Skip to main content

Home/ ETAP640/ Group items tagged case studies

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Robert Braathe

Cased Based Teaching - 0 views

www.utc.edu/...index.html

case cases education studies

shared by Robert Braathe on 20 Jun 08 - Cached
  • Robert Braathe on 20 Jun 08
     
    Underlying procedures for using cases Case based process What makes a good case? Choosing and using a case Materials to use for case An activity to try... References for using cases in the classroom
alexandra m. pickett

Kenan Institute for Ethics » Institutions in Crisis - 0 views

kenan.ethics.duke.edu/...institutions-in-crisis

economics recession economics-educators financial crisis

shared by alexandra m. pickett on 09 Jul 11 - No Cached
  • reed, Negligence, or System Failure? Credit Rating Agencies and the Financial Crisis (2011) Download Case Study (pdf) Download Teaching Notes (pdf) Credit rating agencies are responsible for rating the credit-worthiness of a wide variety of investment opportunities. While the agencies’ failure (out of greed or negligence) to properly assess the risk of these instruments leading up to the 2008 financial crisis is well-known, this case explores more encompassing systemic factors, including shifts in corporate culture, that led both to agency failures and the global financial crisis. Keywords: credit rating agencies, Moody’s, Standard and Poors, financial crisis, derivatives, subprime mortgaged, conflicts of interest, corporate culture, regulatory oversight, market competition
  • alexandra m. pickett on 09 Jul 11
     
    "reed, Negligence, or System Failure? Credit Rating Agencies and the Financial Crisis (2011) Download Case Study (pdf) Download Teaching Notes (pdf) Credit rating agencies are responsible for rating the credit-worthiness of a wide variety of investment opportunities. While the agencies' failure (out of greed or negligence) to properly assess the risk of these instruments leading up to the 2008 financial crisis is well-known, this case explores more encompassing systemic factors, including shifts in corporate culture, that led both to agency failures and the global financial crisis. Keywords: credit rating agencies, Moody's, Standard and Poors, financial crisis, derivatives, subprime mortgaged, conflicts of interest, corporate culture, regulatory oversight, market competition"
Jennifer Boisvert

National Center for Case Study Teaching in Science - 0 views

ublib.buffalo.edu/...case.html

CaseStudies case studies education teaching

shared by Jennifer Boisvert on 19 Jun 09 - Cached
  • Jennifer Boisvert on 19 Jun 09
     
    An excellent resource for learning about case studies and finding examples.
sschwartz03

Amber's Secret | OER Commons - 0 views

www.oercommons.org/...view

Module 4 Assignment

shared by sschwartz03 on 09 Jul 14 - No Cached
    • sschwartz03
      sschwartz03 on 09 Jul 14
       
      This case study is amazing! It discusses pregnancy and relates to my students because Amber is just out of high school. It gives some great guiding questions and has great resources at the end. This activity could be used online but I think I'd rather do it in class. I would love to hear my students discuss the questions, debate, and listen to their classmates differing opinions. 
    • alexandra m. pickett
      alexandra m. pickett on 24 Jul 14
       
      this looks like a great resource, Sam!
Mary Huffman

EBSCOhost: Moving beyond subject boundaries: Four case studies of cross-curricular ped... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

shared by Mary Huffman on 09 Jun 13 - No Cached
  • Mary Huffman on 09 Jun 13
     
    Savage, J. (2012). Moving beyond subject boundaries: Four case studies of cross-curricular pedagogy in secondary schools. International Journal Of Educational Research, 5579-88.
James Ranni

How to write a case study - 0 views

gttp.org/...HowToWriteAGoodCase.pdf

shared by James Ranni on 27 Jun 09 - No Cached
  • James Ranni on 27 Jun 09
     
    Simple guide for writing case studies and can be easily adapted for any subject
Robert Braathe

Teaching: Business Case Study (From MERLOT) - 0 views

business.merlot.org/TeachingCaseStudy.html

case_studies effective_online_practices strategic_management

shared by Robert Braathe on 12 Jul 08 - Cached
  • Robert Braathe on 12 Jul 08
     
    In the MERLOT Business Portal are several resources on how to teach cases, as well as some sample cases for strategic management
Amy M

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views

www.educause.edu/...162420

shared by Amy M on 28 May 09 - Cached
  • 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
  • Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
  • Web 2.0,
    • jessica mascle
      jessica mascle on 28 May 09
       
