student and an online teacher.

You have a developed a skill set as a classroom teacher or trainer. However, teaching or training experience does not fully prepare you for the unique challenges of e-learning and online teaching.

Jumping into online teaching job without training can be a painful and frustrating experience.
You need experience as an onlne teacher and specialized training in facilitation techniques to develop the craft of effective online instruction.

As an online student:

You will experience the best practices of online learning.
You will learn how to develop a community of learners through intense collaboration and discussion.
You will build strong professional bonds with your colleagues.
You will work with highly trained master teachers who are dedicated to helping you grow and learn.

As an online teacher in training:

You create curriculum and assessments using Web 2.0 tools.
You facilitate small group discussions.
You practice the teaching skills in a supportive environment rich in timely feedback.
Each of the five classes is a model of the best practices of teaching and learning online.

The Certificate Practicum: Real World Experience

If you've never taught an online class, you'll teach with a mentor teacher in one of our online professional development classes.
If you are currently teaching or training online, we craft a program that offers you the course design or teaching skill feedback you most need.
Customized internships with K-12 Virtual Schools are also possible.

Build a future as a teacher and learner in the 21st Century! Join us and open the door to a new career!

UW-Stout's five-course E-Learning and Online Teaching Graduate Certificate focuses on the strategies and techniques of teaching online. The courses model best practices in e-learning with interactive discussions and hands-on experiences creating and using blogs, wikis, podcasts, and Moodle in K-12 education. The courses will benefit educators and trainers interested in designing online and blended courses or using Web-based components to enhance face-to-face instruction.

Courses are offered each semester (three times each year). All courses earn three graduate credits.

Read More about Finding E-Learning Jobs!

Here are more articles about strategies for finding online work, and the kinds of preparation and paperwork you should be working on:

Nominated, Care to Vote?

2012-01-17T20:41:00.000-08:00

It's always nice to be noticed.

Click below if so inclined.

Voting starts January 20, 2012!
Click icon and....

vote for me if you are so inclined! ~ Dennis

Time Management for Online Teachers

2012-01-12T19:08:00.001-08:00

Time is Money On Line

Time Management: Teaching Online: A great list of tips and advice from veteran online teacher Dr. Kay Lehmann. http://www2.uwstout.edu/content/profdev/rubrics/time_management.html

Be Efficient, Not Busy: Time Management Strategies for Online Teaching "Online teaching redefines the faculty member’s schedule. The feeling of being a 24/7 professor can lead to frustration. Managing one’s time as an online teacher can be a challenge."

Time Management for Online Teachers. This is a breeze video/audio archive. Give it a look/listen? http://breeze.boisestate.edu/p82935848/

Time Management Strategies for Online Teaching. This is an excellent, relatively recent (2006) academic research paper on time management. The authors compare Face to Face with online teaching in a number of areas. http://itdl.org/Journal/Feb_06/article01.htm

Time Management Tips for Online Instructors. This is basic advice for k-12 online teachers from the Connecticut Virtual School http://www.ctvirtuallearning.com/timemantips.cfm

Touch Screen Tech: Looking ahead helps us see our future

2012-01-02T13:20:00.000-08:00

The Touchy-Feely Future Of Technology

This NPR audio and written piece looks at touch screen technology with a perceptive and wide lens. As smart phones and tablet computers become ever more widespread this thoughtful article begins by looking at the science fiction origins of the idea that we can wave our hands or touch a screen to control a computer.

The author also discusses the implications and applications of touch screen tech in education, science, medicine, and sociology.

This article will help any educator interested in the near future application of technology for e-learning to think more broadly. Just close your eyes and listen to the podcast. Stitch together the ideas and prognostications as you imagine what teaching and learning online will look like in the near future.

Its easy for our thinking to get 'siloed' within a particular set of ideas. Our attention takes narrows focus on specific elements of e-learning and we miss the larger picture.

This article will help you think about what is coming near term in technology. Taking the time to think may help you find where you might fit (now or someday soon).

Don't Lecture Me!

2012-01-02T12:44:00.000-08:00

The flipped classroom has gotten a good deal of press. The Khan Academy in particular has popularized the idea of flipping the lecture out of real time and placing it online in video format as homework. This approach frees up teaching time for hands on work, group discussion and individualized tutoring. In short, it gets teachers out from behind the lectern and into direct interactions with their students.

Physicists Seek To Lose The Lecture As Teaching Tool by Emily Hanford interviews Eric Mazur a lauded master teacher of Physics at Harvard and MIT. Mazur states that the key is to get students to do the assigned reading (the information flow) before they come to class. He then talks about how he teaches huge classes without resorting to traditional lecture techniques.

As this article will explain, the ineffectiveness of the 'Lecture' and the realization that students learn by discussion and interaction isn't new. Mazur has been doing this for 20 years. Indeed, it has been well established that the ancient mode of lecture just isn't effective for the vast majority of students. (Also see in this blog: Confessions of a Converted Lecturer: Eric Mazur)

Once faculty make peace with the changing role of teacher (from lecturer to coach) students learn more.

This is a hard transition that many traditional lecturers are not willing to make. This is also reason why traditionalist lecturers have difficulty with online teaching. Far too many college instructors assume that just putting up video of their lectures along with writing assignments and tests will work. (We know it won't.)

Unlike k-12 teachers who have a deep understanding of how students learn, many college lecturers are not trained educators. Many lecturers are hired for their content expertise, not their teaching skills. They teach as they were taught, via lecture. This perpetuates a flawed method long proven to be ineffective. (For more on effectiveness of the lecture method see Twenty terrible reasons for lecturing.)

In an online environment refined teaching skills are essential. Online teachers must use the technology to personally connect with each of their students. The remote sage on the stage just doesn't work in modern e-learning environments. Learning comes from interaction with a community of learners and facilitators.

Online or face to face, educators must promote discussion, hands on engagement, and digital manipulation of ideas if they want more learning in their classes.

For more reporting on this topic see: Don't Lecture Me!

Where and How to Find Online Teaching Jobs

2011-12-12T11:27:00.000-08:00

Teaching is the best job in the world. You help people. You spend your work life energy participating in an endlessly fascinating process. You also get paid to learn.

Online teaching adds geographical independence and a big dose of entrepreneurship to the life of a teacher. I've found that to be a very good thing.

As the program advisor and instructor for the University of Wisconsin-Stout's Online Teaching Graduate Certificate Program, I teach online classes every semester. Another very important part of my job is helping people find work.

I try to keep our students informed of new jobs as I find them. However, when I search I find thousands of online teaching jobs. I can't republish them all on my E-Learning and Online Teaching Jobs Blog. Instead, I want to show you where you can find those job leads for yourself. (Don't miss the RSS feeds highlighting e-jobs found in the right hand column of this blog.)

I'm convinced, that at this very moment, the perfect online teaching job is waiting for any talented teacher with the right combination of subject matter skills, e-learning training and professional networking.

The E-Learning Employment Triangle:

With the proper qualifications most work will come through your professional network. But that doesn't mean you shouldn't search directly for work and put together the necessary paperwork to land the online teaching jobs you seek.

Here are two job search engines that produce results. Take the time to set up accounts and upload fresh resumes. Be sure your online e-portfolios are polished and ready for a critical eye. Then start searching!

Indeed.com

SimplyHired.com

One final hint: These snapshots represent searches for very recent jobs. You can also search for all job listings because even if the institution doesn't have a job available right now, you might land one in the future. Don't under estimate the power of getting your application into the Adjunct hiring pool.

Read More about Finding E-Learning Jobs!
Here are more articles about strategies for finding online work, and the kinds of preparation and paperwork you should be working on:

Where and How to Find E-Learning Jobs
Finding E-Learning Jobs* This will help you see the big picture!
Finding Online Teaching Jobs: Are you a Online Teaching, Adjunct Instructor, K-12 Virtual Teacher?
E-Portfolios for Career Development: It's not just resumes anymore! This is why we require a portfolio based on your course work in the E-Learning Certificate Program.
Make Money Teaching Online Cheesy title, but a great marketing plan for anyone looking for an academic online career.
Successful Techniques and Proven Strategies for Finding Online Teaching Work

E-Learning and Online Teaching: Digital Magazine

2011-11-29T14:00:00.000-08:00

Confessions of a Converted Lecturer: Eric Mazur

2011-11-25T12:43:00.001-08:00

Eric Mazur: "I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly."

Eric Mazur is the Balkanski Professor of Physics and Applied Physics at Harvard University. An internationally recognized scientist and researcher, he leads a vigorous research program in optical physics and supervises one of the largest research groups in the Physics Department at Harvard University.

Dr. Mazur is author or co-author of 243 scientific publications and 12 patents. He has also written on education and is the author of Peer Instruction: A User's Manual (Prentice Hall, 1997), a book that explains how to teach large lecture classes interactively. In 2006 he helped produce the award-winning DVD Interactive Teaching. (also see: Peer Instruction: Ten years of experience and results.)

Blended Learning Revisited

2011-11-23T10:12:00.001-08:00

John Seely Brown
Dava Newman
John Belcher
March 10, 2010

“Playing at its deepest sense -- making, testing, trying, riddling the system -- that’s the thing.... If that isn’t an interesting description of deep research, I don’t know what is.” ~John Seely Brown

Screen shots from Dr. Brown's Lecture

A day in the life of an online virtual high school teacher

2011-11-09T08:54:00.000-08:00

2011 National Online Teacher of the Year: Kristin Kipp

Teacher at Colorado's Jefferson County's 21st Century Virtual Academy

Colorado teacher Kristin Kipp is living the dream of every teacher. She's teaching effectively and making a difference in the lives of her students. She's also home with her children as they grow and prosper.

Skill, dedication, and talent open doors to opportunities we might not even realize are there.

Congratulations Kristin! Keep doing the good work!

Graduates of the Certificate Program: Let us know?

2011-10-22T11:48:00.000-07:00

All call for Graduates of the University of Wisconsin Stout E-Learning and Online Teaching Graduate Certificate Program.

I've sent out a request to all graduates of our program to complete a follow up survey. I want to find out where you are and what you are doing with your E-Learning Certificate. Special thanks to all who have replied! The Wordle below was created with the text from just one of the questions on our survey:

Has earning your certificate changed your work life?

If you are a graduate of our program who has not yet completed the survey, please write me and I'll send you the link.

Dennis O'Connor
Program Advisor
E-Learning & Online TeachingSchool of Education
Online Professional Development
University of Wisconsin-Stout
Wisconsin's Polytechnic University
530-318-1145 (Cell)
Skype: wiredinstructor2
oconnord@uwstout.edu

Learning to learn online as you learn to teach online

2011-09-23T11:14:00.000-07:00

Many traditional learners who enter the Online Teaching Graduate Certificate program at UW-Stout go through a period of adjustment during the first course, E-Learning for Educators. There is so much information in the class, so many new ideas, so many intriguing resources that the desire to read everything and click every link can be overwhelming.

I like to remind folks that our classes are "8 week intensives". The courses earn the same number of credits as a traditional face to face 18 week graduate course. I think that helps when to adjusting to the work load.

The other thing I do is send our students to Joan Vandervelde's Tips on reading during an online class. Joan's great advice goes a long way to help students learn hypertext reading habits.
I also remind our students that each course remains open at least a year. This means they return and review the resources and discussions as they see fit. Indeed, those that go on to the E-Learning Practicum class are expected to revisit each of their courses as part of a culminating e-porfolio project.

Traditional students are stuck on the idea that they have to read everything and follow every link. You just can't do that in 8 weeks or 8 years. Reading hypertext resources requires persistence, and focus. The information filtering theme in the first e-learning course is about selectively pursuing interests, and using the Diigo social bookmarking system to save, tag, annotate and share resources you want to revisit or remember in the future.

When I first started as an online student I made a notebook of printed pages for each of my classes. I recall the sense of old time order and control it gave me to print the assignments, punch three holes, and divide it all into flip book order. I think I did that for the first 4 courses of my masters degree.
Luckily I evolved out of that habit; saving a forest over the last 10 years!

The journey from online student to online teacher is an intense and fascinating experience. Changing ingrained learning habits, understanding how to think with technology, figuring out how to project your voice and mind across the Internet, and being able to tolerate the ambiguity of a constantly changing digital landscape will help us all be lifelong learners in the 21st Century!

A question for all who teach and learn online: Which 'old school' habits do you want to change? Which will you hold on to?

How to start your own virtual school

2011-09-22T15:41:00.000-07:00

Follow this Recipe:

+ iNacol: well documented theoretical and practical foundations

+ Moodlerooms: affordable course management System

+ Utah OpenCourseware: award winning open source online core curriculum

+ UW-Stout: Online Teacher training

+ Courage and Vision

You're just a few clicks away from having a running start on your new virtual school! Save yourself a year's worth of meetings and research. This formula gives you the ingredients. Just add courage and vision and start cooking.

