TGIF: Experience First During Friday Live, April 26, 2013

Read below for TGIF with links, or you can view TGIF on the Web...Click here

Sixteenth issue, Volume Six	TLT Group TGIF 4.23.2013
From TLT Group World Headquarters	Two great Member Exchange events. 1. April 24th:  the Silver Cloudians continue to plan “Transitioning to Teaching Online.” 2. May 1st: we learn how to use Animoto for introductions and for storytelling. FridayLive: Trey Mireles shares a model for Active Teaching and Learning Strategies - Experience First. There is a MOOC brewing at TLT and you are invited to be a part of the planning.  More to come.....
	Discuss Case 2 “Jingoistic Ethnocentrism in Online Course” in FridayLive! 4/19 2pmET tlt.gs/frlv #TLTGfrlv free online Truth not enough? Case of Uncorrected Wrong Students in Online Course for FrLv! 4/19 2pmET tlt.gs/frlv #TLTGfrlv free online
	Members Only Exchange Silver Cloudians Transitioning to Teaching Online: the planning continues April 24, 2013 2:00 pm Eastern Time Register Here Leaders:  Steve Gilbert, Beth Dailey, Dale Parker, Charles Ansorge, Michael Dabney and others Join our Silver Cloudian group as we continue to explore how best to expand consulting and mentoring opportunities and roles. Take a look at the draft document about transitioning to online teaching. Also we'll explore how to extend volunteer roles in TLT Group activities. Social Media Tools/Designated Learner Experiment: Online Introductions Using Animoto May 1, 2013 2:00 pm Eastern Time Register Here Leaders: Featuring Beth Kiggins and Denise Hyde with Steve Gilbert, Beth Dailey, and others Penny Kuckkahn introduced us to Animoto by sharing an introduction she created. Now we will learn how to create our own. We will use the Designated Learner instructional strategy. This link will take you to what we are learning about the Designated Learner instructional strategy. We will add to this based on your input during the session. Prior to the session, participants are asked to: Set up a free Animoto account Go to http://animoto.com/ Navigate to the bottom of the screen, under Animoto For, click Education Read the information Click Apply Now If you are not signed in, you will need to do so (or create a new account) Complete the form Select a few images, text and/or a short video clip that you plan to use in your self-introduction. You are encouraged to have a working USB headset and/or desk USB microphone so you can participate via voice as well as chat. During the session you will have the option to watch or follow along. This session is free to TLT Group Individual Members.  ($75 to others)
	FridayLive! Experience First: A Model for Active Teaching and Learning Strategies April 26, 2013  2:00-3:00 pm ET - free to all.   Presenter;Trey Mireles Madison College Register Here Leverage the power of experiential learning and technology to engage students and improve retention. This session will explore how using an experiential learning instructional design model called "EAT" shifts perceptions and empowers your students. Up-coming  FridayLive! schedule: May 3 Designing Your Courses for Significant Learning vs Covering the Content with Dee Fink May 10 Voice & Sound May 17 Applying Dee Fink's Instructional Design to Designing a MOOC May 24 Putting EAT (Experience, Apply, Teach) to the Test. Trey Mireles, Psychology instructor, Madison College June 7 Social Collaboration in the Classroom: Student Sharing Strategies
MOOCs Round Two The learning continues....	sMOOChers (Smart MOOCs Higher Education Research Subgroup) Still thinking about MOOCs.  A MOOC about mobile learning.   Instructional Design for Mobile Learning (#IDML13) – Free Professional Development This is a micro MOOC which means that it is focused with targeted skill building in the MOOC format. Kickoff event is 4/16/2013, 1pm CT April 15 - May 12, 2013. One of my goals is to participate using a mobile device.  I am finding this a little more challenging than I thought. Great resource: Mobile Media Learning: Amazing Uses of Mobile Devices for Learning by Seann Dikkers, John Martin, Bob Coulter et al. 2012This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 2.5 License. Purchase from Lulu.com, or Downloadfor free.
#TLTGroup	Encourage. Enable. Engage. www.tltgroup.org

Discuss Case 2 “Jingoistic Ethnocentrism in Online Course” in FridayLive! 4/19 2pmET tlt.gs/frlv #TLTGfrlv free online

When Bad Things Happen in Good Online Courses - Part II
(Re)Clothing the Emperor 

(Re)Clothing the Emperor

Join TLT Group's FridayLive! April 19, 2013 2pm ET Register free online: tlt.gs/frlv

John Sener & Steve Gilbert, et al. will discuss each Case, such as the one described here. We'll clarify problems (identify expectations, options, resources, limitations, responsibilities), and develop useful advice - both supplemental and structural. 
Case 2 Jingoistic Ethnocentrism (re Globalization - Diversity)

DESCRIPTION

"...when instructors and courses took an American-centric perspective and refused to understand the importance of personalization in online learning -- in this case insisting all students (regardless of country of origin) follow US education standards and use American data bases instead of encouraging Canadian students to use resources from our own country."

