Since Wikispaces closed down in 2018, I’ve been archiving my wikis here on my blog. One wiki took a lot longer than the others due to the volume of information on it. That is the ASK Process wiki.
ASK, Authors Specialist and Knowledge, provides students with the opportunity to interview an author or a subject specialist in the topic they are reading about in a novel. The program uses excellent children’s literature, journal writing, and interviewing to promote reading for understanding.
This wiki was designed as a one stop shop, pointing to all the different ASK programs offered by a variety of organizations. There are two goals for this wiki:
To provide a place for teachers to find ASK programs to sign up for (NOTE the availability – not all programs are open to everyone)
To provide a place for videoconference coordinators to learn how they could offer ASK programs for their schools
COIL is the higher ed version of what the videoconference projects I was heavily involved in till 2011. Read more from my recent attendance at a COIL Conference where I made connections between the two:
Cifuentes, L., & Murphy, K. L. (2000). Promoting multicultural understanding and positive self-concept through a distance learning community: cultural connections. Educational Technology Research and Development, 48(1), 69-83.
Martinez, M. D., & MacMillan, G. (1998). A Joint Distance Learning Course in American Government (No. ED428005).
Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: an international study. Journal of Educational Change, 8(1), 61-77.
Sweeney, M. A. (2007). The use of videoconferencing techniques which support constructivism in K-12 education. Dissertation Abstracts International.
Warschauer, M. (1997).Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(3), p. 470-481. Also at http://www.gse.uci.edu/person/markw/cmcl.html
Yost, N. (2001). Lights, Camera, Action: Videoconferencing in Kindergarten. Paper presented at the Society for Information Technology and Teacher Education International Conference.
Lim, J. (2016). Predicting successful completion using student delay indicators in undergraduate self-paced online courses. Distance Education, 37(3) , 317-332. doi:10.1080/01587919.2016.1233050
Lim, J. (2016). The relationship between successful completion and sequential movement in self-paced distance courses. International Review of Research in Open and Distributed Learning, 17(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2167
Lin Hsiao, J. W. D. (1998). The impact of reflective facilitation on middle school students’ self-regulated learning and their academic achievement in a computer-supported collaborative learning environment. (Ph.D.), The University of Texas at Austin, United States — Texas. ProQuest Digital Dissertation database.
Mager, R. F., & Clark, C. (1963). Explorations in student-controlled instruction. Psychological Reports, 13(1), 71-76.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. http://doi.org/10.3389/fpsyg.2017.00422
Schraw, G., Crippen, K., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. Retrieved from doi:10.1007/s11165-005-3917-8
Using project based learning and makerspaces for student-designed projects
Teach students to monitor their own understanding (print flashcards, Quizlet), and mind map knowledge, identifying areas to learn more, selecting and pursuing
This blog post accompanies my presentation, Setting Your Own Pace and Sequence: Self-Direction in Digital Learning for National Conference of the United States Distance Learning Association.
Description: Self-paced learning isn’t dead! Learn the surprising results of research showing how students are more successful when at least one assignment is done out of the intended sequence. Explore modes of flexible self-directed learning in informal and formal education. Learn and share strategies for student success.
My Research
Lim, J. (2016). Predicting successful completion using student delay indicators in undergraduate self-paced online courses. Distance Education, 37(3) , 317-332. doi:10.1080/01587919.2016.1233050
Lim, J. (2016). The relationship between successful completion and sequential movement in self-paced distance courses. International Review of Research in Open and Distributed Learning, 17(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2167
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230
Delfino, M., Dettori, G., & Persico, D. (2010). An online course fostering self-regulation of trainee teachers. Psicothema, 22(2).
Lin Hsiao, J. W. D. (1998). The impact of reflective facilitation on middle school students’ self-regulated learning and their academic achievement in a computer-supported collaborative learning environment. (Ph.D.), The University of Texas at Austin, United States — Texas. ProQuest Digital Dissertation database.