E-Learning and Online Teaching Graduate Certificate: Video Overview

2011-09-17T12:16:00.000-07:00

For details about the program visit our Online Teaching Graduate Certificate Program Home Page

Online Adjuncts Needed: UW-Stout

2011-09-15T16:14:00.000-07:00

Open Invitation to Apply:http://www.uwstout.edu/cec/adjpool.cfm

University of Wisconsin-Stout maintains a pool of qualified individuals who would like to teach online courses. This is an open invitation to apply for the University’s Adjunct Instructor Pool. Individuals with online teaching experience and appropriate degrees in instructional areas offered at University of Wisconsin-Stout are encouraged to apply.

Candidates with e-learning and online teaching certificates and online e-portfolios should emphasize that experience when completing the the web-based application.

The university is building a pool of qualified subject experts with professional online teaching skills to teach general education courses at the undergraduate level. Additional opportunities are available at the graduate level for teaching instructional design, reading/literacy, using games to assess learning

Please do not send resumes or applications to this blog. Only applications submitted to the Adjunct Pool will be reviewed for spring 2012 openings.

Learn to teach online: Fall 2011

2011-09-14T11:17:00.000-07:00

ONLINE COURSE EDUC 760 E-Learning for Educators

Learn to teach online!

Adjunct Professors, K-12 Educators, Corporate Trainers, Health Educators, Curriculum specialists: Hone your skills so you can compete in a growing job market!

Explore online and blended applications for e-learning using an open source learning management system, Moodle, and the D2L learning management system. You will have the opportunity to create your course content with Moodle, an inexpensive way for educators to create an effective online course.

The course provides a strong foundation in e-learning and online teaching theory and technology. Emphasis is on developing a community of practice founded on critical reflection, personal interaction, and rich experiences with web 2.0 tools. E-Learning for Educators is is the recommended first course in the E-Learning and Online Teaching Graduate Certificate program.

Activities include hands-on experience with Web 2.0 tools such as social bookmarking, blogs, podcasts, personalized search tools, surveys, quizzes, and discussion systems.

This course prepares learners to lead and manage instructional challenges in a variety of online settings in educational institutions, corporations, the military, health care and government agencies. The emphasis is on what you can use right now in your teaching or training.

This course introduces educators to the hands on realities of teaching online. Using Moodle and D2L teach and learn as both a student and an instructor. Discover e-learning best practices and create discussion forums, online surveys, quizzes and e-portfolios.

EDUC 760 E-Learning for Educators 3 graduate credits
This is the introductory course in the E-Learning and Online Teaching Graduate Certificate, is an approved elective in the online Master of Science in Education degree program, and is open as an individual course to students seeking professional development.

Sections are nearly full:

Dates: Choose one section:

EDUC 760 901 October 3 – November 30, 2011 Instructor: Dennis O'Connor
EDUC 760 902 October 3 – November 30, 2011 Instructor: Sara Turansky

Register Now Course Info

------------------------------

What students are saying:

"It was a great first experience with online learning! I would, I have, and I will, recommend the course to colleagues with whom I work, and I would consider another online course without hesitation. I couldn't have asked for a better experience!"
~ Middle School Librarian, Los Angeles, California

"I enjoyed the instructor(s) and their focus on organization and professionalism."
~ Instructor at Waukesha County Technical College, Pewaukee, Wisconsin

"Prior to beginning the class, one of my most strongly held notions was that the interaction and level of engagement in an online course environment could not come close to the experience one has in a face to face class. While I don't know that I am ready to fully embrace the concept that one should be able to earn a high school diploma or a Bachelor's degree completely online, I certainly believe there is tremendous value, rigor, and powerful sense of community that can be developed in a thoughtfully constructed course with a skilled teacher shepherding the process. "
~ Middle School Librarian, Los Angeles, California

Horizon Report 2011 E-Learning Relevant Research

2011-09-14T10:53:00.000-07:00

The 2011 Horizon Report is a collaboration between The New Media Consortium and the EDUCAUSE Learning Initiative

Here is a link to the complete report in PDF format.

Horizon Project Navigator (beta)

Executive Summary Overview

Key Trends

The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.

People expect to be able to work, learn, and study whenever and wherever they want.

The world of work is increasingly collaborative, giving rise to reflection about the way student projects are structured.

The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.

Critical Challenges

Digital media literacy continues its rise in importance as a key skill in every discipline and profession.

Appropriate metrics of evaluation lag behind the emergence of new scholarly forms of authoring, publishing, and researching.

Economic pressures and new models of education are presenting unprecedented competition to traditional models of the university.

Keeping pace with the rapid proliferation of information, software tools, and devices is challenging for students and teachers alike.

Technologies to Watch

The six technologies featured in the 2011 Horizon Report are placed along three adoption horizons that indicate likely time frames for their entrance into mainstream use for teaching, learning, or creative inquiry.

Time-to-Adoption: One Year or Less

Electronic Books
Relevance for Teaching, Learning, Research, or Creative Inquiry
Electronic Books in Practice

Mobiles
Relevance for Teaching, Learning, Research, or Creative Inquiry
Mobiles in Practice

Time-to-Adoption: Two to Three Years

Augmented Reality
Relevance for Teaching, Learning, Research, or Creative Inquiry
Augmented Reality in Practice

Game-Based Learning
Relevance for Teaching, Learning, Research, or Creative Inquiry
Game-Based Learning in Practice
For Further Reading

Time-to-Adoption: Four to Five Years

Gesture-Based Computing
Relevance for Teaching, Learning, Research, or Creative Inquiry
Gesture-Based Computing in Practice

Learning Analytics
Relevance for Teaching, Learning, Research, or Creative Inquiry
Learning Analytics in Practice

mLearning: Using Mobile Technologies to Enhance Learning

2011-09-14T10:00:00.000-07:00

EDUC 744 969 3 graduate units
October 3 – November 30, 2011

Enroll NOW!

Fundamental to the modern definition of mlearning is that it is the learner/learning that is mobile, not the device.

In-depth analysis of mobile learning research, trends, instructional strategies, curriculum integration, professional development, and on-the-job training using handheld technology such as the iPad, iPod Touch, iPhone, and smartphones.

This course will explore learning design, content, and critical factors that need to be considered for successful application in a mobile environment. It will help educators and trainers develop effective pedagogy and instructional strategies that capitalize on learners' interest and access to mobile technology and use that familiarity to meet learning, professional development and training goals.

Ann Bell

Author/Online Instructor and Course Developer

Mobile Learning Wiki: http://uwstoutmobilelearning.wikispaces.com/http://uwstoutmobilelearning.wikispaces.com/
Website: http://www.annamaebell.com
Author Blog: http://annbell.wordpress.com/http://annbell.wordpress.com/
Educational Technology Blog: http://annamaebell.wordpress.com

Finding Online Teaching Jobs: Are you a Online Teaching, Adjunct Instructor, K-12 Virtual Teacher?

2011-08-31T16:45:00.000-07:00

Getting Started Teaching Online

I recommend Brian Robison's How to Teach Online website. Brian has done a wonderful job of explaining how an adjunct instructor, online professor, or virtual schoolteacher can compete effectively for the many online teaching opportunities available across the country and around the world.

Sign up for Brian's E-Learning Tips newsletter. He's very clever, has great insights, and is good writer. Brian has created a series of highly informative articles, many backed up by a training video, that will walk you through the process of finding and keeping online teaching jobs.

You'll learn how to juggle multiple jobs with different online campuses. He'll help you understand time management and the necessity of getting organized before you are swamped with responsibilities. your time as you dig in to find enough online work to make a reasonable living. He talks sense about writing resumes and CVs, sending applications, and professionalizing your email. He also has rock solid advice on how to keep re-applying for e-jobs in a way that will keep an HR manager interested. Consider his advice when you're told a school is not hiring.

They are NOT hiring! - Online Teaching Jobs from Brian Robison on Vimeo.

To develop a full time job as an Adjunct Instructor you must pro-actively work to grow your employment base beyond a single institution. It's not wise to have all of your eggs in one basket. Most adjuncts create a full-time online job by teaching courses for a number of schools.

Most of this is just good common sense that Brian will explain to you in upbeat clear prose. It helps to get advice from an online pro who thinks deeply about the job search realities of being an online adjunct instructor. He'll show you how to search for jobs and cope with the confusing and sometimes frustrating pursuit of online employment.

As I explained in my article, Finding E-Learning Jobs, you must develop your subject matter expertise, grow your professional network, and polish your online teaching skills. Once you're prepared to teach online you'll need determination and a solid plan to find the right jobs.

As you plan your online career, be sure you go to Brian's website: http://www.howtoteachonline.com.

Think about how to organize yourself to become a successful online teacher.
Sign up for his newsletter
Watch his videos
Take action!

Listen to Brian. He's a sharp guy and he's talking sense!

Read More about Finding E-Learning Jobs!

Here are more articles about strategies for finding online work, and the kinds of preparation and paperwork you should be working on:

Where and How to Find E-Learning Jobs
Finding E-Learning Jobs
Finding Online Teaching Jobs: Are you a Online Teaching, Adjunct Instructor, K-12 Virtual Teacher?
E-Portfolios for Career Development: It's not just resumes anymore!
Make Money Teaching Online
Successful Techniques and Proven Strategies for Finding Online Teaching Work

Digital Education: Infographic helps you see the near future of education

2011-08-29T16:53:00.000-07:00

Where do you fit in this picture?
Prepare for the future now: E-Learning and Online Teaching Graduate Certificate Program.
(Zoom with Control + or click image to see in full size.)

Created by Knewton and Column Five Media

E-Learning Assessment: Assessment in the Online Classroom

2011-08-22T15:23:00.000-07:00

Join the Fall 2011 Class!

EDUC 762 900 September 19 – November 11, 2011 Instructor: Datta Kaur Khalsa
EDUC 762 901 October 3 - December 2, 2011 Instructor: Jim Erbe

EDUC 762 3 semester hours graduate credit

As an educator you already understand the importance of efficient and accurate assessment. Have you realized how powerful assessment is in the online learning environment?

Assessment has the capability to drive interactions and engagement.
Assessment can minimize plagiarism
Assessment can strengthen higher-level learning.
Assessment can streamline blended learning environments.

Learn what is needed to become an excellent online teacher and course designer while developing your electronic record keeping systems and methods for evaluating discussion postings and group projects.

Become familiar with assessment tools that could make or break your online course.

Modules

Module 1: Why is Assessment Important?
Module 2: Emerging Practices of Online Assessment
Module 3: Perfect E-Storm
Module 4: Variety of Assessment Tools
Module 5: Taxonomy of Assessment
Module 6: Cybercoaching - an Emerging Model
Module 7: Summative Assessment
Module 8: Discourse Analysis

Course Description. Register Now!

Some might think of online assessment as a dry topic. You'll find this class anything but dry! This is a great course! Take the leap and join now.

You won't be disappointed!

~ Dennis

Dennis O'Connor
Program Advisor
E-Learning and Online Teaching
Graduate Certificate
UW-Stout

E-Portfolios for Career Development: It's not just resumes anymore!

2011-08-19T21:18:00.000-07:00

Powerful New Ways to Use ePortfolios in the Classroom

The E-Learning and Online Teaching Graduate Certificate program at UW-Stout includes the class by class development of an online portfolio. The portfolio features artifacts of learning that demonstrate both the technical expertise and theoretical knowledge regarding e-learning and online teaching. During the Practicum, in addition to actively teaching in an online class, participants finalize their portfolios with an emphasis on career development. Portfolios help distinguish any application for an online teaching job.

Here's an overview of the e-Portfolio project that is finalized during the E-Learning Practicum. Numerous examples from program graduates are included.

This video will give you additional insight to ePortfolios:

This week's blog features top resources and emerging uses of ePortfolios in the classroom, including reflective practice and implementation challenges. Explore new ways of using digital portfolios to showcase, assess and deepen learning.

Googlios
This site is where Google tools meet ePortfolios. It offers a collection of resources for those interested in using ePortfolios in Education. You will also find solid videos and examples using Google Sites.

Making Learning Visible and Meaningful Through Electronic Portfolios
Terrell Rhodes provides examples of how several higher ed campuses use rubrics with eportfolios to provide multi-dimensional evidence of students' abilities.

ePortfolios with Google Apps
Helen Barrett's extensive experience with eportfolios is evident in her comprehensive guide to using Google Apps for ePortfolios.

Is the Future of ePortfolios in Your Pocket?
Helen Barrett challenges educators to consider how mobile learning tools can be used to capture learning "on the fly" for ongoing revision of eportfolios.

The Learning Portfolio: Reflective Practice for Improving Student Learning (pdf - 19 pages)
John Zubizaretta describes key questions to consider when developing effective portfolios to support reflective learning. Included are sample questions to help students reflect on their learning.

ePortfolio Rubric
Joan Vandervelde's rubric can be used for assessment of student eportfolios.

A 10-Step Plan for Getting Started with ePortfolios
Nick Rate's slideshare presentation describes the thought processes behind the ten steps needed to implement a successful eportfolio program.

Electronic Portfolios for Student Learning?
Amy Cavendar offers five key questions for all educators to consider when implementing eportfolios.

