Making appropriate right/wrong judgments is important in interpersonal communications to prevent cyber-bullying problems between children
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The Effects of Netiquette and ICT Skills on School-bullying and Cyber-bullying: The Two... - 0 views
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ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views
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This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
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Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
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We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
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self-efficacy can be viewed as a subjective judgment of one’s level of competence in executing certain behaviors or achieving certain outcomes in the future. Self-efficacy has been identified as the best predictor of college GPA and among the best predictors of college persistence through meta-analytic research (Robbins et al., 2004). Further, commenting on the state of the art in self-regulated learning research Winne suggested that self-regulation is contingent on positive self-efficacy beliefs, arguing that “learners must subscribe to a system of epistemological and motivational beliefs that classifies failure as an occasion to be informed, a condition that is controllable, and a stimulus to spend effort to achieve better” (Winne, 2005). This contrast of failure attribution as trait (e.g., “I’m just not good at math”) versus failure as occasion to be informed (“I can control, adapt, and learn from this”) is a classic view of maladaptive and adaptive self-efficacy beliefs.
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In the current study we therefore examine the relationship between CoI constructs and elements of self efficacy in order to begin to investigate the larger theme of collaborative online learner regulation and learning presence.
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Thus, self-efficacy is “concerned not with what one has but with belief in what one can do with whatever resources one can muster” (Bandura, 2007, p. 6).
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Bandura has noted that slightly elevated efficacy can have a bigger impact on subsequent performance. Overestimating one’s capabilities to produce a behavior and outcome may boost performance and give rise to motivation to persist in face of obstacles and seatback, while the opposite is true for underestimating one’s capabilities, which may suppress productive goals, persistence and effort (Bandura, 2007). Thus there is an important connection between self-efficacy, effort, and subsequent performance.
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Positive psychological and emotional states in the aftermath of successful execution of certain academic behaviors naturally lead to sense of competence and subsequently results in enhanced sense of efficacy.
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We suggest here that elements within the CoI framework may serve as mechanisms for supporting self-efficacy. Specifically we conjecture that effective teaching presence and positive social presence should serve as sources of social persuasion and positive affect supportive of self-efficacy.
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(Bandura, 1997). These and other studies have suggested that self-efficacy has a substantial role in predicting student engagement, motivation and performance ( [Bong, 2004], [Caraway et al., 2003], [Chemers et al., 2001], [Choi, 2005], [Smith et al., 2001] and [Vrugt et al., 2002]).
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The participants in the study were a random sample of 3165 students from 42 two- and four-year institutions in New York State.
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Gaining knowledge about the reasons for learning and achievement of online students has attracted a great deal of attention among both researchers and practitioners. Understanding the factors that have an influence on the success of online education has significant implications for designing productive online communities.
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This ongoing project to document all instances of teaching, social, and cognitive presence in complete online courses also resulted in identification of learner discourse that did not fit within the model, i.e. could not be reliably coded as indicators of teaching, social, or cognitive presence ( [Shea, 2010] and [Shea et al., 2010]).
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Additional work on the CoI model (Shea, Vickers, & Hayes, 2010) suggested that past research methods may have resulted in a systematic under representation of the instructional effort involved in online education.
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These exceptions represent interesting data for refining and enhancing the model as they suggest that learners are attempting to accomplish goals that are not accounted for within the CoI framework.
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In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label “learning presence”. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.
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the CoI framework attempts to articulate the social, technological, and pedagogical processes that engender collaborative knowledge construction. It therefore represents an effort to resolve the greatest challenge to the quality of online education
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Learner discussions also included efforts to divide up tasks, manage time, and set goals in order to successfully complete group projects. As such they appeared to be indicators of online learner self and co-regulation, which can be viewed as the degree to which students in collaborative online educational environments are metacognitively, motivationally, and behaviorally active participants in the learning process (Winters & Azevedo, 2005).
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the authors concluded that all the studies converged on advantageous outcomes for providing support for “metacognitive” learning strategies including self-reflection, self-explanation, and self-monitoring.