Truth not enough? Case of Uncorrected Wrong Students in Online Course for FrLv! 4/19 2pmET tlt.gs/frlv #TLTGfrlv free online

When Bad Things Happen in Good Online Courses - Part II

(Re)Clothing the Emperor 

(Re)Clothing the Emperor

Join TLT Group's FridayLive! April 19, 2013 2pm ET  Register free online: tlt.gs/frlv 

John Sener & Steve Gilbert, et al. will discuss each Case, such as the one described here.  We'll clarify problems (identify expectations, options, resources, limitations, responsibilities), and develop useful advice - both supplemental and structural. See below for some provocative quotes about truth.

Case 1 "Live by Tech, Die by Tech" Un-Corrected Wrong Students"...The course addressed genomics and the ethics of genetic manipulation,...as the course progressed, I was horrified. The instructor/creator rarely if ever checked in. There were several VERY vocal (or whatever the online version of that is) students who continually posted incorrect information but were so confident and forceful that they would not correct themselves even when presented with documented, peer-reviewed information to the contrary. Several of us brought the matter to the instructor whose response was that we should correct the students. We said we had, and they continued to support their postings despite documentation to contrary. He replied 'oh well, everyone is entitled to their opinion'."

Consider quotations found in "TRUTH QUOTES quotations about truth" from Notable Quotes:  

TGIF: Help Clothe the Emperor on FridayLive: April 19, 2013

Read below for TGIF with links, or you can view TGIF on the Web...Click here

Fifteenth issue, Volume Six	TLT Group TGIF 4.16.2013
From TLT Group World Headquarters	A basic introduction to Evernote is being offered on Wednesday during our Member Exchange and Designated Learner Experiment. Checkout how faculty are using Evernote to plan classes in this recent Chronicle of Higher Education article, “Three Applications for Planning Classes.” On Friday we will continue to explore how to help beginning teachers of online courses 1. Reduce the number and pain of avoidable problems 2.  Avoid disasters resulting from unavoidable problems 3.  Survive disasters
	Contribute to MOOC Guidelines during tomorrow's FridayLive Synchronicity Online: Educ/Entertainment/MOOCs Report/Guidelines FridayLive! 4/12 2pm ET tlt.gs/frlv free online #TLTGfrlv
	Members Only Exchange Silver Cloudians Transitioning to Teaching Online: the planning continues April 24, 2013 2:00 pm Eastern Time Register Here Leaders:  Steve Gilbert, Beth Dailey, Dale Parker, Charles Ansorge, Michael Dabney and others Join our Silver Cloudian group as we continue to explore how best to expand consulting and mentoring opportunities and roles. Take a look at the draft document about transitioning to online teaching. Also we'll explore how to extend volunteer roles in TLT Group activities. Social Media Tools/Designated Learner Experiment: Learn and Use Evernote for Educational Purposes using the Designated Learner Approach April 17, 2013 2:00 pm Eastern Time Register Here Leaders: Featuring Irene Knokh and Steven Grindle along with Steve Gilbert, Beth Dailey, and others Evernote may be just the application we need to help us organize all of our digital resources. Irene Knokh will show us how using the Designated Learner instructional strategy. This link will take you to what we are learning about the Designated Learner instructional strategy. We will add to this based on your input during the session. In addition, we will explore how Evernote is being used to support learning. In preparation for our session, you will need to create an account with Evernote and download the application. You are encouraged to have a working USB headset and/or desk USB microphone so you can participate via voice as well as chat. During the session you will have the option to watch or follow along. Social Media Tools/Designated Learner Experiment: Online Introductions Using Animoto May 1, 2013 2:00 pm Eastern Time Register Here Leaders: Featuring Lisa Star, Beth Kiggins and Denise Hyde with Steve Gilbert, Beth Dailey, and others
	FridayLive! When Bad Things Happen in Good Online Courses: Part 2 April 19, 2013  2:00-3:00 pm ET - free to all.   Presenters; Steve Gilbert and more Register Here Back by popular demand, Clothing the emperor continues: examples of bad things happening in online courses - even good online courses. "Clothing the Emperor - not merely pointing out that the emperor is naked." Consider options, resources and limitations available (to those offering the course,  to YOU?) We will talk together about how to resolve some common examples in depth. The goal is to help beginning teachers of online courses 1. Reduce the number and pain of avoidable problems 2.  Avoid disasters resulting from unavoidable problems 3.  Survive disasters Discussion scenarios will come from these example categories: Everything’s the same Cookie Cutter Courses Kitchen Sink Syndrome Student Behavior: terrorist, troll, thoughtful commentator, whiner, passive Mad Scientist (well intended and not well intended) Do as I Say Not as I Do What Were They Thinking? Egregious errors Up-coming  FridayLive! schedule: (NOTE: schedule changes) April 26 Experience First: A Model for Active Teaching and Learning Strategies May 3 Designing Your Courses for Significant Learning vs Covering the Content with Dee Fink May 10 Voice & Sound May 17 Seven Futures of American Education - MOOCOW begins May 24 Putting EAT (Experience, Apply, Teach) to the Test. Trey Mireles, Psychology instructor, Madison College
MOOCs Round Two The learning continues....	sMOOChers (Smart MOOCs Higher Education Research Subgroup) Still thinking about MOOCs.  MOOCs (Massive Open Online Course) have been called ”the single biggest change in  education since the printing press” (Anant Agarwall, President edX). Zaid Alzagoff developed this comprehensive presentation, “Demystifying MOOCs” Educause has also assembled some great MOOC resources
#TLTGroup	Encourage. Enable. Engage. www.tltgroup.org