      ?
    • Amy M
      Amy M on 04 Jun 12
       
      Web 1.0 was individuals accessing information.  Web 2.0 is the "social web."  Users focusing on social interaction rather than just getting conent.
  • ...26 more annotations...
  • from access to information toward access to other people.
  • What do we mean by “social learning”?
  • e that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      The dichotomy between Cartesian and Social Learning is problematic, and this is one of the reasons why. If Social Learning still comes down to group learning from each other, it remains unclear what would be the "alternative" model of learning/teaching between group users, if not substance/pedagogy.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Schools of Ed/teacher prep programs are being charged with providing "clinically rich" programs that engage candidates more actively, earlier, and more frequently in their program of study. This is proving to be difficult to actualize in the current wave of APPR uncertainty.
  • apprenticeship
  • open source movement
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      Open Source Project may be a model for building up knowledge base among devoted users who are willing to follow the "path" set by predecessors. It is quite another issue whether it is a model for education.
  • Digital StudyHall (DSH)
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      It's not clear in what sense this DSH method is an example of social learning.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • open participatory learning ecosystems
    • b malczyk
      b malczyk on 30 May 12
       
      Not only is it a matter of "if" such campuses are a possibility, but "should" such campuses be a priority. If online and distance education can yield at least comparable results to traditional academic settings, then their ease of accessibility and lower overhead costs warrant further exploration as a viable possibility.
  • “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are
  • provided students with opportunities to observe and then to emulate how experts function
    • b malczyk
      b malczyk on 30 May 12
       
      How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"? 
    • Amy M
      Amy M on 04 Jun 12
       
      Open Source/Access research.  One of the problems right now is that the NIH or fed government will pay for research, but the public then had to pay for the results of that research.  We are paying for the same research twice.  Open Access Journals (see Harvard Memo) hopes to change this.
  • seeking the knowledge when it is needed in order to carry out a particular situated task.
    • b malczyk
      b malczyk on 30 May 12
       
      Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?" 
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I grew to see high school as a time for exposure to all disciplines in order to find what best suited one in preparation for college or the workplace. Now I am wondering if the multiplicity of disciplines will be "tailored" to fit the personal interests of the learner. Will differentiating for all eradicate the question Ben mentions?
  • all student writing was done on public blogs
    • b malczyk
      b malczyk on 31 May 12
       
      This form of education was also based on what could be called an industrial style of education. They education system became an extension of industry--students were passed along on the assembly line from one course to the next, year after year and came out a finished produce with similar skills and altitudes as their peers. Now education has and can become more narrow and niche based and less industrial.
  • This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      This is the model embraced by most teacher ed programs.
    • Amy M
      Amy M on 04 Jun 12
       
      Which has its advantages and disadvantages. 
  • In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Will the professions embrace as colleague one who excels in a non-credit course of study or will opportunities continue to be closed to those who don't present the "right" credentials?
  • Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I am wondering if "leveraging" these networks will become a basis for funding in the case of state colleges and universities.
  • he site’s developers note: “We fundamentally believe that the new electronic environment and its tools enable us to revive the humanistic spirit of communal and collaboratively ‘playful’ learning of which the Decameron itself is the utmost expression.”
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      The notion of 'playful' learning is my ideal; this seems to be at odds with the test drill environment I am currently observing in grades 3 - 6. Currently, it seems as though there are two tracks developing in "Learning 2.0": assessment-driven and learner-driven.
  • As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • that will support active, passion-based learning: Learning 2.0. This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Surely the content and skills currently being taught and assessed Pk-12 must give way to a new set of literacies.
  • In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
  • CyberOne Classroom in Second Life
  • Jeanne Cousineau on 28 May 09
     
    Social View of Learning
efleonhardt

Examining motivation in online distance learning environments: Complex, multifaceted an... - 0 views