Tech Tip: Google Docs Secrets: 21 Power Tips For the Productivity Suite

Keir Thomas provides some little-known tips about Google Docs features, such as: creating drawings within presentations, fixing pictures into position, and dragging images directly from the desktop in Firefox or Chrome.

This post is based on the work and research of Karen Franker, Editor of UW-Stout's Tech Tips for Educators. Karen provides a rich archive of information that is constantly updated. Visit and Bookmark!

Read More about Finding E-Learning Jobs!
Here are more articles about strategies for finding online work, and the kinds of preparation and paperwork you should be working on:

Where and How to Find E-Learning Jobs
Finding E-Learning Jobs
Finding Online Teaching Jobs: Are you a Online Teaching, Adjunct Instructor, K-12 Virtual Teacher?
E-Portfolios for Career Development: It's not just resumes anymore!
Make Money Teaching Online
Successful Techniques and Proven Strategies for Finding Online Teaching Work

E-Learning for Educators Register Now: Fall 2011 UW-Stout Online

2011-08-19T08:35:00.000-07:00

ONLINE COURSE EDUC 760 E-Learning for Educators 3 semester hours graduate credit

Adjunct Professors, K-12 Educators, Corporate Trainers, Health Educators, Curriculum specialists: Hone your skills so you can compete in a growing job market!

Explore online and blended applications for e-learning using an open source learning management system, Moodle, and the D2L learning management system. You will have the opportunity to create your course content with Moodle, an inexpensive way for educators to create an effective online course.

The course provides a strong foundation in e-learning and online teaching theory and technology. Emphasis is on developing a community of practice founded on critical reflection, personal interaction, and rich experiences with web 2.0 tools. E-Learning for Educators is is the recommended first course in the E-Learning and Online Teaching Graduate Certificate program.

Activities include hands-on experience with Web 2.0 tools such as social bookmarking, blogs, podcasts, personalized search tools, surveys, quizzes, and discussion systems.

This course prepares learners to lead and manage instructional challenges in a variety of online settings in educational institutions, corporations, the military, health care and government agencies. The emphasis is on what you can use right now in your teaching or training.

This course introduces educators to the hands on realities of teaching online. Using Moodle and D2L teach and learn as both a student and an instructor. Discover e-learning best practices and create discussion forums, online surveys, quizzes and e-portfolios.

EDUC 760 E-Learning for Educators 3 graduate credits
This is the introductory course in the E-Learning and Online Teaching Graduate Certificate, is an approved elective in the online Master of Science in Education degree program, and is open as an individual course to students seeking professional development.

Sections are nearly full:

Dates
Choose one section:
EDUC 760 900 September 19- November 11, 2011 Instructor: Jim Erbe
EDUC 760 901 October 3 – November 30, 2011 Instructor: Dennis O'Connor
EDUC 760 902 October 3 – November 30, 2011 Instructor: Sara Turansky

Register Now Course Info

E-Learning Facilitation - Register now!

2011-08-17T19:55:00.000-07:00

E-Learning Facilitation!

EDUC 761 Creating Collaborative Communities in E-Learning
September 19 – November 18, 2011, 2011  Register Now!

This course provides you with real hands on experience. You'll learn how to create a sense of online community as you facilitate discussions with your peers. This is an opportunity to practice online teaching skills in a caring, personalized and supportive environment.

Course activities include hands-on practice using synchronous and asynchronous communication technologies.

You will actively: facilitate, explore questioning skills, conflict resolution, netiquette, and collaborative learning through problem solving scenarios, simulations, and online discussions.

You will investigate time management strategies and pitfalls to avoid when designing and facilitating online class activities and explore various assessment tools to analyze and evaluate student participation in online discussions.

Don't miss this chance! Register Today!

EDUC 761 Creating Collaborative Communities in E-Learning
3 graduate credits
Totally online - no travel to campus required

No extra fees or surcharges for out of state or international participants.

This course is part of the University of Wisconsin-Stout Graduate Certificate in E-Learning and Online Teaching.

Instructors: Dr. Kay Lehmann and Lisa Chamberlin

Adjunct Professor: Kay Lehmann's Dream Job:

2011-08-16T11:18:00.000-07:00

Dr. Kay Lehman & Lisa Chamberlin co-teach UW-Stout's EDUC 761 Creating Collaborative Communities in E-Learning.

Kay and I first met when we were going to school together (online) earning our masters degrees in online teaching and learning. She has been a vital part of my personal learning network ever since. In many ways an adjunct professor is like a rōnin samurai. We have to keep our skills sharp to survive in a challenging landscape.

Since so many readers of this blog are seeking to advance their online teaching careers I want to share a blog post Kay did recently on the realities and strategies of working online. Kay is wise and highly skilled.

In all fairness... I do have a dream job!

"...It works because I've made it work. I've curated a full time job by piecing together courses from several institutions, freelance-style, within an educational industry that has yet to figure out what its going to be when it grows up and become technologically self-aware."

http://transparentignorance.blogspot.com/2010/12/in-all-fairness-i-do-have-dream-job.html

Kay gives you an unvarnished inside look at the world of an adjunct professor. Great advice and a realistic look at our profession. ~Dennis

Networking with iNacol: Midwest Virtual School Symposium

2011-08-11T13:28:00.000-07:00

Virtual School Symposium

I find it ironic that a virtual school symposium has no online attendance options. However, if you're in the Midwest and involved in K-12 Online Education, this is the conference to attend. (To be fair iNacol does sponsor a number of Webinars every year.)

The conference is organized by iNACOL ( The International Association for K-12 Online Learning). I've been a member of iNacol since 2005. It has become the foremost professional organization for Virtual Schooling in the world.

I always recommend joining iNacol to the K-12 educators in our E-Learning and Online Teaching Graduate Certificate Program. To build a career in E-Learning you need to create a professional network. Getting involved with iNacol is an important part of building your connections.

K-12 Virtual School?

These YouTube videos provide an overview of what is happening now in virtual schools across the country. They were created by Edutopia, another networking center that will reward any virtual teacher who pays attention with resources and connections worth having!

Virtual School Symposium (Details)

The International Association for K-12 Online Learning's annual conference, the Virtual School Symposium (VSS 2011), is November 9 - 11, 2011 at the JW Marriott in Downtown Indianapolis. The theme of this year's Virtual School Symposium (VSS) is "Empowered to Perform: Online and Blended Learning Models."

Online and blended learning are important innovations in K-12 education. The VSS conference provides professional development for K-12 online and blended learning for more than 2,000 K-12 administrators, policy leaders and practitioners; important networking opportunities; access to expertise and analysis, trends and research; and thought-provoking sessions for leaders looking to help shape the future of education. Attendees will find solutions for college-readiness, credit recovery, core and advanced courses, as well as target personalized learning solutions and competency-based pathways for students across the K-12 grade-levels.

New Preconference Sessions Announced!
iNACOL is pleased to announce 15 preconference workshops on Wednesday, November 9, 2011. Participants can choose from a variety of half and full day sessions on important topics in the field of K-12 online and blended learning. Learn from experts, participate in engaging discussions, and gain a deeper understanding of these important topics.

iNACOL is pleased to announce two new VSS pre-conference sessions:

Blended/Hybrid Learning 101 - From Inception to Implementation lead by Michael Horn and Heather Staker from Innosight Institute.

Experts have noted that the majority of K-12 online learning in the United States is likely to happen in blended learning environments--and districts and charters are already responding and creating a variety of different models to personalize learning for students. This session will involve deep participant discussion to explore what blended learning looks like in the trenches. What is it? What are the different models of implementation? How do schools get started? How does one evaluate what tools--software and resources--to use when creating the model? Thought-provoking panels will include the experts, consultants and school personnel who are starting up and running blended learning programs.

Best Practices for Online Teachers with iNACOL/SREB’s National Online Teacher of the Year, Kristen Kipp

Award-winning National Online Teacher of the Year, Kristen Kipp, will lead this session designed for online teachers to share best practices from their online classrooms. Expert panels will include information on building community in the online learning environment and working with at-risk students online. Participants will have the opportunity to engage in round table discussions on current issues in online teaching including motivating students, differentiation, academic integrity, and assessment. All ideas will be grounded in the very best online teaching practices and research. Participants will leave with new ideas of how to improve and enrich the teaching in their program.

Many more! VSS half-day workshops and full-day preconference workshops on November 9 include:

• Administration and Management of Online Programs
• Colloquium on Researching and Evaluating Blended Learning
• Evaluation in K-12 Online Learning
• Google Workshop for Educators (Online Teacher Edition) (Full day)
• How to Start an Online Program Preconference Session (Full day)
• Issues of Diversity in Online Learning
• Learn Moodle! An Open Source Learning Management System
• New Learning Models – Mobile Learning, Game-Based Learning, and School Turnarounds
• Online Christian Education Association (OCEA) Symposium
• Online STEM Initiatives: A Hands-On Training Workshop (Full day)
• Open Educational Resources Workshop (Full day)
• Professional Development for Online and Blended Teachers: Identifying Successful Practices and Addressing Challenges
• Web 2.0 and Emerging Technologies for Online Learning

Full descriptions and registration for all of the preconference sessions are now available on our website at http://www.virtualschoolsyposium.org. Seating is limited for all sessions, so sign up soon!

Registration for the VSS conference is now open with an "early bird" discount until September 15. Register online at: http://www.virtualschoolsymposium.org/registration.php.
About VSS

Online and blended learning offers new delivery systems to maximize capacity -- doing more for students - even in times of economic distress. To learn more about online and blended models in K-12 education, the iNACOL annual conference provides access to experts and networking opportunities to learn more about new learning models, digital content innovations and technology tools for next generation learning.

For more information, visit www.virtualschoolsymposium.org.

About iNACOL

iNACOL is the International Association for K-12 Online Learning, a non-profit 501(c)(3) membership association based in the Washington, DC area with more than 3,800 members. iNACOL is unique in that its members represent a diverse cross-section of K-12 education from school districts, charter schools, state education agencies, non-profit organizations, colleges, universities and research institutions, corporate entities and other content and technology providers (www.inacol.org).

To ensure proper delivery of our email messages to your inbox (not bulk or junk folders), add info@inacol.org to your Address Book or Safe Sender List.

Bloom's Taxonomy meets Google Applications: Thank you Kathy Schrock!

2011-07-08T09:09:00.000-07:00

Here is another thoughtful and interesting project from Kathy Schrock. The graphic is interactive. Click the Google App image and you'll open the Google tool.

Just thinking about how these Technologies relate to the levels of Blooms Taxonomy is a step in the right direction. What is the right direction? How do we engage today's learners?

Answer: Use modern technology for enhanced critical thinking.

kathyschrock.net/googleblooms

Augmented Reality: Welcome to the E-Learning Holodeck!

2011-06-23T20:25:00.000-07:00

E-Learning and Online Teaching Graduate Certificate Program - In 3-Dimensions

Click Enter Full Screen for Maximum Impact!

Augmented Reality

I was intrigued by a recent article in ISTE's Learning and Leading with Technology Journal (June/July 2011) called Abracadabra - It's Augmented Reality! by Raphael Raphael. I've been doing some light research on the field since it turned up in the Horizon 2011 Report as a technology that's just starting to work it's way into education. Educause predicts that 5 years from now AR may be a significant part of any online instructor's toolkit. From what I've seeing now I agree.

I was a classroom teacher for 25 years. I loved grabbing new tech and creating multidisciplinary units with the incredible team of teacher I worked with in middle school. AR tech is something I would have adopted in my 4-wall reality practice, and it naturally fits my current world as an online instructor.

CommonCraft has an excellent video overview to help you see what's coming with this new technology. They include provocative ideas about both mobile applications and desktop possibilities. I love the idea of a screen embedded in my glasses!

http://www.commoncraft.com/augmented-reality-video

This really is something you have to see to believe.

To give you a better understanding of what AR looks like here are several videos. The potential for this technology in online teaching and learning (as well as blended and face to face classrooms) is astounding!

I'm going to add Augmented Reality to the list of suggestions I offer students for an independent research project we do during the first course, E-Learning for Educators, in the Graduate Certificate program.

One of the reasons I'm so deeply committed to online teaching and learning is that there's always something new on the horizon. While the fundamentals of teaching remain the same, the opportunities to engage with new ideas using evolving technology is never ending. I've never been bored teaching, but I have always yearned for away to move my mind into time and space beyond the traditional 4 walls of a classroom. It's a great time to be an e-learning instructor!

This Lego Kiosk Video shows AR working in the market place right now.

I was delighted by how easily and intuitively Zooburst works. I built my first attempt at AR in about 20 minutes. What you're seeing now is just a first step. I need to explore how to integrate the video aspect of this system into things as well. As it stands you have a 360 degree image, but not a lot of dynamic information. I'll be working on that!

The Zooburst system, which is promoted as a digital storytelling program, has a free account and a very reasonable premium edition already set up with teachers in mind. The digital story telling possibilities of this technology, combined with the additional video production possibilities make this a very appealing technology for online instruction. I'll be introducing Zooburst in my online writing class Teaching and Assessing Writing with the 6-Traits this summer as well. Reading and writing teachers are always looking for high motivation activities to help their students become engaged while they become literate.

