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My quick thoughts, back stage, and rants as I try to Teach kids about the Web while learning how to help others build a better Web.


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Greg McVerry

@iesresearch call for research about online and remote learning AND student outcomes, my feed: here's the thing good teaching = good teaching, just do the stuff you normally do in class, no dichotomy f2f vs online

Greg McVerry

Working with 1-2 of my on learning in online spaces, develop an idea based in research, you try it with your students, we reflect on what worked, keep what is good, discard what is isn't, welcome to join us

Greg McVerry

Hey #edu106 here are photos of our lecture lastdiscussion at @scsu. Remember our goal it to "operationalize" the "theory" of connected learning using "matirix analysis" to evaluate an online community

Hey #edu106 here are photos  of our lecture lastdiscussion at @scsu. Remember our goal it to "operationalize" the "theory" of connected learning using "matirix analysis" to evaluate an online community
Hey #edu106 here are photos  of our lecture lastdiscussion at @scsu. Remember our goal it to "operationalize" the "theory" of connected learning using "matirix analysis" to evaluate an online community

We have discussed shapes a lot this semester. We started by tracing the shape of Kobe Bryant's award winning farwell to basketball. You then traced a shape of a story. Finally you shared the shape of your own story as we built an About Me website, created an unselfie, and did a photo challenge.

Meanwhile we learned how to recognize the shapes of qualitative and quantitative research articles you will encounter in college. We explored how values get baked into numbers or codes. We found common patterns and differences in text structure to help us be active readers.

Now you begin to shape your own research.

We have been learning about a theory of learning called "connected learning." Theory gets operationalized in research, so the way we are doing that is by breaking connected learning into categories and placing this in a table. There is a column for you describe how you define the principle, a column for you to describe your learning community, and then a column for any additional notes. This is a simplified version of something we call matrix analysis.

This process is our method of research. You have to first complete an example of your matrix by looking at an exemplar texts. These are the case study examples from the DML Research hub we looked at. This provides you a chance to practice completing the matrix.

Giving you practice means you get trained as a researcher and this helps increase the rigor of results.

After you did the model you were then to choose a community to analyze. Remember you are not going to prove if it is or is not "connected learning." Also many of you picked physical

You collect evidence, put it in the write box on your matrix, look for patterns and draw conclusions. It may or may not be a connected learning space. It may not matter. Go where the data takes you.

This graphic organizer is due next Monday. While this was a group project I will allow people to work alone giving the craziness going on.

Greg McVerry

Decades of research have proven checklists do little to improve credibility skills, students may learn to parrot back reasons to make judgements but do not actually make judgements

Greg McVerry

My thoughts on credibility and online research and reading comprehension:

Greg McVerry

Hey @scsu I wanted to share some insights we have had as we build and facilitate trainings to get ready for the 100% move online #edchat #literacies #edtechchat #highered

3 min read

As our students will return to campus without setting a foot on campus we need to ensure we approach the week with care and compassion and then build out a space for learning using four better practices:

  • Use Asynchronous Communication
  • Use Simple Predictable Design
  • Focus On Teacher Presence
  • Provide Timely Feedback

Make Your Class Asynchronous

We have been providing training to many of you on two delivery methods:

  • asynchronous techniques using videos, readings, assignment, and Blackboard
  • synchronous techniques using chat and video apps like Microsoft Teams and WebEx

While as a faculty member you have the academic freedom to design your course in any manner that uses tools supported by the University we wanted to share some better practices:

The majority of your course should be asynchronous. While many faculty may want to just open WebEx or Microsoft Teams, launch the video chat, and teach during their assigned face to face class time this is not considered better practice.

  • Many of your students will be newly unemployed and have child care issues to figure out. Being available at specific times may not be possible to many. Conducting the majority of your classes asynchronously will help ensure every student can succeed.
  • Your synchronous chats should be used to supplement your class and increase your social presence. Better practice would not rely on live chat as your primary delivery system

Keep Your Design Simple

You need to keep your instructional design simple and predictable. For the next few weeks less is more. Provide as few tools to students as possible. Come up with a design for your modules (we made a course template) that you can repeat each week or each two weeks.

Focus on Teaching Presence

After simple design your teaching presence is the most important practice. Set aside 1-2 hours a day for teaching each class and another 1hour per class for delivering feedback. At a minimum you should post a note to each students' first post. Make sure you are posting a minimum of four days a week.

Try so send daily or weekly announcement. A short email, video, or audio announcement can help keep students engaged.
Email messages are very powerful. Send words of encouragement or feedback occasionally to student emails. Research shows this to be a very effective practice at increasing student engagement.

Timely Feedback

We are all worried about the increased work load but we know timely feedback ensures student success in online learning. First begin by asking if your assessments are important. Will they make a difference to student lives in 5 years. If you are doing the assessment for just a grade or accreditation it doesn't really serve a learning purpose and may not be needed.

Think about more frequent and shorter assessments. Use low stakes or ungraded assessments. Rely on peer assessments. Remember feedback, and not the assessment tools and grades we assign, drive learning.

Greg McVerry

By " fairly sophisticated resources" @iesresearch reviewers say "rich white people & graduate students they produce" How fed edu policies reinforce inequities hurt students. Research $ flow to haves not to have nots

Greg McVerry

What grated on the nerves last time was the blatant disrepect and bias @iesresearch reviewers show to faculty who teach at

"It was not entirely clear if the institutions supporting the research team
offered the fairly sophisticated resources needed to mount and manage the online platform that
is central to this project. Also, two of the institutions are not research-intensive institutions, so
it would be helpful to have more details about their ability to manage both the communication
challenges and data analysis needs for this project."

Greg McVerry

Greg McVerry

@jennfrey a video just for you and for all the fans of a good listserv fight (some inside literacy research association jokes)


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