www.irrodl.org/...1954

distance learning motivation

shared by efleonhardt on 04 Jun 14 - No Cached
  • Poor motivation has been identified as a decisive factor in contributing to the high dropout rates from online courses
  • suggest that online students are more intrinsically motivated across the board than their on-campus counterparts at both undergraduate and postgraduate level.
  • Self-determination theory is a contemporary theory of situated motivation that is built on the fundamental premise of learner autonomy
  • ...19 more annotations...
  • all humans have an intrinsic need to be self-determining or autonomous
  • as well as to feel competent
  • connected
  • SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.
  • a perception that what they do will not affect the outcome
  • an attribution of low value to the task being undertaken
  • the tendency to focus only on intrinsic motivation
  • It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation
  • Case study one was situated within a compulsory integrated science and technology course
  • Case study two was positioned within an introductory social studies curriculum course that formed a compulsory component of the same programme.
  • suggests that higher quality, more self-determined types of motivation were only slightly more evident than the traditional type of extrinsic motivation–external regulation (Ryan & Deci, 2000) and amotivatio
  • suggesting that autonomous types of motivation (i.e., identified regulation and intrinsic motivation) were more prevalent.
  • associated with individuals who engage in an activity because the results may have personal value to them or because the activity is regarded as worthwhile.
  • these findings clearly show that motivation can be a complex and multifaceted phenomenon that cannot be fully explained from the perspective of motivation as either a learner characteristic or an effect of learning environment design.
  • practitioners need to be cognisant of the important role they play in influencing learner motivation when designing learning activities.
  • he relevance and value of the task
  • need to be clearly identified and linked to learning objectives to help
  • By offering meaningful choices (i.e., not just option choices) to learners that allow them to pursue topics that are of interest to them, the perceived value of the activity is further enhanced.
  • ongoing communication with learners, where they feel able to discuss issues in an open and honest manner, practitioners are in a better position to accurately monitor and respond to situational factors that could potentially undermine learner motivation.
Alicia Fernandez

The Use of Alternative Social Networking Sites in Higher Educational Settings: A Case S... - 0 views

www.ncolr.org/...9.2.4.pdf

online learning social presence social networking 'Ning

shared by Alicia Fernandez on 02 Jul 14 - No Cached
  • Alicia Fernandez on 02 Jul 14
     
    Study suggests that education -based SNSs can be used most effectively in distance education courses as a technological tool for improved online communications among students in higher distance education courses.
Diane Gusa

IIER 20(2): Khine and Hayes - Investigating women's ways of knowing: An exploratory stu... - 0 views

www.iier.org.au/khine.html

ways knowing study learning module 4 assignment

shared by Diane Gusa on 07 Jul 11 - No Cached
  • Personal epistemological beliefs, one's beliefs about the nature and acquisition of knowledge, and their role in the learning process have become a focus of a growing body research in recent years. Studies show that a person's epistemological beliefs play an important role in their intellectual development as well as in learning specific subjects (Hofer, 2008)
  • Research in personal epistemology looks into ways of knowing, focusing on the nature of knowledge (certainty, structure and source of knowledge) and beliefs about learning (speed and ability to learn). The exploration of different learning or cognitive styles and in particular the relationship between gender and epistemological beliefs in tertiary education contexts is an area of much current research focus.
  • Their subjects described five ways of knowing - received knowledge, subjective knowledge, constructed knowledge, procedural knowledge, all similar to those of Perry, and silence. From their data Belenky et al. distilled these five epistemological positions down to focus on two: preprocedural and procedural knowing, which corresponded to 'relativism' in Perry's scheme. In 1986 this work culminated in the publication of "Women's ways of knowing: The development of self, voice and mind".
  • ...5 more annotations...
  • Importantly, they saw that CK and SK scores were not related to performance and thus concluded that 'ways of knowing' were more reflective of a learning style or approach rather than a reflection of ability or intellectual capacity (Gallotti et al., 1999)
  • Baxter Magolda (1992) describes ways of knowing as being "related to, but not dictated by gender" (p.8)
  • Students' separate knowing and connected knowing scores, however, did predict preferences for different kinds of teaching.
  • Separate knowing scores were always higher in males whereas females had always higher connected knowing scores. The connected and separate knowing scores of males were not significantly different, whereas females typically showed significantly higher connected scores.
  • , learning occurs in different ways for different people in different situations, and may be affected by the learning styles of others who are present. According to Gallotti et al. (1999), students tend to prefer teachers whose style reflects their own. Schommer-Aikens and Easter (2006) find it likely that teachers' personal epistemological paradigms would impact on their decisions about forms of instruction, curriculum and evaluation. Should this be the case, an awareness on the part of the teacher and the learners of the predominant or favoured ways of knowing within a learning context might be seen as a useful tool in designing classroom activities which take into account student diversity.
Irene Watts-Politza

INTIME - Integrating New Technologies into the Methods of Education - 2 views

www.merlot.org/...viewMaterial.htm

Module 4 Assignment P-12 tech integration Web 2.0

shared by Irene Watts-Politza on 16 Jul 12 - No Cached
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      I added the free version of RealTime through clicking on site link on one of the videos and the videos play successfully. Although Mozilla FF is not on the list of supported browsers, I was able to get MozFF to recognize the Real Time plug-in after I installed it on my hard drive.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Perhaps there are activities that can be adapted to online course environment? Click on "Go to Material", above, scroll down and click on "Database development" and select "by grade level" or "by content"
  • INTIME provides online video vignettes of PreK-12 teachers from various grades and subjects showing how they integrate technology into their classrooms using numerous teaching strategies. INTIME is the result of a PT3 program (Preparing Tomorrow?s Teachers to Use Technology). INTIME resources are useful for (1) teacher educators creating case studies; (2) pre-service teachers learning about effective pedagogical techniques; (3) in-service teachers searching for ideas and independent professional development; (4) professional developers seeking resources to demonstrate good teaching and technology integration, and (5) administrators developing teacher quality initiatives and mentoring programs.
  • ...1 more annotation...
  • RealPlayer8 is required to view any videos
  • Irene Watts-Politza on 16 Jul 12
     
