User:Vtaylor/frontpage/deanza2024

. internal interaction plan . student-facing communication plan . distance ed rubric

. Lower bar n of n next . Links to canvas how to’s

. Deaf student joke video . Gardner interview - you only learn what you almost know

. file:///Users/valerie/Downloads/blooms_taxonomy_action_verbs.pdf . https://www.fractuslearning.com/blooms-taxonomy-verbs-free-chart/

My commitment . I'm beginning my learning in AI in Education: Leveraging ChatGPT for Teaching . I know learning can be hard, but I have the patience, determination, and discipline to reach my goals. . When I'm stuck, I'll find a solution, like… * Take a breath * Break it down * Ask for help * Research * Stay positive * Talk through it

2024.11.23

Lesson discussion prompt: Search and Meta Data - Search for a topic of interest to you. Look at the source code for several of the sites that are listed in the search results. Do the keywords and description in the meta elements in the head element match your search? What other information is provided in the meta data. Why is this important? Post links to 2-3 search results with their meta data and a brief summary of the connections between your search and the results to the Search and Meta Data discussion. Review 2 other posts.

Prompt is open-ended. It provides an opportunity for individual research and assessment of the content of the resource. Then by sharing in the discussion, other resources and summaries are extending the breadth and depth of information addressed.

Conversations and/or "community building":

• Groups - students are divided into groups in module 3 and participate in discussions and mini low-stakes projects throughout the course.
• Review information about group participation and check for understanding
• Collaboration - individual projects are shared and reviewed within the groups who provide feedback prior to formal submission for grading
• All coding projects are shared in open discussions so everyone can review the work of others to learn from examples
• General topics, question forums, extra credit discussions - opportunities to share within the class.

2024.11.19 taylor_M02B.docx

2024.11.10

home page - sandbox . The course Home page is a quick reference to all the other important information for the course. I want students to become familiar with these primary course resources. These are activities that they can do right away - specific and clear without a lot of repetition of information elsewhere.

modules from cis89a fall 2024 . This is the Modules link for the live course for this semester. The module sequence is based on a general introduction to web development - similar to the textbook sequence, but not exact. There is an introduction page for each module, a link to a separate page that outlines all the activities for the module, and then links to each of the activities - discussions, assignments, etc. Overview & summary - At the beginning of each module, the main page changes to introduce the coming module and the "announcement" changes to summarize the previous module. . All submissions to coding project assignments are graded with the rubric and specific feedback. All discussion post are graded. Instructor participates in the discussions although most of the content is student contributions.

measurable outcomes - download worddoc . https://deanza.instructure.com/courses/37645/files/12271957/download?download_frd=1

. cis89a curriculum

Learning Outcomes and Objectives Course Objectives . Explore web content . Organize, construct, and maintain a web site . Construct web pages using standard HTML and CSS Create HTML elements . Organize and format attractive web pages using cascading style sheets . Develop CSS style rules for layout and formatting ..CSLOs . Created a web site using HTML and CSS and published it published to a web server.

Prompt . Your Response

Course Description . Fundamentals of Web page design and creation: designing, encoding, and maintaining pages on the World Wide Web using HTML and CSS.

Lesson/Module Title from Your Course . 5. CSS Styling

Topics Covered . Fonts are important design elements and can be included via the CSS embed function. Pages can be designed to be printed as documents. Although they may not be used often, there are several more CSS display tricks worth knowing.

Students will Demonstrate . include specific fonts within the page . format web pages for printing . explore additional CSS presentation features

Course Level Student Learning Outcome (COR) . Learning Outcomes and Objectives Course Objectives . Explore web content . Construct basic web pages with a text editor . Organize, construct, and maintain a web site . Construct web pages using standard HTML and CSS Create HTML elements . Organize and format attractive web pages using cascading style sheets . Develop CSS style rules for layout and formatting .. CSLOs . Created a web site using HTML and CSS and published it to a web server.

Lesson/Module Overall Alignment with the Course SLO . CSS Styling . Fonts are important design elements and can be included via the CSS embed function. Pages can be designed to be printed as documents. Although they may not be used often, there are several more CSS display tricks worth knowing.

Outcomes Without Measurable Verbs? Revise with Measurable Verbs . from current objectives . include specific fonts within the page . format web pages for printing . explore additional CSS presentation features

Suggestions to Improve Course SLO if Measurable Verbs are Missing . explain your choice of CSS display options . improve device readability

2024.11.8

I teach CIS 2 Computers and the Internet in Society and CIS89A Web Development. Both are completely asynchronous. There are modules with activities, graded discussions and assignments that are due weekly. I also have a regular online office hour in chat and/or Zoom format depending on the students needs.

Not meeting students in person is a drawback, but providing facilitated learning on their schedule is a benefit. I have students who would have missed graduation without my course and the associated credits. There are students who can't physically get to campus and are so excited to continue their education. I like having a basic course available to reuse and ensure that everything gets covered - teaching "live" we might miss something important, which I would remember on my way home after class. As new topics and technologies come along, I can add them as appropriate - AI has been huge, zero to 100 in three semesters.

Scary thought. I was taking and teaching online courses before many of my students were born. I have a M.S, Education with specialization in Online Teaching and Learning - CSU Hayward / East Bay 2001.

. Please share the course(s) you teach and what modalities they are . What is your favorite thing about teaching online and what is one challenge you have . What is one fun fact about yourself that you would like for the cohort to know about you?

2024.10.20 rsi course https://deanza.instructure.com/courses/36232/pages/m01-background-accrediting-commission-for-community-and-junior-colleges-accjc?module_item_id=3274330

https://openpress.sussex.ac.uk/ideasforactivelearning/front-matter/introduction/

Chickering and Gamson (1987). Putting it succinctly, they claim, Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves. (p. 3)