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successfully orchestrating a dialogue demands fairly sophisticated skills. Conversational contributions need to be simultaneously parsed according to their disciplinary value, their location within the chain of collective argumentation, their relevance to the instructional goals, and their role as indicators of the student’s ongoing understanding. The outcome of this complex appraisal is a sense of the amount and quality of the guidance that specific contributions and the conversation as a whole require to support learning.” (Larreamendy-Joerns & Leinhardt, p. 591)
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Zhao et al. also concluded that studies in which instructor interaction with students was medium to high resulted in better learning outcomes for online students relative to classroom learners.
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Emotional presence, learning, and the online learning environment | Cleveland-Innes | T... - 0 views
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Those engaged in online learning deal with the effects of emotion on a daily basis, whether in designing instruction, teaching, or learning online. The work of Damasio and LeDoux independently suggests that emotion is neither an objective nor outcome of learning yet is central to cognition. The study of O’Regan (2003) showed that students express their emotions in relation to the various aspects of an online course such as design and organizational issues (i.e., a lack of clear instructions), cognitive issues (i.e., learning materials, success), social issues (during communicating), time management, or technology. Similarly, Cleveland-Innes, Garrison, and Kinsel (2007) also found out that students disclosed emotions in relation to the social, teaching, and cognitive presence in an online course.
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Research results from multiple studies indicate that emotions are an integral part of the learning environment and influence students’ learning experiences (Cleveland-Innes & Campbell, 2006). According to Baumeister, DeWall, and Zhang (2007), emotions influence outcomes. That is, positive emotions lead to positive outcomes and negative emotions to negative outcomes.
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Emotion may constrain learning as a distracter but, if managed, may serve as an enabler in support of thinking, decision making, stimulation, and directing. Online learning is replete, not fraught, with emotion. We conclude, with others, that emotion is present in online learning communities
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Given this reality, emotion must be considered, if not a central factor, at least as a ubiquitous, influential part of learning—online and otherwise (Plutchick, 2003; Stets & Turner, 2006; Wosnitza & Volet, 2005). Therefore, emotions expressed in the online experience, as explained by the CoI model (Garrison, Anderson & Archer, 2000), indicate that emotional presence exists in social, cognitive, and teaching presence.
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ey to online environments is to acknowledge and discuss emotional tenor as much communicative information is lost without tone of voice and facial expressions— emoticons excepted. The exploration of emotional states that are not present— hidden yet influential—needs attention.
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In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry.
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Gathering Feedback on Teaching and Learning - 0 views
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Gathering Data through Self-reflection
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A template for student self-reflection on learning
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Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course - 1 views
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The challenge in designing and developing online courses is for faculty members to establish their teaching presence by humanizing the online classroom experience for their students.
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The data collected from this study, to date, states that students valued the online introductory video and the students prefer the use of an introductory video because of the teacher immediacy behaviors that were perceived.
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The students reported that with the introductory video used in this course, they were able to establish a foundation of the teacher/student relationship early in the course and their attitudes (affective learning) about the course were improved.
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Learner Attribute Research Juxta posed with Online Instructor Experience: Predictors of... - 0 views
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The purpose of this study is to balance student characteristic research with external, direct data from the perspective of online instructors in order to provide a practice-oriented understanding of the unique factors predictive of student success in accelerated, on line courses. Four issues emerge as the most predictive of online learner success: time, technology, initiative, and competence. Discussion examines the practical, deliberate application of this information to facilitate students' successful completion of online courses.
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Empowering Students in the Age of Big Data | EDUCAUSE.edu - 0 views
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Do Online Students Dream of Electric Teachers? - 0 views
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ullet format whenever possible, it
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Bloom's Taxonomy Blooms Digitally | Tech Learning - 0 views
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Searching or "Googling" - Search engines are now key elements of students' research. At its simplest the student is just entering a key word or phrase into the basic entry pane of the search engine. This skill does not refine the search beyond the key word or term.
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Social bookmarking – this is an online version of local bookmarking or favorites, It is more advanced because you can draw on others' bookmarks and tags. While higher order thinking skills like collaborating and sharing, can and do make use of these skills, this is its simplest form - a simple list of sites saved to an online format rather than locally to the machine.