    I am considering whether to add the entire resource or just a few videos with a "for more of this ..." to my module on 21st Century Learning. What really excites me about this resource is the implications for case studies in methods courses in the B-6 program ... can even be shared with Secondary Ed and TESOL. You may want to share this with your grade level, Building Leadership Team, or your PD person. A GREAT free resource for meaningful, asynchronous tech integration training.
alexandra m. pickett

Learning Online Learning - 2 views

shoubang.edublogs.org

shared by alexandra m. pickett on 05 Jul 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      exactly!!! : )
  • Teaching is less about transferring knowledge to learners than giving them the chances to ask the questions and to find answers on their own.
  • Now I know that’s not the only way to teach, not the only way to achieve the teaching goals, and, most importantly, not the most effective way to teach.
  • ...22 more annotations...
  • In my course, it is important that students are able to learn the basics correctly. So I think the course design should foresee situations like these, and, there should be some modules or learning activities within modules that are designed to have the effect of lectures, i.e., a more systematic presentation of the subject matter. I am not sure at this moment whether this will work or not, but to me it seems to be the logical solution to the problems.
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      Why do you do things the way that you do? why do you believe what you believe?
  • July 3rd,
  • On top of it is that it allows the Professor to reach to individual student in a personal tone. I am so used to read assignment and feedback in written format that I don’t remember when was the last time a professor went through my assignment in front of me. Almost always the case that the feedbacks were scribed down on the tiny margins of the papers, with often less then eligible handwritings. I did the same thing to my students when grading their papers and exams. So, using Podcast to give feedback is marvelous. It can easily create a strong sense of connection and trust between the instructor and the student. It helps out the most for those students who may be on the brink of feeling isolated from the learning community or fall behind in the middle of a long and demanding semester.
  • I wouldn’t be surprised if we are asked to when our courses are implemented in coming weeks, and it certainly would be a lot of fun.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      it's coming!! : )
  • Careful choice of words
  • Sharing personal story.
  • It feels real.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      great observations! how will you use this in your own instruction?
  • Professor was right in pointing out that during online course the predominant form of student participation is discussion forum, and it’s up to the course designer to devise ways that can evaluate student’s understanding of the course materials.
  • Discussion Forum Exploring the ethical world Ask it like Socrates Website critique Case study Peer review M1 V V M2 V V M3 V V V M4 V V V V M5 V V V M6 V V V V M7 V V V
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      brilliant!!! way to make your thinking and your design visible to me/us!!!
  • Trust your students, and we will be amazed by what they can come up with.
  • , I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      Great idea!
  • guess I am not the only one in the class who feels weird not be able to share thoughts and reflections as we’ve been doing for weeks. I miss it very much.
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      It has been a little strange, but a welcome break to focus on our courses!
  • Larry was right
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 13 Aug 10
       
      I became very disorientated as well. I did one blog instead ot 2, and I did not refer to the prompts. This has given me an insight about how I should try to find ways to helping students deal with the disorientation. Like you say, it's not the course design. It's other psychological factors. I want to study this effect more and try to understand it. I think it is something important to deal with in online learning.
  • I believe my problem is typical of first-time online course takers. Online learning environment requires a very different mindset and learning style from the students (from teachers as well) in order for the course to be effective and successful. When learners are not aware of this fact, of what their responsibilities are in making it work, online courses are less likely to move forward.
  • detach themselves
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      Hi Shoubang, I am glad you found the peer reviews helpful. I did wonder if my review was too blunt. I visited your course again today. You've covered so much ground in 2 weeks! The course looks fantastic! And yes I saw your inserted "seinfeld" video!
  • Peirce suggests that, since students come to class with loads of opinions about the topics (even more so moral issues, I’d say) whether they are well-informed or not, a way to generate interest in assigned readings is to take a survey of their opinions, or to pre-test their knowledge of the information. (p. 310) I find this suggestion interesting and it leads me back to my earlier reflections on quizzes. Quizzes may not be needed in taking attendance, nor reliable in assessing whether students come to class well-prepared or not, but quizzes may still be useful in inspiring curiosity among students.
  • Provoking discomfort (point 5) is very useful.
  • Creating cognitive dissonance is also a very useful triggering event that may eventually lead to the completion of the cognitive inquiry.
  • I’ve been trying to reflect on my learning process in a very personal way, and I will continue to do this even after the semester finished.
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 10
       