Here are some resources for investigation. Thanks to ISTE author Raphael Raphael for many of these links!

GE's Plug into the Smart Grid: http://www.ge.ecomagination.com/smartgrid
Getty Museum's 17th Century Cabinet of Curiosities AR display: http://www.getty.edu/art/exhibitions/north_pavilion/ar/index.html
Layar: http://layar.com
ManyCam (free webcam software with AR features) http://www.manycam.com
Pocket Universe: http://www.craicdesign.com
Starwalk: http://www.vitotechnology.com/star-walk.html
TagDis: http://www.tagdis.com
The Hidden Park: http://www.hiddenpark.com
Wikitude: http://www.wikitude.org/en
Zooburst: http://www.zooburst.com
Augmented Reality Blog: http://augmentedblog.wordpress.com/

The Advantages and Realities of Teaching Online

2011-06-06T08:00:00.000-07:00

National and International Reach

The courses at UW-Stout are open to learners from around the world. Over the years in addition to North America, I've worked with people from most of the countries of Europe, the Middle East, and Asia. In addition to a large group from the Wisconsin, last semester we had participants from Minnesota, Illinois, Iowa, Vermont, New York, Delaware, Pennsylvania, Maryland, Georgia, Florida, California, and Alaska. From overseas there were teachers connecting from Korea, China, Taiwan, Okinawa, Dubai, Germany, Austria, and England.

Joining our classes means you are preparing to learn and make a living well beyond the boundaries of our home towns.

Teaching Tactics: Notes Become Grade Book Comments

I'll often write my responses into the grade comments area of the course management area as I read the posts. This helps me capture my thinking, without jumping into the discussion too early or too often.
D2L allows me to make preliminary notes in a grade field invisible to participants. This way I capture my thinking about each post as I read and work a bit on my comments for the week. I can then paste my reactions into the public discussion when I'm ready to wrap up the week.

Discussion Dynamics

You might ask, why not just post what you have to say in the discussion? An instructor already has a big voice in a class. I write my own classes, so my voice is present in both the content and the discussions. I don't want to dominate a conversation or cut it short. At the same time I want students to know I'm present, and attentive. Walking this fine line between either hijacking a conversation or disappearing as the discussion rushes by is one of the skills all online instructors must constantly practice.

Seasoned Faculty

All of the instructors in our program are highly experienced professionals with exceptional online teaching abilities. At the same we're all teachers and learners tuned to the needs of those just entering the field. Our goal is to help you learn both the theory and practical every day technology driven realities of working and teaching online.

How Dreams Become Goals

If you've ever dreamed of giving up the commute to the classroom for the freedom of e-learning, now's the time to turn your dreams into goals. Join us for a great semester of online teaching and learning!

Certificate Home Page
Last Call for Summer 2011
EDUC 760 E-Learning for Educators Two start date options: Begins June 20, 2011.

Where will you be a year from now? Register now!

E-Learning Facilitation! LAST call for Summer 2011

2011-05-30T21:45:00.000-07:00

EDUC 761 Creating Collaborative Communities in E-Learning
June 20 - August 12, 2011  Register Now!

This course provides you with real hands on experience. You'll learn how to create a sense of online community as you facilitate discussions with your peers. This is an opportunity to practice online teaching skills in a caring, personalized and supportive environment.

Course activities include hands-on practice using asynchronous communication technologies. You will actively: facilitate, explore questioning skills, conflict resolution, netiquette, and collaborative learning through problem solving scenarios, simulations, and online discussions. You will investigate time management strategies and pitfalls to avoid when designing and facilitating online class activities and explore various assessment tools to analyze and evaluate student participation in online discussions.

Don't miss this chance! Register Today!

EDUC 761 Creating Collaborative Communities in E-Learning
3 graduate credits
Totally online - no travel to campus required

No extra fees or surcharges for out of state or international participants.

This course is part of the University of Wisconsin-Stout Graduate Certificate in E-Learning and Online Teaching.

Instructors: Dr. Kay Lehmann and Lisa Chamberlin

Collaborative Communities, Personal Learning Communities, and Twitter

2011-05-30T13:23:00.000-07:00

The instructors for the UW-Stout E-Learning course Collaborative Communities (register now for Summer 2011 Session: June 20 - August 12, 2011) , Kay Lehmann and Lisa Chamberlin have been experimenting with uses of social media to support their eLearning certificate program course. Kay and Lisa are the authors of Making the Move to eLearning: Putting Your Course Online. They use Twitter daily.

According to Kay, "Twitter provides us with links to good resources and articles as well as letting us network with some of the finest minds in the fields of education and online learning. We want our students to join us on Twitter. We advise them they can be lurkers, meaning they don't have to post messages, known as tweeting. We think everyone needs a Professional Learning Network (PLN) and your PLN is incomplete if you are not using Twitter."

How do you join Kay and Lisa on Twitter? Go to http://twitter.com and click "Sign up now" button. Complete the form and create your Twitter account. Fill in your profile page. Go to settings and complete the "Account tab", "Notices" tab, and "Picture" tab (you can use an avatar of your choosing but most Twitter users do have some sort of visual identifier). These are the most vital.

Use the Find People button and search for chamberln_Instr and kay_lehmann and start following both of them. Lisa also posts as chambo_online

Messages for the students in the Collaborative Communities course will include #ccstout in the tweet. This phrase preceded by a # is known as a hashtag, it is a way to mark tweets and make them searchable. There are other hashtags which may be of interest to people in the eLearning certificate program including #eLearning or #mLearning.

Kay Lehmann, EdD
lehmannk@uwstout.edu
C 509-520-1046 (Pacific time zone)
Online Professional Development
College of Education, Health and Human Sciences
University of Wisconsin-Stout
http://www.uwstout.edu/soe/profdev/
Co-Author of Making the Move to eLearning: Putting Your Course Online

Instructional Design for eLearning by Susan Manning: LAST CALL Summer 2011

2011-05-30T12:00:00.000-07:00

EDUC 763 Instructional Design for E-Learning (Register Now)

If you’re trying to figure out what to do with your online course, either because it seems lifeless or you wonder what could be different, Instructional Design for eLearning may be for you.

Or, if you want to find out more about what goes into designing and delivering quality education online, this is definitely for you! We cover the theoretical and the practical sides of organizing learning events for online delivery.

Delivered in a highly engaging and interactive asynchronous format, the class examines topics such as theories of learning, linking objectives to assessment and methods for presenting content. The course addresses issues for K12, higher education and corporate trainers.

For more information, visit https://webmail.uwstout.edu/exchweb/bin/redir.asp?URL=http://www.uwstout.edu/soe/profdev/instructonline/index.html

This class is taught by Dr. Susan Manning, e-learning professional and co-host of the great podcast series, The Greenroom at Learning Times.org. Susan has also recently authored (along with Keven Johnson) the new book Online Education for Dummies.

Assessment of Student Learning in the Online Classroom (E-Learning Assessment)

2011-05-30T10:00:00.000-07:00

Last Call Summer 2011!

EDUC 762 960 June 13 – August 5, 2011 Instructor: Datta Kaur Khalsa
EDUC 762 961 June 20 – August 12, 2011 Instructor: Jim Erbe

Assessment in E-Learning (Click Here for Course Description.)

EDUC 762 3 semester hours graduate credit

As an educator you already understand the importance of efficient and accurate assessment. Have you realized how powerful assessment is in the online learning environment?

Assessment has the capability to drive interactions and engagement.
Assessment can minimize plagiarism
Assessment can strengthen higher-level learning.
Assessment can streamline blended learning environments.

Learn what is needed to become an excellent online teacher and course designer while developing your electronic record keeping systems and methods for evaluating discussion postings and group projects. Become familiar with assessment tools that could make or break your online course.

Modules

Module 1: Why is Assessment Important?
Module 2: Emerging Practices of Online Assessment
Module 3: Perfect E-Storm
Module 4: Variety of Assessment Tools
Module 5: Taxonomy of Assessment
Module 6: Cybercoaching - an Emerging Model
Module 7: Summative Assessment
Module 8: Discourse Analysis

Register Now!

Some might think of online assessment as a dry topic. You'll find this class anything but dry! This is a great course! Take the leap and join now.

You won't be disappointed!

~ Dennis

Dennis O'Connor
Program Advisor
E-Learning and Online Teaching
Graduate Certificate
UW-Stout

Social Network Challenge: Best Uses of Facebook in the Classroom

2011-05-25T11:57:00.000-07:00

This week's blog examines best practices for using Facebook to enhance collaboration and communication within the school or campus community. Explore how to safely and creatively use Facebook to foster student engagement through authentic learning projects.

Facebook in the Classroom, Seriously

Kelly Walsh provides examples of how Facebook enhances K-16 classrooms through discussion groups, communication with parents, and effective learning communities.

How to Use Facebook Questions in the Classroom

The Edudemic staff describes how Facebook’s Questions feature utilizes collective knowledge to help students answer questions via polling, tagging and posting photos.

Facebook in the Classroom

Michael Preston succinctly reviews the pros and cons of using Facebook and suggests how to decide if Facebook is the best tool to use for student engagement in your classroom.

Awesome Facebook Apps For Educators

Brian Jenkins describes ten top Facebook apps which create higher student achievement including: Quizlet, Study Groups, and To Do List.

11 Ways To Use Fake Facebook Applications To Enhance Student Learning

Mr. Kaiser explains how he uses web-based apps like Fakebook for effective class projects which stimulate critical thinking and creativity.

Facebook Friending 101 For Schools

Vicki Davis explains why it’s important to be savvy about Facebook’s friend feature, and why you shouldn’t “friend” your students.

Professor Turns To Facebook as Collaborative Learning Tool For Students, Faculty

Mick Charney describes how Facebook made possible a collaborative learning community at Kansas State University.

8 Real Ways Facebook Enriched Mrs. Schoening’s First Grade Class

Lisa Nielsen describes how a first grade teacher uses Facebook to celebrate student success, share announcements, and publish student writing.

Tech Tip: Creating an Interactive ePortfolio With Google Sites

Google Sites is a free tool which many schools are successfully using for student ePortfolios. Here is an excellent tutorial to get you started:

Helen Barrett’s tutorial

http://sites.google.com/site/eportfolioapps/online-tutorials-sites/sites-how-to

Last Call for Summer Online Classes.
Don't delay. Sign up Soon!

Sign up today to reserve a spot!

EDUC 760 E-Learning for Educators 3 graduate credits (New Section Added!)
This is the introductory course in the E-Learning and Online Teaching Graduate Certificate, is an approved elective in the online Master of Science in Education degree program, and is open as an individual course to students seeking professional development.

EDUC 760 960 June 13 - August 5, 2011 Instructor: Becky Mather
EDUC 760 961 June 13 - August 5, 2011 Instructor: Sara Turansky
EDUC 760 962 June 13 - August 5, 2011 Instructor: Dennis O'Connor

EDUC 762 Assessment in E-Learning 3 graduate credits (Two start dates!)

EDUC 762 960 June 13 – August 5, 2011 Instructor: Datta Kaur Khalsa
EDUC 762 961 June 20 – August 12, 2011 Instructor: Jim Erbe

EDUC 763 Instructional Design for E-Learning 3 graduate credits (Almost Full!)

EDUC 763 June 13 - August 5, 2011 Susan Manning

EDUC 761 Creating Collaborative Communities in E-Learning 3 graduate credits (Almost Full!)
NOTE: This is the fourth in the series of five required courses for individuals pursuing the Graduate Certificate in E-Learning and Online Teaching and is also available as a single course for experienced trainers and online educators seeking professional development.

EDUC 761 June 20 - August 12, 2011  Kay Lehmann and Lisa Chamberlin

EDUC 764 E-Learning Practicum 3 graduate credits (Almost Full!)
(Prerequisite: Successful completion with a 3.0 gpa in EDUC 760, 761, 762, 763 and Consent of Instructor) Successful completion of the practicum earns the E-Learning Certificate. This course culminates your preparation as an e-learning professional. You will finalize your professional e-portfolio as a career building demonstration of your online teaching skills and abilities. During the practicum you will teach with a cooperating online instructor gaining valuable real world online teaching experience. (A customized internship is available for those already teaching online.) Frequently Asked Questions about the Practicum

EDUC 764 June 13 - August 5, 2011 Dennis O'Connor

Request Information Online

School of Education

Online Professional Development

University of Wisconsin - Stout

Phone: (715) 232-2253

Archives - back issues in case you missed the most recent newsletter.

Posted by K. Franker on 4/20/2011

(reposted with permission of UW-Stout)

Grade Comments and Formative Evaluation

2011-05-17T14:13:00.000-07:00

One of the absolute essentials in any Learning Management System is a way to provide private comments to students via the gradebook.

I created this how-to video tutorial as a guide for participants in our E-Learning Practicum Class. All who earn the E-Learning Graduate Certificate experience an internship during which they teach online in one of our graduate courses.

This video explains just how and why I use grade comments In D2L as a primary way of connecting with students. http://www.screenr.com/embed/wff

Please share this post with those who might be interested?