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Playing – The increasing emergence of games as a mode of education leads to the inclusion of this term in the list. Students who successfully play or operate a game are showing understanding of process and task and application of skills.
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Tagging – This is organising, structuring and attributing online data, meta-tagging web pages etc. Students need to be able understand and analyse the content of the pages to be able to tag it.
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Blog/vlog commenting and reflecting – Constructive criticism and reflective practice are often facilitated by the use of blogs and video blogs. Students commenting and replying to postings have to evaluate the material in context and reply.
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Moderating – This is high level evaluation; the moderator must be able to evaluate a posting or comment from a variety of perspectives, assessing its worth, value and appropriateness.
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Group items tagged module 4 assignment - ETAP640 | Diigo Groups - 2 views
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Teachers' Domain: Pizza Toppings - 1 views www.teachersdomain.org/...vtl07.math.data.rep.pizzatopp Module 4 Assignment Pizza Venn Diagram Video Cyberchase OER teachers domain shared by Catherine Strattner on 21 Jul 12 - comment - like... - No Cached - more▼ Link to this item Edit this item Delete this item Save Send to Disable email alert Victoria Keller liked it In order to organize the preferences, Bianca draws a Venn Diagram and then arranges the pizza toppings according to the diagram. Catherine Strattner on 21 Jul 12 - edit - delete I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams. <div class="cArrow"> </div><div class="cContentInner">I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams.</div> ... Cancel ... Cancel Add Sticky Note Victoria Keller on 21 Jul 12 This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ. <div class="cArrow"> </div><div class="cContentInner">This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ.</div> ... Cancel
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Pizza Toppings | OER Commons - 0 views www.oercommons.org/...view Module 4 Assignment Pizza Venn Diagram Video OER Cyberchase shared by Catherine Strattner on 21 Jul 12 - comment - like... - No Cached - more▼ Link to this item Edit this item Delete this item Save Send to Disable email alert Catherine Strattner on 21 Jul 12 - edit - delete Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams. <div class="cArrow"> </div><div class="cContentInner">Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams.</div> ... Cancel ... Cancel
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Four Dimensions of Online Instructor Roles - 2 views
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Socratic method and online teaching - 0 views
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Classroom Applications of Constructivism - 0 views
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Instead of having the students relying on someone else's information and accepting it as truth, the students should be exposed to data, primary sources, and the ability to interact with other students so that they can learn from the incorporation of their experiences.
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tting should include classroom applications of constructivism within a few key concepts. The first is discovering and maintaining an individual's intellectual identity. This forces students to support their own theories, in essence taking responsibility for their words and respecting those of others. The next component is having the teacher ask open-ended questions and leaving time to allow the students to think and analyze a response, based on their experiences and personal inquiry.
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My Reflections in ETAP 640 - 0 views
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it would be interesting to see the numbers for 2012,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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I miss the ability and opportunity to chat casually with students in an online course the same way I would before or after a F2F course, even if it doesn’t directly relate to my learning.
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Are there things that Moodle (or even Angel, per the courses for observation) can do that don’t replicate this structure?
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part of the problem is that the LMS imposes a pedagogy. They have embedded into their DNA a teacher-centric cultrure-specific pedagogy. just look at how they label things... you can't get any more teacher-centered that referring to things as "lessons!" Fortunately in ANGEL at least you can change that... not so in BB. i chaffe under that imposition. This imposed pedagogy is largely due, in my opinion, to the fact that it is application developers, not instructional designers, that developed the LMS. We are stuck having to use tools that are inadequate for the purposes to which we must apply them. They are NOT flexible, they do NOT allow for creativity and innovation. It is a constant fight/struggle to work around their limitations and constraints to get them to DO what you want need them to do. I hate all LMSs equally.
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Reiss doesn’t believe that all children are or should be curious and that curiosity doesn’t always motivate student learning.
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developing the course isn’t enough, classroom management is required throughout the course, especially for students who drop in and out.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I care.
