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Remember that we also offer a simple tool especially designed for meeting planning. Check it out if you feel it is too broad for your needs. A little over four months ago, I posted about Jim Lang’s book Little Learning: Everyday Lessons from the Theory of Learning (2016). In this book, Jim suggests a number of small changes to teaching that can cause positive change, often in the form of short actions, one-time interventions, or small changes to the daily schedule. These changes are in three areas… and each then includes three sub-areas:
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I noted in my previous post that Flower Darby is teaming up with Jim to publish Small Online Education: Using Educational Technology in Online Classes (2019). It’s out now and I reviewed this book last week… and loved what I saw.
Jim had given a lecture on mini-learning at Flower School, and then he went to him and said that we now need a mini-textbook for online teachers! That discussion prompted the development of this new book. Most of the useful pieces in this second mini-textbook are from Flower’s…Jim adds a lot of theoretical pieces in each chapter. The two work well together.
Like Jim, Flower has three proven ways for online classes to spark positive change. These are short teaching and learning activities, small learning design changes, or small changes in the way people communicate with students. And like Jim, you have three main areas each of which has three sub-areas:
The basic definition of “small learning” doesn’t change much when one goes online, but Flower emphasizes that the foundation of Universal Design for Learning (UDL) is part and parcel to each of the small teaching changes he suggests. UDL is often associated with accessibility for students… but it is rightly noted that using the principles of UDL facilitates learning for everyone. So a good call on your part.
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In Designing for Education, the emphasis is on backward design – starting with where you want to end. One method I like is to start the final assessment during the first week and build on it throughout the course. Here’s a link back to Jim’s points on integration, connection, and development. Flower also emphasizes the role of teachers in facilitating learning through engagement. I totally agree. In many ways, this ties back to the Community of Inquiry concept of social presence… which I have always felt is as important for teachers as it is for students. He suggests using short videos each week, as well as looking to class interactions for clues to what’s working and what’s not. I have to admit that Twitter has done that scouring pack job for me.
In Teaching People, Flower emphasizes the need for community building, for providing strategic feedback, and for keeping students engaged and successful. I love how you suggest that educators show their personality. My classes may think I go overboard in this area… but I like working with students and I am who I am. This week on Twitter, we’ve been lamenting the new APA rule that there should be a space after sentences. I’m firmly in the #TwoSpacesForLife camp… and so are my students and I’m having fun sharing GIFs to express our feelings.
How many points off the rubric will be as of October? I guess my first question in the next Ask DB class will be, “what camp are you in?” #EDU6323 pic.twitter.com/y8RVbQetgE — ECC (@Elissa_C1) August 8, 2019
Finally, in motivating Online Students (and Educators), Flowers notes the importance of creating practice, uncovering prior knowledge, and developing personal learning networks. It also suggests ways to develop yourself as an online trainer.
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There are very good ideas in this book, especially for someone like me who has been studying online for two years. If you like Jim Lang’s If there was one book I could give to teachers teaching them strategies for online learning and teaching, Small Online Learning: Using Learning Theory in Online Classes would be that book. . Flower Darby and James Lang have written a book that reflects the advice I currently give to the Teacher with some. Darby and Lang’s directory provides high-quality online courses ranging from academic courses to those that involve significant human interaction.
Book for online education. Lang has little experience with online services so Darby provides most of the online guidance.
Throughout the book, Darby presents excellent examples of how to implement small learning activities in an online environment. I will definitely share these tips with my teacher.
Online Lower Education is heavily influenced by the Universal Design for Learning (UDL). Most of what I read reflects that effect. The book also encourages active learning wherever possible.
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Consistency in chapter design helps make it easier to read and understand. But in some cases, the authors also add points to the point that it becomes a noticeable confusion.
I am very happy to read the preface. Darby and Lang show the stress of a student feeling pressured into an unfamiliar environment only to find it desolate and unsightly.
Most online instructors don’t take an online class and they don’t take instruction on how to teach one. They are often given a lesson and expected to teach. As we have come to learn, there are learning strategies that are more effective than others because they align with how someone actually learns. This book presents these learning strategies.
The three chapters that focus on designing for learning emphasize the importance of using learning outcomes and objectives as guides for course development. The first chapter begins with the backward design principles. As the authors note, it is trying to answer three main questions:
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In Design Instructional Systems lingo, this means objective, assessment, and instructional content. You must first decide what you want your students to be able to do after instruction. Next, you design a score to measure if the students have achieved the goal. Finally, it creates instructional content to help students meet the goal. Most of the tutorials I’ve seen don’t do this well.
Keeping the end in mind also helps students understand why they are doing certain activities. As the authors note, students should start working on the final assignment on day one of the class.
Throughout the book, Darby and Lang emphasize the importance of meditation. They provide cognitive activities that you can use throughout your course to get students thinking about the objectives.
When designing a course in an online environment, it’s important to manage cognitive load. You can do this by cutting content, releasing content strategically, and learning scaffolding. Students should master previous content before learning new content. The authors share ideas to support these ideas.
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Darby and Lang also addressed the use of technology in the online classroom. The principles of emphasis include ensuring that the equipment serves the purpose of the target, not causing more stress and confusion by using the tools, and making sure that you have alternatives for the technology so that no one is left out. .
Technically, they present a number of great ideas for using video in an online class. They show ways to improve people’s education better.
Darby and Lang begin the second part of the book by focusing on
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