Click through the share on Facebook and Twitter links found on the right hand panel? This helps us spread the word about our program!

Let me ask you all: How often do you receive personalized formative evaluation from your online teachers?

Summer 2011 Online: E-Learning For Educators

2011-05-14T14:00:00.000-07:00

ONLINE COURSE EDUC 760 E-Learning for Educators 3 semester hours graduate credit

Explore online and blended applications for e-learning using an open source learning management system, Moodle, and the D2L learning management system. You will have the opportunity to create your course content with Moodle, an inexpensive way for educators to create an effective online course.

The course provides a strong foundation in e-learning and online teaching theory and technology. Emphasis is on developing a community of practice founded on critical reflection, personal interaction, and rich experiences with web 2.0 tools. E-Learning for Educators is is the recommended first course in the E-Learning and Online Teaching Graduate Certificate program.

Activities include hands-on experience with Web 2.0 tools such as social bookmarking, blogs, podcasts, personalized search tools, surveys, quizzes, and discussion systems.

This course prepares learners to lead and manage instructional challenges in a variety of online settings in educational institutions, corporations, the military, health care and government agencies. The emphasis is on what you can use right now in your teaching or training.

This course introduces educators to the hands on realities of teaching online. Using Moodle and D2L teach and learn as both a student and an instructor. Discover e-learning best practices and create discussion forums, online surveys, quizzes and e-portfolios.

EDUC 760 E-Learning for Educators 3 graduate credits
This is the introductory course in the E-Learning and Online Teaching Graduate Certificate, is an approved elective in the online Master of Science in Education degree program, and is open as an individual course to students seeking professional development.

Sections are nearly full:

Dates
Choose one section:
EDUC 760 960 June 13 - August 5, 2011 Instructor: Becky Mather
EDUC 760 961 June 13 - August 5, 2011 Instructor: Sara Turansky
EDUC 760 962 June 13 - August 5, 2011 Instructor: Dennis O'Connor

Register Now Course Info

The Essential Role of Information Fluency in E-Learning and Online Teaching

2011-05-12T17:56:00.000-07:00

I've been researching and writing about Information Fluency since the turn of the century. My work is published on the 21st Century Information Fluency Portal: http://21cif.imsa.edu You'll find modular online learning content including games, micromodules and assessments on the portal. (Free for all educators.)

I include information fluency training in all of my online classes. I introduce power searching and website investigation to the graduate students studying in the E-Learning and Online Teaching Certificate Program at UW-Stout ( http://www.uwstout.edu/soe/profdev/elearningcertificate.html ) because I believe that Information Fluency is a foundation skill for all online teachers and learners.

What continually surprises me is that most educators (including those with advanced degrees) lack formal training in this field. Unless I'm working with a Library Media Specialist, most have little experience in searching, evaluating, and ethical use of digital materials.

Curiously, most educators think they are competent searchers and evaluators, when they are really just beginners. Their disposition is to ask for help rather than search for answers. With simple instruction many radically improve their ability to search, and evaluate. This is empowering and greatly increases learner satisfaction. Instruction in copyright and fair use is also part of the program.

At the same time I push the idea that it is everyone's duty to teach website evaluation and ethical use as part of any online curriculum. Too often educators assume someone else should have done the job by the time their students walk through the door. The application of information fluency to all curriculum areas is profound. Students given even rudimentary instruction in Information Fluency immediately benefit.

As online teachers and learners we work in a computer where information is just a few keystrokes away. I hope we can promote the disposition in all online teachers and learners that skilled use of Internet resources is the essential learning skill of our times.

If you'd like to receive a free Information Fluency Newsletter, please click through to subscribe. (Right click to open in a new window.)

Dennis O'Connor
Program Advisor
E-Learning & Online Teaching
School of Education
Online Professional Development
University of Wisconsin-Stout
Wisconsin's Polytechnic University
oconnord@uwstout.edu
530-318-1145 (Cell)
Skype: wiredinstructor2

E-Learning and Online Teaching Graduate Certificate (University of Wisconsin-Stout!)

2011-05-02T11:33:00.000-07:00

University of Wisconsin-Stout
School of Education
Online Professional Development

E-Learning and Online Teaching Graduate Certificate http://www.uwstout.edu/soe/profdev/elearningcertificate.html

Are you looking for an accredited E-learning and Online Teaching Certificate program?
Is your institution rapidly developing online courses and programs?
Are you looking for a new career or a way to supplement your current salary?
Our courses benefit educators interested in effectively teaching online or blended courses.

Summer registration is open. Sign up soon.

Courses are completely online; no travel to campus required.
8-Week Online Courses

Course Start and Ending Dates
Each course is 8 weeks.

EDUC 760 E-Learning for Educators 3 graduate credits
This is the introductory course in the E-Learning and Online Teaching Graduate Certificate, is an approved elective in the online Master of Science in Education degree program, and is open as an individual course to students seeking professional development.

EDUC 762 Assessment in E-Learning 3 graduate credits
(choose one section)

EDUC 763 Instructional Design for E-Learning 3 graduate credits

EDUC 761 Creating Collaborative Communities in E-Learning 3 graduate credits
NOTE: This is the fourth in the series of five required courses for individuals pursuing the Graduate Certificate in E-Learning and Online Teaching and is also available as a single course for experienced trainers and online educators seeking professional development.

EDUC 764 E-Learning Practicum 3 graduate credits
(Prerequisite: Successful completion with a 3.0 gpa in EDUC 760, 761, 762, 763 and Consent of Instructor)

Successful completion of the practicum earns the E-Learning Certificate. This course culminates your preparation as an e-learning professional. You will finalize your professional e-portfolio as a career building demonstration of your online teaching skills and abilities. During the practicum you will teach with a cooperating online instructor gaining valuable real world online teaching experience. (A customized internship is available for those already teaching online.)
Frequently Asked Questions about the Practicum

How long does it take to complete the online teaching graduate certificate?
Five semesters if you enroll in one course per term. If you enroll in two courses per term, you may complete the certificate in ten months.

Recommended Course Sequence

OPTION A: Complete the Certificate in 10 Months (enroll in two courses each term)
EDUC 760 June 13 – August 5, 2011
EDUC 762 June 5 - August 5, 2011 or June 13 - August 12, 2011
EDUC 763 September 19 – November 18, 2011
EDUC 761 September 26 – November 18, 2011
EDUC 764 Spring 2012

OPTION B: Complete the Certificate in 19 Months (enroll in one course each term)
EDUC 760 June 13 – August 5, 2011
EDUC 762 September 19 – November 11, 2011 or October 3 – December 2, 2011
EDUC 763 Spring 2012
EDUC 761 Summer 2012
EDUC 764 Fall 2012

For more information, visit http://www.uwstout.edu/soe/profdev/elearningcertificate.html
You may enroll in any course for professional development or complete all four courses and the practicum to receive the Certificate in E-Learning and Online Teaching.

Courses can be used to fulfill requirements in the Master of Science in Education, Master of Science in Career and Technical Education and Ed.S. in Career and Technical Education degree programs.
Benefits

Expert facilitation by veteran online educators
Small highly interactive classes
Professional quality projects for an e-portfolio to aid in job searches
Career mentoring and job placement assistance
Credits may also apply as electives in three different UW-Stout graduate degree programs
Highly competitive tuition (tuition is the same for Wisconsin residents, out-of-state and international students)

The courses model best practices in e-learning with interactive discussions and hands-on experiences

creating and using blogs, wikis, and other social tools
integrating video and podcasts
adopting best practices for engaging class discussions and assignments
designing authentic assessment activities, quizzes and grading options
building strong communication activities in your online class
motivating online students who are falling behind
managing your online teaching workload

Visit us on facebook!

2011-04-30T14:31:00.000-07:00

Experimenting with QR codes created with this QR Code Generator: http://zxing.appspot.com/generator/

I was able to create this qr and scan it with NeoReader on my Iphone 3g. This image will lead you to our facebook page!

Or you could just click here!

Director of Online Learning, Wisconsin eSchool Network

2011-03-29T14:40:00.000-07:00

UW-Stout: Good Training Opens the Door to Your Future

Network Description:

The Wisconsin eSchool Network is a rapidly expanding statewide network of school districts that share resources to support high quality online teaching and learning initiatives to best prepare students for success in the 21st Century. Local districts autonomously determine how the online resources will be used within and by their districts. Students from throughout the state are eligible to enroll in online courses, whether for a single course or as a full-time online student. The Network anticipates reaching 5,000 enrollments for 2010-11. The Wisconsin eSchool Network’s unique, highly sustainable model provides opportunities for a knowledgeable and experienced leader to facilitate the Network’s vision.

General Description:

This is a full-time, 12 month position with salary and benefits negotiated commensurate with qualifications and experience. The Director reports to the Governance Board and/or Advisory Board or their designee.

The Director of Online Learning will execute the Wisconsin eSchool Network vision and mission for online learning; he/she will have full responsibility for developing and meeting the Network’s goals for revenue, growth and quality. He/she will be responsible for the overall management and expansion of the Network.

Responsibilities:

• Provide vision, leadership and strategic planning
• Collaborate with the governance board to develop and maintain the Network by-laws, policies and procedures, contracts etc.
• Develop an annual budget based upon Network strategic goals
• Collaborate with Online Learning Coordinator (OLC) on day-to-day operational decisions
• Collaborate with Network Partner District Liaisons to identify online learning priorities on a regular basis
• Facilitate Partner district relationships
• Manage operations for all core centralized financial and data driven tasks. This includes: budget, business records, accounting, contracts, invoices, reconciliation, staffing etc.
• Develop and maintain contractual relationships with key technology and content vendors
• Develop a recruitment and outreach program to attract new district Partners
• Oversee development of marketing plan, press releases, conference presentations
• Design, implement and oversee a district mentoring program for new Partners
• Represent and advocate for the Network at the local, state and national level by engaging in policy and politics of online learning
• Coordinate with the governance board: (i.e. prepare agendas, act as liaison to Partners as a group)
• Seek and secure grants and foundation funds to support the initiatives of the Network
• Oversee all operational tasks in collaboration with the OLC
• Write and submit conference proposals
• Keep apprised of new and emerging instructional technologies
• Address inquiries from outside districts, parents, students
• Work with the OLC to plan the agenda and facilitate the Network Partner meetings
• Coordinate Virtual High School (VHS, Inc) allocations
Qualifications:
• Masters required, preferably in education or administration
• Management experience, preferably management of an online program
• 5 years experience with teaching and online learning
• Demonstrated success as a leader of large scale projects
• Solid understanding of best/promising practices of online and blended/hybrid learning
• Strong problem solving and trouble-shooting skills
• Strong verbal and written communication skills
• Experience with program and project evaluations
• Working knowledge of current technologies
• Experience with instructional design

Application:

Qualified candidates can apply by sending their resume` and copies of transcripts to admin@wisconsineschool.org.

Deadline for Applicants:

- Qualified candidates need to submit their resume` and transcripts by April 30, 2011.
- Selected candidates will be asked to supply references prior to interview in early May 2011.
- Contract start date to be negotiated, potentially June 1, 2011

E-Learning Job: Online Learning Coordinator, Wisconsin eSchool Network

2011-03-29T14:27:00.000-07:00

UW-Stout: Good Training Opens the Door to Your Future

I urge qualified graduates of our UW-Stout E-Learning and Online Teaching Certificate program to apply for this job! ~ Dennis O'Connor, Program Advisor .

Online Learning Coordinator, Wisconsin eSchool Network

The Wisconsin eSchool Network is a rapidly expanding statewide network of school districts that share resources to support high quality online teaching and learning initiatives to best prepare students for success in the 21st Century. Local districts autonomously determine how the online resources will be used within and by their districts. Students from throughout the state are eligible to enroll in online courses, whether for a single course or as a full-time online student. The Network anticipates reaching 5,000 enrollments for 2010-11. The Wisconsin eSchool Network’s unique, highly sustainable model provides opportunities for a knowledgeable and experienced leader to facilitate the Network’s vision.

General Description:

This is a full-time, 12 month position with salary and benefits negotiated commensurate with qualifications and experience. The Online Learning Coordinator (OLC) reports to the Governance Board and/or Advisory Board or their designee.

The OLC will execute the Wisconsin eSchool Network vision and mission for online learning; he/she will have full responsibility for the day-to-day operations of the Network. He/she will be responsible for the timely support of the Network.