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shared by Alicia Fernandez on 19 Jun 14
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TOWARDS AN EFFECTIVE USE OF AUDIO CONFERENCING IN DISTANCE LANGUAGE COURSES - 0 views
llt.msu.edu/...default.html
distance language learning audio conferencing audio graphic conferencing
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In order to respond to learners' need for more flexible speaking opportunities and to overcome the geographical challenge of students spread over the United Kingdom and continental Western Europe, the Open University recently introduced Internet-based, real-time audio conferencing, thus making a groundbreaking move in the distance learning and teaching of languages. Since February 2002, online tutorials for language courses have been offered using Lyceum, an Internet-based audio-graphics conferencing tool developed in house. Our research is based on the first Open University course ever to deliver tutorials solely online, a level 2 German course, and this article considers some of the challenges of implementing online tuition. As a starting point, we present the pedagogical rationale underpinning the virtual learning and teaching environment. Then we examine the process of development and implementation of online tuition in terms of activity design, tutor training, and student support. A number of methodological tools such as logbooks, questionnaires, and observations were used to gather data. The findings of this paper highlight the complexity of the organisational as well as the pedagogical framework that contributes to the effective use of online tuition via audio conferencing systems in a distance education setting.
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Assessment and Instruction: Two Sides of the Same Coin - 0 views
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Importance of embedding ongoing formative assessment and feedback into online instructional activities and aligning the student data collected from these activities so that it can be used to inform and modify the learning activities of the students as well as the teaching activities of the instructor.
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shared by Irene Watts-Politza on 25 Jun 12
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Disconnect: Common Core, Content, and Context | 21st Century Collaborative - 0 views
www.21stcenturycollaborative.com/...1811
CCSS contentvscontext 21stCenturyLearning etap 640M3 EED406M5
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Maybe it is because standardization in some ways is demeaning to educators. They should be the designers of learning and orchestrators of creative curriculum implementation and student ownership of learning.
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Testing data should be used by students themselves to improve learning choices and reflect upon the learning experience.
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In my mind the problem with State and National tests is they support a belief that we can create a standardization of the learning process. Standardization of learning is what I am against. The belief that somehow it is possible to standardize thinking, knowledge construction, aha moments, innovation, learning, creativity, and even teachers themselves.
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Teachers become part of the learning process. They bring the expertise in the art of learning, metacognition, research, and pedagogy. Their role should be to model best practice, to coach, facilitate, organize, ask good questions, negotiate learning contracts and to provide a safe, intriguing environment for learning.
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If projects were crowdsourced out to student/teacher networks, other classes could join in and build and learn together.
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The teacher could operate in the role of curator and bring in important content and resources he/she felt added to the understanding and expertise of the student designers. Technology would have an important role to play, but quietly in the background supporting the learning.
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My thoughts are free - 3 views
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There are just too many posts.
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if the “essence” of the student can never be felt through a computer?
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These are essentials missing from online courses that can not be seen.
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can’t be measured.In class,
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ask questions and further ideas discussed in class allows the teacher to know if the student is on the right track.
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Even acknowledging that the student in class is thinking for himself and paying attention is taken into consideration by the teacher. In the classroom, discussion leaders can be acknowledge by the rest of the peers and possibly offer suggestions for them on how to stand firm in opinions and facts
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how could she even know what type of personality her professor has if she has never even seen him in person
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ITD Journal - 0 views
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Teachers and students need assessment tools that connect to individual learning styles and provide key information to teachers. This information will help to guide instruction and allow students to connect with their unique learning style
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assessment to provide feedback and adjustment for the instructional process
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assessment as a deliberate use of many methods to obtain evidence to indicate if students are meeting standards
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Many of the premier online assessment vendors offer only rudimentary, machine scored true/false, or multiple-choice responses with automatic feedback or essay storage without scoring. Little research has been done to integrate the deep knowledge base we have of learning and assessment into future online assessment tools
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Teachers using online assessment tools can better analyze and adjust teaching approaches based on real-time student assessment data only available through online assessment tools