Don’t read this post. It’s boring. Yes. I said it. I don’t like talking about assessment. I think a lot about assessment. I employ a variety of assessments. I triangulate assessment. I consider assessment for, of and as learning. I love assessment. I’m interested in how other people use assessment. I just feel like perhaps no one wants to hear me talk about assessment.
I’m working on adapting some lessons and goals for my ENG4U e-learning course. I’ve usually taught this course F2F only, so I’m working on new instructional strategies for my literary criticism unit.
Allow me to be metaphorical–a learning space and tools without universal design in mind (especially in 2016) is like building a new community centre that isn’t wheelchair accessible and allows smoking inside.
Who else’s workload just tripled with the start of school today? Who else secretly loves that? Therefore, this will be brief. I need to play with a GoPro and a document camera tonight. Oh, and night school starts next Tuesday, so I have to consider that as well. And, I’ve got 3 modules left in my AQ course that I mustn’t neglect.
This was my first day of being a 100% e-learning teacher in my board. Last year I did a mix of blended and face-to-face and a whole mishmash of things. Today, I went to school with my computer and my lunch. There were no binders, no papers, no photocopying, and no pens.
Ever feel like a lone wolf?
David Truss blogs about it perfectly here in The Lone Wolf and the Unplugg’d Conference Letters.
There are 4 types of student interaction in a learning environment, and briefly they are:
Continue reading “Student Interaction Goals 2016-2017”
Check this out:
There are two types of learning in e-learning. The first is asynchronous learning, and this is where a student interacts with material independently, and is not online at the same time as the teacher. An example would be reading and commenting on discussion postings, or corresponding via e-mail.
Every time my board gets a new LMS (Learning Management System), I jump on it. I want to go to a PD Session about it. I want to learn how it works, test its functionality, and I spend hours creating my courses within it, and making it look pretty. It gets to the point where I know it so well, that I have no problem making it work within my needs–not the other way around. It’s a beautiful, wonderful honeymoon period. Then, we get new software or an entirely new LMS.