Responsibilities:

• Lead the development, distribution and promotion of operational policies and procedures
• Serve as the Network level contact for technology issues
• Become an expert in the Student Information Systems (SIS), Learning Management Systems (LMS) and online content to support districts in their use of the Network SIS, LMS and online content
• Communicate regularly with vendors to handle “trouble tickets” and request/coordinate customizations needed to better serve the Network
• Lead the development of training courses for District Liaisons, Registrars, Coaches and Teachers
• Coordinate the development of training opportunities for District Liaisons, Registrars, Coaches and Teachers
• Maintain the Wisconsin eSchool Network (WEN) website
• Maintain and expand the eHandbook, which includes operational policies and procedures
• Collaborate with the Director to plan the agenda and facilitate the Network Partner meetings
• Oversee and coordinate Network Professional Development offerings
• Lead instructional design tasks for WEN orientations, help teachers with curricula, and lead other projects as they arise

Qualifications:
• Bachelors required, Masters preferred
• Eligibility for Wisconsin teacher certification preferred
• 5 years experience with teaching and online learning
• Demonstrated success as a teacher leader
• Strong organizational skills
• Ability to facilitate high quality professional development
• Solid understanding of best/promising practices of online and blended/hybrid learning
• Strong problem solving and trouble-shooting skills
• Strong verbal and written communication skills
• Working knowledge of current technologies
• Experience with instructional design
• Working knowledge of SIS, LMS and online content

Application:

Qualified candidates can apply by sending their resume` and copies of transcripts to admin@wisconsineschool.org.

Deadline for Applicants:

- Qualified candidates need to submit their resume` and transcripts by April 30, 2011.
- Selected candidates will be asked to supply references prior to interview in early May 2011.
- Contract start date to be negotiated, potentially June 1, 2011

UW-Stout Library Goes Mobile!

2011-03-15T09:10:00.000-07:00

Many library resources from the University of Wisconsin-Stout Library are now available from your own pocket using your mobile device.

Our new mobile website enables users quick access to full text articles in Ebsco and Wilson databases, librarian-developed subject guides to online resources in Stout's programs, library hours, Facebook, and more.

So if you need to do some quick research on the run, just pull out your mobile device and get authoritative resources via the Library's mobile website.

Use your mobile browser to access MobileLib at http://m.uwstout.edu/lib or look for "Mobile" on the library's home page left navigation.

For more Library information and news follow the UW-Stout Library News blog.

Weebly Video Tutorials

2011-03-12T17:01:00.000-08:00

Weebly FAQs - Weebly Tutorial
This a direct link Weebly's Frequently Asked Questions Page. Includes links to some video tutorials. Keep this one handy!
tags: weebly tutorial e-learning
How to set up a Weebly website | Video « Wonder How To
tags: weebly tutorial e-learning video tutorial
- In this video, we learn how to set up a Weebly website. This can be used to build a complete site with multiple pages. First, go to Weebly and enter in your information under the sign up now text. Next, click the sign up button and enter in the Captcha phrase. After this, title your new site and continue on until you see the tabs at the top of the screen. Elements, designs, pages, and settings will all be listed. Go through the designs until you find one you like, then settle on that. Once you do this, go to the elements tab and start to enter in text and information about your website. Edit and create different elements to your site, making it exactly how you want it to be, enjoy playing around with this!
Weebly: A Free Website Creation Tool
tags: weebly tutorial e-learning video tutorial
- Weebly might sound like a fan page for Weebles, but it's actually a site that allows you to create websites and blogs using a widget-based interface. In fact, building a website with Weebly is a LOT like building a Squidoo lens.
Weebly - Website Creation Made Easy
Web 2.0 webpage maker. Home page for Weebly. Promises to be a simple set up.
tags: webtools website webdesign web2.0 weebly e-learning video tutorial
The Weebly Guide
A large archive of Weebly video tutorials. Lots of instruction and how to here!
tags: weebly video tutorial

Posted from Diigo. The rest of my favorite links are here.

Video Tutorials - Introduction to Google Sites

2011-03-12T15:57:00.000-08:00

YouTube - Introduction to Google Sites
Short video overview. Helps you understand the concept, but not a lot of how to information.
tags: googlesites video tutorial
YouTube - RadfordEducation's Channel
Radford's YouTube Chanel includes a link to four solid Google Sites tutorials. 1. How to create a site 2. How to Edit and Add Media to your Google Sites. 3. How to Change the Appearance of your site. 4. How to share your Google site with others (Owner, collaborator, viewer)
tags: googlesites video tutorial
YouTube - Google Sites: Simple, secure group websites
Google produced introductory video. Combines how-to information with overview of features.
tags: googlesites tutorials video tutorial
YouTube - Embed Google Docs into Google Sites
Very useful tutorial. Combining GoogleDocs with Google Sites is a powerhouse combination.
tags: googlesites video tutorial
- How to embed a Google Document, Spreadsheet, Form, or Presentation into a page in Google Sites.
YouTube - How to Google Sites - Drop Down Horizontal Navigation Tutorial
Moves quickly. No narration. Maximize video size and be prepared to start and stop. As always with Google Sites, be sure you save your work at every opportunity!
tags: googlesites video tutorial
YouTube - Customizing your Google site Layout
Does a solid job of showing you Google Site Layout methods. I like the way they emphasize saving your work. No narration. Moves fast. Large enough to view easily. Annoying Abba like soundtrack means you'll want to dial down the volume!
tags: googlesites video tutorial
- intQiT video tutorial on how to customize your site layout before adding content
YouTube - Edit a Google Sites page
Basic how-to orientation to editing a page in Google Sites. Narrated.
tags: googlesites video tutorial
- How to edit web pages in Google Sites.

Moodle Training Videos | On Demand Tutorials for Online Instructors

2011-03-11T12:38:00.001-08:00

UW-Stout's E-Learning for Educators online graduate course includes an introduction to Moodle.

Moodle Training Videos Free on-line training in using technology in teaching
Level 1 training. Video tutorials for Moodle instructors. Well done screencast videos that explain how to set up various resources and activities in Moodle. Narrator has a great accent!

Moodle Teacher Training Videos Free on-line training in using technology in teaching
Level 2 training. Video tutorials for Moodle instructors. Well done screencast videos that explain how to set up various resources and activities in Moodle. Narrator has a great accent!
tags: moodle tutorials Video screencast training howto
Course: Moodle Training Videos
Solid group of interactive training videos for basic elements of Moodle. You have the option of downloading the entire course via zip file. It is licensed under creative commons. Hosted by MoodleCommons: This would a good resource for anyone interested in working with Moodle.
tags: moodle tutorials
- Moodle Training Videos (Moodle Course)
  The items are divided by topic. Once you find the topic that you are interested in, select the particular video that will help you from within that topic.
  You can also download this course for your own Moodle server. Just be sure to include the CC License and attribution with the course.
Moodle Tutorials - Educating Educators
Focus on 1.9 High Resolution Tutorials Complete Dedication to Moodle Faster Video Uploads Ability to Get .swf Directly Published Rleatively new site with great promise. YouTube for Moodle? I joined and am always grateful for good Moodle training video
tags: moodle video
Human » Moodle tutorials (2 Minute Moodles)
tags: moodle tutorials learning tutorial e-learning
- This is a collection of 2 Minute Moodles - an attempt to simplify and show how to use a range of Moodle features. The list will grow as I find time to cook some more.
  The tutorials try not to assume too much previous knowledge and are presented for the pragmatical and not necessarily tech-savy users (Moodle purists please excuse). They are a bit like that product I got the pun from - something quick and simple to get you going.

Do you know of any excellent video tutorials for Moodle? If so share them here!

Make Money Teaching Online!

2011-03-06T19:14:00.000-08:00

The best time to look for work is when you already have a job. This is when you make your plans. Planning to leave the face to face classroom for virtual work takes preparation as well.

Finding a job is so much more than shooting resumes out via email. Certainly the a good resume is part of the picture, but it's just one tool of many you need to sharpen as you work toward a career change.

Be prepared!

I went back to school and got a certificate in online teaching and learning as well as a Masters Degree in Education with an emphasis on distance learning. I could see the future coming and I loved the work. I taught part time for Connected University and held on to my classroom job. I chased grants and learned to both design and teach online. I believed hard work, dedication, and setting goals would change my world. Eventually I took the leap to full time online employment. Despite my preparations, it took me several years to learn the ropes.

I wish I knew then, what I know now.

I recall attending a conference just after I left the 'security' of the classroom and a traditional job. I was at the conference to learn and to network, but I really didn't know what I was doing. An educational sales rep took pity on me and briefly schooled me.

Get a business card.
Establish a web presence.
Network with decision makers.
Join and participate in professional groups.

I did all that and more. Over the first few years of my career, working with dial up modems from a small mountain town, I learned project my work and experience across the country using the Internet.

The first year as a consultant and online teacher involved a lot of trial and error. I remember sending out hundreds of reasonably crafted and targeted emails with resume. The silence was deafening. The offers were few, far between, and underpaid. It was very discouraging. But that's what it took for me to realize I needed to reach out to the people I knew and truly network. My Eureka Moment came when I reconnected with some great teachers I'd met via ISTE. After that door open to more opportunities than I could have imagined.

To prepare for an academic online teaching career I recommend reading Make Money Teaching Online.

The book helps you get organized and set goals. When I read this book I didn't learn anything new. I did see much of what I'd learned by trial and error and hard knocks laid out chapter by chapter. If you are just getting started, or if you are stalled and wondering how to grow your academic career, read the book. It's filled with solid advice. Follow the advice and you'll be better prepared when opportunity comes your way.

Read More about Finding E-Learning Jobs!

Here are more articles about strategies for finding online work, and the kinds of preparation and paperwork you should be working on:

Where and How to Find E-Learning Jobs
Finding E-Learning Jobs
Finding Online Teaching Jobs: Are you a Online Teaching, Adjunct Instructor, K-12 Virtual Teacher?
E-Portfolios for Career Development: It's not just resumes anymore!
Make Money Teaching Online
Successful Techniques and Proven Strategies for Finding Online Teaching Work

Threaded Discussion Tips

2011-02-28T20:59:00.000-08:00

UW-Stout Discussion Board Etiquette
Here is the University of Wisconsin-Stout resource page on discussion board etiquette. This represents the best practices of our veteran e-learning instructors.

This advice helps all learners better understand the techniques and nuances of threaded discussion.

Discussion Board Topic Links:

Your First Posting
Change the Subject Line
Delete the Extra
Tone and Courtesy in Writing
Summarize, Quote, or Refer
Give Credit Where Credit is Due
Me, Too, I Agree!
Grammar, Spelling and Fonts

This is one of many resources shared with students and staff in an effort to provide the best online learning experience to all.

Time Management Strategies for Online Instructors

2011-01-17T13:38:00.000-08:00

Kay Lehmann and Lisa Chamberlin the outstanding online instructors who teach the University of Wisconsin Stout's Creating Collaborative Communities in E-learning, created a one-stop page for advice and tips on: Time Management Strategies for Online Instructors.

Kay and Lisa are also the authors of How to Be a Great Online Teacher and Making the Move to eLearning: Putting Your Course Online.

You know the old joke: Those that really need time management help are too busy to find it! It's sad but true. Teaching online is a lot like juggling. You have to keep so many technologies, ideas, students, and deadlines in the air at once that sometimes just a momentary lapse of concentration can knock you flat.

Here's the short list of time management topics covered:

Handle it once
Respond to student questions efficiently
Billable hours
Organize the discussion forums
Get organized
Use the right tools
Stay focused
Work smarter, not harder at grading
Know thyself
Use a quiz or scavenger hunt
Establish email and file naming protocols

Kay and Lisa's advice will help any online instructor (or online student) improve their coordination and get more from their e-learning experiences.

Stay in touch with Kay and Lisa's thinking on Twitter:

@kay_lehmann
@chambo_online (Lisa!)

NEW: Checklist for Online Instructors

2011-01-12T17:13:00.000-08:00

Checklist for Online Instructors

This is a NEW resource listing best practices in online instruction from the University of Wisconsin-Stout Online Professional Development Department.

The checklist presents best practices in online teaching. Included are essential ideas for all online instructors during all stages of an online course.

What do you do before the class starts?
What should be accomplished during the first week of class?
What expectations should be met during the class?
How do you make the most of your last week of class?

Each stage includes checklists for:

Managerial Expectations
Social Expectations
Pedagogical / Instructional Design Expectations.
Technical Expectations

This new resource captures the wisdom of our online teaching team! It was developed to help all new online instructors at University of Wisconsin-Stout as well as the interns in our E-Learning Practicum Classes.

This is the talk we walk. It is important to have a reference we can give to new online instructors. We summarized all of the field smarts developed by our online staff over the years.

We would love to hear more suggestions for online instructor best practices.

Have you any resources or ideas to share?

Problem solving in an online constructivist classroom.

2011-01-11T18:02:00.000-08:00

Notes from the field:

Recently an intern in UW-Stout's E-Learning Practicum said "In the course I'm teaching, there is a lot of interaction and questions that the students want to share and inquire about. Some of the questions, I can't answer and some I can I think it is important to let the student know I am only the facilitator and not the expert."

This online instructor in training got it right. If you come across a question you can't answer, be honest. Don't bluff or portray yourself as an expert when you aren't. Instead model the collaborative skills you've developed and work together with the student to solve problems.

It creates an intolerable pressure whenever an intern or an instructor attempts to know it all (or wants to appear that they do.)

It's a much more sensible stance to accept the teacher as co-learner approach. You are knowledgeable, but you are here to teach and learn with the class. This is especially true when you work with students who display wide variety of technical abilities. Some will always know more than you do. Great! Make them allies and get them to help the others.