Mager, R. F., & Clark, C. (1963). Explorations in student-controlled instruction. Psychological Reports, 13(1), 71-76.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. http://doi.org/10.3389/fpsyg.2017.00422
Perna, L. W., Ruby, A., Boruch, R. F., Wang, N., Scull, J., Ahmad, S., & Evans, C. (2014). Moving through MOOCs: Understanding the progression of users in massive open online courses. Educational Researcher, 43(9), 421-432. doi:10.3102/0013189×14562423
Roe, K. V., Case, H. W., & Roe, A. (1962). Scrambled versus ordered sequence in autoinstructional programs. Journal of Educational Psychology, 53(2), 101-104. doi:10.1037/h0047185
Schraw, G., Crippen, K., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. Retrieved from doi:10.1007/s11165-005-3917-8
COIL is the higher ed version of what the videoconference projects I was heavily involved in till 2011. Read more from my recent attendance at a COIL Conference where I made connections between the two:
Cifuentes, L., & Murphy, K. L. (2000). Promoting multicultural understanding and positive self-concept through a distance learning community: cultural connections. Educational Technology Research and Development, 48(1), 69-83.
Martinez, M. D., & MacMillan, G. (1998). A Joint Distance Learning Course in American Government (No. ED428005).
Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: an international study. Journal of Educational Change, 8(1), 61-77.
Sweeney, M. A. (2007). The use of videoconferencing techniques which support constructivism in K-12 education. Dissertation Abstracts International.
Warschauer, M. (1997).Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(3), p. 470-481. Also at http://www.gse.uci.edu/person/markw/cmcl.html
Yost, N. (2001). Lights, Camera, Action: Videoconferencing in Kindergarten. Paper presented at the Society for Information Technology and Teacher Education International Conference.
We focused on two major areas, after defining the challenges:
information design
cognitive and human interactivity
i.e. how do you make your message super clear and concise? And, how to you engage minds and provide opportunities to interact with each other and with you?
Last year about this time, I joined an online fitness program called The Unbreakable Body. While it’s been helpful for my fitness (that’s a different story), I have found myself constantly reflecting on what it has felt like to be out of my element in something new.
Feeling New and Uncertain Online
I think that’s how our online students feel sometimes, particularly their first time.
Unsure. Second guessing myself. Wondering if I’m on the right track. Needing reassurance.
Every time I tried something in the site, I was online asking questions. I felt so much like I was asking stupid questions. Being a pain. Taking up too much time.
Let’s face it, freaked out! Trying to have the courage to face the big unknown. Dipping my toe in the water.
Photo Credit: Max Pixel Free Great Picture
The Power of Encouragement
The thing that kept me going was amazing answers to emails! Answers came so quickly! Yes, of course, during business hours. I expect people to sleep. 🙂
The emails always made me smile!
They always started with gladness and joy that I was doing the program
Sandwiched in the middle was the answer to my question
Often the emails ended with something funny; always with an invitation to ask any other questions
How essential was that communication to keep me going!
Translating to Online Teaching
So how does that translate to our online teaching?
I’ve always felt that the first couple weeks in an online course are CRITICAL, and that one cannot OVER COMMUNICATE in the first weeks. Huge encouragement, calling, reminding, making sure everyone knows what to do. It pays off in a significant reduction in questions, confusion, and procrastination towards the end of class. For example:
I’m so glad you’ve joined this class.
Thank you for writing in with your question.
Let’s schedule a phone call and talk this over!
Awesome that you’ve gotten started with your studies! Congratulations on the first steps!
The sun is shining in my window as I write to you; I pray it’s shining on your studies too.
Be cheery. Be personal. Be you. Encourage.
Fast Response Time
A fast response time means so much. A face to face student can come stand in your office door. An online student only has your phone or email. Get back to them soon. Even if it’s just to say that you’re working on the situation and will get back soon.
As the nervous new online fitness student, I kept thinking and wondering about my question while I was waiting for an answer. A quick response set my mind at ease and sent me continuing down my learning path.
Experience Newness Yourself
If you haven’t experienced learning something new lately, find something new to learn. Doesn’t even have to be online. But feel that new-to-you feeling.
Then keep that in mind as you interact with your online students. Be encouraging!