Contribute to MOOC Guidelines during tomorrow's FridayLive

Amy Woodgate returns to FridayLive tomorrow, April 12th, 2:00 PM ET to continue the conversation about MOOCs. Register here. 

The #edcmooc "eLearning & Digital Cultures" is the TLT sMOOCher's second MOOC. Below are the guidelines that have emerged from our previous conversations as captured by Steve Gilbert. We will continue to add to these guidelines and welcome your contributions as well. Comment below or add to the Google doc. 

For People Enrolling in a MOOC-like Resource for the First Time

1.    Double-check that you have registered as required - notice whether you have received an email by the designated starting date...  register again if you have any doubts.

2.    Understand what the expectations of the sponsoring institution are of each participant; understand what your own expectations (goals, amount of time and effort, ...) as early and specifically as possible.

3.    Jump in and try it and notice what elements seem to be good/bad fits for your own learning style and preferences.

4.    Use your own reflective abilities to identify characteristics of MOOCs that are most comfortable and likely to be effective for YOU - characteristics that you will seek again in future MOOCs.

5.    Make some choices very early (even before you select your first MOOC) about what you want to get out of it and how much massive amounts of info and multiplicity of media will be appealing or overwhelming... avoid the "richest" most "connectivist" MOOCs at first?   Don't be embarrassed or feel guilty about finding one kind or another more comfortable after you begin!  

6.    Offer live synchronous event at end of MOOC to debrief in all directions (from instructors to learners, from learners to instructors, etc.)

7.    Good to have Twitter feed visible at "top" (entry page) of the MOOC website

8.    Explore tools like TweetDeck to participate in (and manage) Twitter interaction

9.    Understand the purpose of groups within a MOOC - required, informal, optional, ... synchronous, asynchronous, ...  text-only,  text+voice, ....  eg.  Voicethread...   formed based on interest, geography, time zone, ...

10. Notice the influence, power of hearing people's voices - live or recorded!  Google+ Hangout or Voicethread

B.  For People Who Will be Using MOOC-like Resources to Teach Others

1.    If you are requiring a group of learners to use all or part of a MOOC or similar resource, TELL THEM QUITE EXPLICITLY HOW TO REGISTER, AND HOW TO CONFIRM THAT THEIR REGISTRATION WAS ACCEPTED.

2.    How do you find out what options - technologically, logistically, legally,  and ethically - apply to identifying and making "outside" use of resources that are made available within the MOOC

3.    Double check how fully, effectively and completely any archives or recordings of "events" within the MOOC include elements that are important for later use - or for use by people who did not participate in the actual event initially.