By sharing power you enhance the learning community. This is truly the way you move off the stage and become the guide on the side.

When I taught middle school I'd sometimes come across a kids with advanced technical skills, I always recognized them and make them lab assistants. This was a win win. The student enjoyed the respect of the class and I had one more person I could learn something from. I also was able to foster the cooperative learning atmosphere that makes computer labs interesting places to learn.

When I get stumped I try to verbalize the problem and readily admit I'm working on a solution by asking for help from the group. Doing this publicly doesn't erode your credibility if you can model a problem solving approach.

Here are some problem solving tips.

(Folks please expand and add to this?)

1. Wait time. If the issue isn't on fire, and the answers are covered in the course work, wait a bit. Provide some time for other students to answer the question or for the student to answer it for themselves. (This assumes the question is asked in a public forum.)

If a student provides another with help, follow up with subtle praise or more detail. This helps build mutual interdependence in the class, which is at the heart of a constructivist environment. It never hurts to thank a student publicly for providing you with a new resource or teaching you something new. Hopefully this will encourage others to step up as well.

2. Admit when you're uncertain. Next clarify and verify. Coax the person asking the question to be as clear and specific as possible. (Which browser? Which Operating system? etc.) You need evidence to investigate a problem.

When you understand the problem try to verify it by reproducing the circumstances. This means taking the student point of view to look at things.

Remember that instructors see things differently in a learning management system. Impersonate the student and try to see it their way.

Remember that some problems are browser based. Things look and work differently depending on which operating system and browser you are using.

3. Practicum Interns should consult with your cooperating instructor on anything that might get sticky. This is a judgment call, but mainly it relates to grades and personality issues. Be proactive about about potential problems.

Take the initiative. If you need help ask. I call this understanding the chain of command.

In an internship, go to your cooperating cooperating instructor first.

When you're teaching online for a company or university use the chain of command. This means keeping your manager or program director in the loop if you see a developing problem with a student. It also means finding colleagues who can be informal mentors.

This is always a balancing act. Don't flood your supervisor with minor problems. Instead protect them from ugly surprises and check when you're uncertain what to do.

4. Use your search skills. We teach information fluency in E-Learning for Educators for a very sound reason. The answer to many questions is just a keyword search away. If you provide an answer based on a keyword search share the keywords as well as the web addresses for your references. (Model the act of independently seeking information via search.)

Problem solving is an ongoing process. If have advice about problem solving in an online environment please post and share it?

~ Den

PS: One way to deal with problems is to avoid them in the first place. See our NEW Checklist for Online Instructors for a comprehensive guide to best practices in e-learning!

Want to change your future? Start now! Learn to Teach Online!

2010-10-07T10:35:00.000-07:00

Are you thinking about your future? Perhaps you've been teaching for awhile and things are beginning to get a bit routine? Do you worry about losing the spark of curiosity and excitement you feel in the classroom? Do you see a rut in your professional life and wonder if there will ever be a chance to change?

If you want to electrify your teaching or training career, consider e-learning and online teaching. There's a world of new opportunities and ideas waiting for you on the web!

I'm describing myself in the opening paragraph. I was a veteran teacher fast approaching my 50's with 25 years in the classroom. As I commuted to work I'd ask myself is this where I'll be next year? And the year after that? At the midpoint of my commute I'd pass a sailboat anchored on a large lake. I started thinking that I was that sailboat. At anchor in a beautiful place, with gorgeous but limited horizon line. In my case I was focused on a single question: Did I want to circle the wagons and wait it out until I could retire, while my love for teaching was chipped away a day at a time, or did I want to take a chance on a new future?

I set a goal to go back to school when I turned 50. My plan was to be making my living online within five years. It happened withing two. It may be a cliche, but my dreams became goals, and my goals have been more than fulfilled, thanks to teaching and learning online. Our program at UW-Stout embodies everything I've learned about e-learning amplified by the experience and expertise of the best group of online teachers I've ever worked with.

Think about joining us this summer! You can change your future one class at a time, starting with the summer session which is now open for registration.

E-Learning and Online Teaching Graduate Certificate http://www.uwstout.edu/soe/profdev/elearningcertificate.html

Are you looking for an E-learning and Online Teaching Certificate program?
Is your institution rapidly developing online courses and programs?
Are you looking for a new career or a way to supplement your current salary?
Our courses benefit educators interested in effectively teaching online or blended courses.

Summer and Fall registration is open now. Sign up soon.

Courses are completely online; no travel to campus required.
8-Week Online Courses Recommended Course Sequence

EDUC 760 E-Learning for Educators
EDUC 762 Assessment in E-Learning
EDUC 763 Instructional Design for E-Learning
EDUC 761 Creating Collaborative Communities
EDUC 764 E-Learning Practicum (Prerequisite: Completion of EDUC 760, 761, 762, 763 and Consent of Instructor)

For more information, visit http://www.uwstout.edu/soe/profdev/elearningcertificate.html You may enroll in any single course for professional development or complete all four courses and the practicum to receive the Certificate in E-Learning and Online Teaching.

Courses can be used to fulfill requirements in the Master of Science in Education, Master of Science in Career and Technical Education and Ed.S. in Career and Technical Education degree programs.
Benefits

Expert facilitation by veteran online educators
Small highly interactive classes
Professional quality projects for an e-portfolio to aid in job searches
Career mentoring and job placement assistance
Credits may also apply as electives in three different UW-Stout graduate degree programs
Highly competitive tuition (tuition is the same for Wisconsin residents, out-of-state and international students)

The courses model best practices in e-learning with interactive discussions and hands-on experiences

creating and using blogs, wikis, and other social tools
integrating video and podcasts
adopting best practices for engaging class discussions and assignments
designing authentic assessment activities, quizzes and grading options
building strong communication activities in your online class
motivating online students who are falling behind
managing your online teaching workload

Online Discussion: 16 Quality, Timing, and Value Added Response Tips

2010-10-01T11:06:00.000-07:00

Expertly facilitated online discussion is the driving force for community in e-learning classes. Creating norms for discussion quality and timing improve the dialog. This also helps the facilitator step back as students learn to deepen their online dialog.
The following quality, timing, and response tips were suggested by my network of e-learning professionals and by the participants in E-Learning for Educators, part of the UW-Stout E-Learning and Online Teaching Graduate Certificate Program.

8 Quality and Timing Tips for Online Discussion:

Focus on the prompt; follow the directions in the prompt closely.
Respond to those who respond to you! This is essential!
Avoid short "Me too" or "I agree" posts. Make your posts substantial
Add value to the discussion (see below).
Post early in the week. You'll get more response and become more engaged in conversation.
Respond throughout the week; you help sustain the dialog.
Avoid doing all of your posting at the end of the week. You miss out on interaction.
Use direct quotations from your text or online source. (Cite the source so your reader can find it.)

8 Value Added Response Techniques:

Ask a specific question (but avoid prompting yes or no answers).
Ask an open ended (on topic) question that invites a response.
Expand on the a specific element of the post.
Provide a teaching story that illustrates the a main idea.
Offer a different perspective on an essential idea in the post.
Provide an online resource relevant to the topic (include a hyperlink).
Describe a method you use in your practice.
Provide a summary of the ideas posted so far (good when you come late to the conversation).

Please Share tips and techniques you use to improve online discussion!

Last Call for Fall 2010: Creating Collaborative Communities

2010-09-08T14:00:00.003-07:00

EDUC 761 Creating Collaborative Communities in E-Learning
September 27-November 19, 2010

This course provides you with real hands on experience. You'll learn how to create a sense of online community as you facilitate discussions with your peers. This is an opportunity to practice online teaching skills in a caring, personalized and supportive environment.

Course activities include hands-on practice using asynchronous communication technologies. You will actively: facilitate, explore questioning skills, conflict resolution, netiquette, and collaborative learning through problem solving scenarios, simulations, and online discussions. You will investigate time management strategies and pitfalls to avoid when designing and facilitating online class activities and explore various assessment tools to analyze and evaluate student participation in online discussions.

Don't miss this chance! Register Today!

EDUC 761 Creating Collaborative Communities in E-Learning
3 graduate credits
Totally online - no travel to campus required

No extra fees or surcharges for out of state or international participants.

This course is part of the University of Wisconsin-Stout Graduate Certificate in E-Learning and Online Teaching.

Instructors: Dr. Kay Lehmann & Lisa Chamberlin

Successful Techniques and Proven Strategies for Finding Online Teaching Work.

2010-02-07T19:45:00.000-08:00

Be Prepared, Professional and Persistent!

Find the Jobs:

Searching for online work requires a plan, perseverance, and organization. An adjunct instructor is both a teacher and a business person. Ongoing search for work is part of the profession. This article will help you pursue your goals in a methodical and effective manner.

As an adjunct, you'll have great flexibility as well as the responsibility for maximizing your own efficiency. It's likely you'll have multiple jobs with different deadlines. This is a good thing. Rather than have all of your work with one client, seek to diversify into many jobs. It's important to work with many clients because you are increasing your opportunities for new classes. Another advantage of not having all your eggs in one basket is you protect yourself against the effects of loosing a job.

Many online jobs come from your network of friends and professional colleagues. I've written extensively on the importance of networking. You should also be aware of what's available in your current place of employment. However, you also need to pursue a more direct and generalized job search.

Find online instructors and look at their homepages. Watch for links to their places of employment. Another approach is to use the following websites to find schools that are offering online programs. From there click through to the school's homesite and begin investigating the programs and courses that they offer.

Find Online Schools that may be hiring:

Websites and blogs that list online work:

Online Adjunct Jobs

E-Learning and Online Teaching Jobs

Apply for work:

Craft an introductory email. Be sure to provide information about your qualifications. Be sure to list the courses you are qualified to teach in your introductory e-mail.

Mention specific courses offered by the school you are applying to. Be sure to include the school's course numbers. Make it seem that you are focused just on their school, even if you are applying to multiple employers.

Find your way to the Universities contact page. Follow the HR application procedures specified on each website, but take it a step further. Include a cover letter detailing your qualifications and the specific classes your are qualified to teach. Include your Curriculum Vitae. The problem with the standard 'HR' route is lack of visibility with the decision makers. Your application could end up in a database or at the bottom of an unprocessed pile of forms.

Double your chances bye going directly to the department level. You will need to research the academic hierarchy of the departments that offer the classes you wish to teach. Find the email addresses so you can write the department chairpersons and school deans.

Send an email with a formal introduction to the decision makers. Address them at Doctor (just assume they have a terminal degree).

Be sure subject line of your email is concise and indicates you are job hunting. Consider: Seeking Online Position, Adjunct E-learning Professional, Referral, Online Teaching Position.

Bcc yourself on all applications. Keep these copies organized. It may take months to get a response, so be sue you have the history of correspondence organized. Some compile a spreadsheet, other organized by file folders or tags. Develop a method and maintain it!

Bcc the dean of the department when you write the department chair. (Double cover your bases, it can't hurt.

Respond quickly and professionally:

Keep electronic copies of all your transcripts. This is especially important for your most recent degree.
Keep on hand, the addresses you'll need to request official transcripts.
Have an updated and expanded curriculum vitae. This is more than a one page business style resume. Academic CV's should be complete and extensive.
A generic cover letter you can tune to the employer's interests.
A reference list. Be sure to have at least three professional references. Also be sure to inform your references in advance with note that they may be contacted.
A list of the specific courses you want to teach at the university you are corresponding with.
An online portfolio or teaching website you maintain regularly.
A statement of your teaching philosophy. Write two tight paragraphs about how and why you teach.

Read More about Finding E-Learning Jobs!
Here are more articles about strategies for finding online work, and the kinds of preparation and paperwork you should be working on:

Where and How to Find E-Learning Jobs
Finding E-Learning Jobs
Finding Online Teaching Jobs: Are you a Online Teaching, Adjunct Instructor, K-12 Virtual Teacher?
E-Portfolios for Career Development: It's not just resumes anymore!
Make Money Teaching Online
Successful Techniques and Proven Strategies for Finding Online Teaching Work

Instructor Tips for the First Week of an Online Class.

2009-11-29T15:40:00.000-08:00

In this post I share my notes from the front lines. I try to capture some of the realities I experience when teaching online. I hope these ideas help you as an online teacher and learner.

Getting Started: First Week

The first week of an online class is always intense. Students are nervous and disoriented. Learning the course patterns, understanding expectations, and getting your peers helps lower stress..

The first discussion is crucial to starting on a positive note.

Social Icebreakers

A social icebreaker is essential for an online class. As a student, I'd drop a course without an icebreaker, because I know I learn best in a community oriented setting.

As an instructor I know that all students need to feel recognized and included. I also know the sooner we build an interdependent community the sooner the understanding and deeper conversations will begin.

The icebreaker discussion gives everyone in the class a chance to talk about something light and interesting. It's a chance to make a first impression and connect with others. This first conversation if often like walking through a crowded room where everyone is talking and sharing. We must all learn how to listen to what's being said and interact when we see a conversational opportunity.

I always like to start a class with a big social exchange. It gives folks a chance to learn the software while they get to know each other without the pressure of an academic assignment.

Why break the ice? icebreaker

Icebreaker discussions tend to have a lot of posts. Some students feel compelled to read and respond to everyone. Some feel overwhelmed with too many posts to read. This is a teachable moment where folks can learn how to work in with online discussions and use skim, skip, or save tactics. Of course as an instructor, you are compelled to read and respond to all. This first contact is important to establishing trust and should be taken seriously.

Some students are anxious to get into the academic elements of the course. They wonder why we are wasting time with this big discussion? This reaction is more common in the first courses of the E-Learning Certificate. With experience we understand the critical importance of creating a social connection early in a class. Without some initial bonding, online courses can become very lonesome places.

(Reminder to self: Send a mid-first week email reminding academic to participate in the academic discussion as well as the Icebreaker.)

Conversing with Technology

We depend on discussion forums for deep, time shifted conversation. However, It's difficult to teach the details of D2L's discussion forums during the first week of a class. People are already on information overload, and likely to skip or miss the tutorials we provide in advance. Expect your students to dive into the discussions. However, it's a mistake to assume students know how to manipulate the discussion software. Many e-learners only know one slim way to use the software.

Quick Tips for D2L Discussion Settings: When responding, it can be distracting and time consuming for readers to skim through the quoted text of all respondents. You can manually delete quoted text, or you can use D2L Settings to globally change your discussion experience.

1. Click settings:

Next be sure the box at the bottom of the screen is NOT checked.

Changing Subject Lines

When you respond change the subject line of a message. This makes message threads easier to scan. Try to capture the essence of your post in the subject area in a way that will induce a reader to click on your response. Some students quickly pick up on this professional tip. Others don't.

Off to a Good start

After the start up it takes a few more weeks to really get the classes rolling. The intent is always to kindle conversation and ownership so the students power up the learning environment. My job is to coach each class as it becomes a community and to maximize the opportunity for everyone to learn from each other.

What do you think?

I invite your ideas and comments. Let's share what we think!

~ Dennis O'Connor

technorati

2009-11-24T12:55:00.001-08:00

6FXEPSCWBSCV claim code

E-Learning and Online Teaching Graduate Certificate (UW-Stout!)

2009-10-23T10:35:00.000-07:00

University of Wisconsin-Stout
School of Education
Online Professional Development

E-Learning and Online Teaching Graduate Certificate http://www.uwstout.edu/soe/profdev/elearningcertificate.html

Are you looking for an E-learning and Online Teaching Certificate program?
Is your institution rapidly developing online courses and programs?
Are you looking for a new career or a way to supplement your current salary?
Our courses benefit educators interested in effectively teaching online or blended courses.

Spring registration is open. Sign up soon.

Courses are completely online; no travel to campus required.
8-Week Online Courses Recommended Course Sequence

EDUC 760 E-Learning for Educators two start date options: February 8, 2010 or March 22, 2010
EDUC 762 Assessment in E-Learning Begins January 11, 2010
EDUC 763 Instructional Design for E-Learning Begins February 1, 2010
EDUC 761 Creating Collaborative Communities in E-Learning Begins January 25, 2010
EDUC 764 E-Learning Practicum (Prerequisite: Completion of EDUC 760, 761, 762, 763 and Consent of Instructor)

Expert facilitation by veteran online educators
Small highly interactive classes
Professional quality projects for an e-portfolio to aid in job searches
Career mentoring and job placement assistance
Credits may also apply as electives in three different UW-Stout graduate degree programs
Highly competitive tuition (tuition is the same for Wisconsin residents, out-of-state and international students)

The courses model best practices in e-learning with interactive discussions and hands-on experiences

creating and using blogs, wikis, and other social tools
integrating video and podcasts
adopting best practices for engaging class discussions and assignments
designing authentic assessment activities, quizzes and grading options
building strong communication activities in your online class
motivating online students who are falling behind
managing your online teaching workload

If you have any questions, please contact Dennis O'Connor, the program adviser, at (530) 318-1145 or email oconnord@uwstout.edu

REGISTER SOON

Register online today to reserve a spot at: http://www.uwstout.edu/soe/profdev/register.shtml

Mark university billing (do not include credit card info) and no tuition payment is due until mid January.

Online Instructional Design Graduate Certificate from UW-Stout!

2009-10-15T21:53:00.000-07:00

New! Instructional Design Certificate

http://www.uwstout.edu/soe/profdev/instructionaldesigncert.shtml

Sign up now and begin January 19, 2010

The Instructional Design Professional Certificate is designed for professionals interested in switching careers, enhancing their career or developing focused competency in instructional design.

You might work as a member of an instructional design team or as a professional development coordinator, instructional designer for textbook or e-learning company, web developer, software consultant or designer, or in curriculum development in education, healthcare, museum, nonprofit organization or military settings.

Eight week intensive graduate-level online courses

Expert facilitation by veteran online educators

Small highly interactive classes

Professional quality projects for a job search e-portfolio

Career mentoring

Highly competitive tuition (same tuition for Wisconsin residents, out-of-state and international students)

Need more information? Click Here!

Notes from the front lines: The first week of class.

2009-10-01T00:02:00.000-07:00

Getting Started: Week 1

The first week of an online class is so intense. Here are notes from the front lines that capture some of the realities of teaching online.

Teaching two intense online classes, E-Learning for Educators and Teaching and Assessing Writing with the 6-Traits means I'm reading a lot of posts. (I've got the classes grouped so the volume of posts isn't burying the students.)

Social Icebreakers

It's the critical first week and the icebreakers have worked well. This is a discussion where every one in the class is talking together. With about 150+ posts in the icebreaker discussions of each class folks are staggering a bit trying to cope with the multiple threads of ideas and introductions. It's like walking through a crowded room where everyone is talking and sharing. I always like to start a class with a big social exchange. It give folks a chance to learn the software while they get to know each other without the pressure of an academic assignment. This is great!

An International Group

I think everyone gets a kick out of learning online with people from around the world. In addition to a large group from Wisconsin, we've got folks from New York, Delaware, Maryland, Minnesota, California, and Vermont. From overseas there are teachers connecting from Korea, Okinawa, Taiwan, Dubai, Germany, and England. I get a kick out of the geographical diversity of each class. (If I had the time I'd create a Google Earth tour of everyone's home...hmm with time enough...)

Ways to read a discussion thread in D2L

Over time I've learned to read these threads using some of the D2L message reading options. I like to check every box in a thread and then view it in printing format. This puts the entire thread up, one on top of the other, in message format. It's easy to read the entire exchange and scroll past the re quoted text. (Sometimes I wish folks would delete the quoted text, but I always leave it up to them to follow my model. I don't want it to be too complicated.)

Changing Subject Lines

When I respond I usually change the subject line. I'm trying to model this method early on so folks learn to capture the essence of the post in the subject area. Some do, some don't.

Mark as read

When I finish reading the posts in message view I scroll to the bottom of the group and click "Mark as read". I then close the window and return to the main discussion. A quirk of D2l is that you have to hit the refresh button on the navigation bar of the message system to get the posts to go from bold to plain (for read).

This helps me see my progress as I work through the posts.

Notes Become Grade Book Comments

I'll often write my responses into the grade comments area as I read the posts. I can put the notes in a field visible to participants, or in a private comment box. This way I capture my thinking about each post as I read and work a bit on my comments for the week. I can then paste them into the public discussion or save them for the private feedback for each learner.

Obsessed with feedback

I want to offer evaluation comments to all students at least once a week. Sometimes this becomes overwhelming and I have to lighten up. A really efficient voice conversion system would help. My right hand has carpal tunnel and a degraded thumb joint making typing a bit painful... but not enough to keep me from it. Still folks deserve timely and regular feedback, from their instructor and from their colleagues.

Good start

Both classes are rolling and packed with articulate interesting people. My job is to help them become a community so they can learn from each other. This is going to be fun!

Dennis/ SanMarcos

Last Call for the Fall!: Assessment in E-learning

2009-09-11T23:43:00.000-07:00

Have you realized how powerful assessment is in the online learning environment? Assessment has the capability to drive interactions and engagement, as well as minimize plagiarism in the electronic classroom, strengthen higher-level learning and build e-portfolios. Learn what is needed to become an excellent online course designer while developing your electronic record keeping systems and methods for evaluating student learning, discussion postings and group projects. Become familiar with assessment tools that could make or break your online course.

EDUC 762 900C 3 graduate credits
September 21 – November 14, 2009

Course Info Registration

What the students are saying:

"My toolbox runneth over thanks to everyone here. I now have a whole arsenal of tools, a clearer vision of how to use them, and a brain full of ideas."
~ Susan Inak, 30 years in education; Middle School Science Teacher and Media Specialist.

"I feel more comfortable trying new things - actually pressing those buttons to see what else I can do with a tool. I enjoyed our discussions and felt support from everyone in the class. I truly felt like I learned a lot. Everyone brought more to the material for me with their comments."
~ Melissa Anibas, Nursing Instructor

"My appreciation goes to Dr. Khalsa for the great course that she has created. This course has taught me some great assessment tools that can be used in my future online courses. I have learned advantages and disadvantages of many of these tools."
~ Dora Szemborski, College Accounting Instructor

Last Call for the Fall!: a Unique Online Graduate Course with Ann Bell

2009-09-11T23:07:00.000-07:00

LAST CALL FOR THE FALL Enroll Now!

EDUC 744-966F September 22 – December 4, 2009
3 graduate credits
Online Course - No travel to campus required

Web 2.0 provides critical tools to meet the demand for easier and more efficient ways of teaching and learning. Investigate core concepts of how Web 2.0 is impacting learning environments. Explore how to improve instruction using new technologies such as wikis, blogs, podcasts, photo sharing, virtual offices, simulation and digital game-based learning and other emerging technologies. Create personalized and group online learning environments.
EDUC 744 966F 3 graduate credits September 22 – December 4, 2009
EDUC 744 966M 3 graduate credits January 25 – April 9, 2010
Course Info Registration

“I have truly enjoyed this class, the discussions, readings and the new applications we have learned have stirred a real passion for teaching. I hope we will all bump into each other using these wonderful tools we have learned about. We can continue to collaborate on Web 2.0 I feel like I have a great new tool box. I have already started to use much of it…”
~ Bonnie Spies, Art and English/Reading Teacher, Connecticut

Accomplished writer and online educator, Ann Bell has written three books: Creating Digital Video in Your School; Handheld Computers in Schools and Media Centers, and Exploring Web 2.0:: Second Generation Interactive Tools - Blogs, Podcasts, Wikis, Networking, Virtual Words, And More.

Attention Information Age Educators: Primary Sources A Great Online Class!

2009-09-11T22:26:00.000-07:00

Teaching Information Literacy with Primary Sources

Learn how to locate authentic digital primary sources in multiple formats to enhance your curriculum. Develop age appropriate learning activities that promote higher level questioning and critical thinking skills while adding excitement to student learning through engaging activities. The course is especially helpful for teachers of AP classes, teachers addressing state and national standards requiring the use of primary sources, and teachers working with National History Day activities. Materials from TPS Direct, the Library of Congress Teaching with Primary Sources professional development program, will be incorporated in the class.
EDUC 744 951F 3 graduate credits September 21 – November 25, 2009

Course Info Registration

Last Call!

This course is taught by noted Library Media Specialist:

Mary Alice Anderson

School of Education
University of Wisconsin-Stout
140E Voc Rehab Bldg
Menomonie, WI 54751
Phone: (507) 452 1180 after 4:00 p.m. CST
E-Mail: andersonmary@uwstout.edu

The class was what I needed to help me get focused for school!

Primary Sources, Where have you been? Why have I never used primary sources? I didn’t use them because I didn’t know where to find the resources.I never considered all of the possibilities.

tags: uw-stout, e-learning, online class, librarian, 21cif

8 Online Discussion Response Techniques

2009-06-28T09:00:00.000-07:00

Online discussion is the heart of a community of practice oriented e-learning course. However, it can be difficult to know how to respond.

It's a good idea to think in terms of value added responses. What can you add to advance the discussion?
I like to post the following list at the top of discussion forums in my online courses. It's a good reminder and a handy reference!

Here are some suggestions to help guide you as you respond to each other in discussion forums.

Suggested Techniques for Response :

Expand on the topic.
Provide a teaching story that illustrates the main idea.
Offer a different perspective.
Provide an online resource relevant to the topic (include a hyperlink).
Offer a method you use in your classroom.
Provide a summary of the ideas posted so far (good when you come late to the conversation).
Ask a specific question (but avoid prompting yes or no answers).
Ask an open ended (on topic) question.

The netiquette of online discussion:

Focus on the prompt. Be sure to follow the directions in the prompt closely.
Respond to those who respond to you! This is essential!
Don't depend on "Me too" or "I agree" posts. Make your posts substantial
Work to respond with something that adds value to the discussion.
Post early in the week. You'll get more response and become more engaged in conversation.
Avoid doing all of your posting at the end of the week. You miss out on interaction.
Use direct quotations from the text. Include the Name of the text and page number. (Remember not everyone has the same text.)

I hope this helps!
~ Dennis