      cool!! i hoped you would : )
  • Given the opportunity, the learners are more likely to express their true selves on consistent basis.
  • I felt like my understanding of the criteria of good course design had increased significantly simply by changing the perspectives back and forth between reviewer and self-reviewer.
  • Melissa Pietricola on 31 Jul 10
     
    ", I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed"
Joy Quah Yien-ling

Best Practices in Online Teaching Strategies - Hanover Research Council - 1 views

www.hanoverresearch.com/...trategies%20-%20Membership.pdf

online best practices elearning

shared by Joy Quah Yien-ling on 15 Jun 10 - No Cached
  • Joy Quah Yien-ling on 15 Jun 10
     
    In this 2009 report, the Hanover Research Council reviews the best practice teaching strategies in the field of online education. Report also provides case studies of exemplary programs
Joan Erickson

http://www.college-cram.com/study/trigonometry/angle-functions/law-of-sines-ambiguous-c... - 0 views

www.college-cram.com/...law-of-sines-ambiguous-case

module 4 assignment

shared by Joan Erickson on 19 Jul 10 - Cached
  • Joan Erickson on 19 Jul 10
     
    Law of SInes---ASS theorem and how to find the 2nd triangle\n\nstudent tutorial link
alexandra m. pickett

Factors Influencing Faculty Satisfaction with Asynchronous Teaching and Learning in the... - 0 views

www.alnresearch.org/...fs-fredericksen.htm

faculty satisfaction at suny suny

shared by alexandra m. pickett on 22 Apr 08 - Cached
  • alexandra m. pickett on 22 Apr 08
     
    Eric Fredericksen, Alexandra Pickett, Peter Shea State University of New York William Pelz Herkimer County Community College Karen Swan University of Albany Abstract "…100% of faculty reported that they were either satisfied or very satisfied with the SUNY Learning Network." Spring 1999 SLN Faculty Satisfaction Survey The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SLN are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere, and to be the best provider of asynchronous instruction for learners in New York State and beyond. We believe that these goals cannot be achieved unless faculty receives appropriate support. This paper will examine factors that have contributed to the high level of faculty satisfaction we have achieved in the SLN. The analysis will be done on several levels. This first section will look at the SLN at a program-wide level and will provide information regarding the systemic implementation of our asynchronous learning environment. The second section examines issues that contribute to on-line teaching satisfaction from a faculty- development and course-design perspective. This section will present the evolution of the four-stage faculty development process and a seven-step course design process that was developed by SLN and comment on lessons learned. The third section presents results from the SLN Faculty Satisfaction Survey conducted in spring 1999. This section examines factors from a quantitative analysis that significantly contributes to faculty satisfaction with on-line teaching and offers recommendations for course and program design based on these factors. The fourth section e
Kristen Della

Using collaborative course development to achieve online course quality standards - 1 views

www.irrodl.org/...912

shared by Kristen Della on 04 Jun 11 - No Cached
  • Kristen Della on 04 Jun 11
     
    The issue of quality is becoming front and centre as online distance education moves into the mainstream of higher education. Many believe collaborative course development is the best way to design quality online courses. This research uses a case study approach to probe into the collaborative course development process and the implementation of quality standards at a Canadian university. Four cases are presented to discuss the effects of the faculty member/instructional designer relationship on course quality, as well as the issues surrounding the use of quality standards as a development tool. Findings from the study indicate that the extent of collaboration depends on the degree of course development and revision required, the nature of the established relationship between the faculty member and designer, and the level of experience of the faculty member. Recommendations for the effective use of quality standards using collaborative development processes are provided.
ian august

Academia.edu - 0 views

www.academia.edu

research academia web2.0 education socialnetworking

shared by ian august on 02 Jun 11 - Cached
  • ian august on 02 Jun 11
     
    website with research and case studies involving online learning
alexandra m. pickett

Ian August etap 640 SuMmEr 2011 - 1 views

ianaugustetap640.blogspot.com

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • Student centered learning
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      question your assumptions! why do you assume that "student-centered" means "teacher-less"?
  • why do I need to pay for this if I am on my own. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
    • Kimberly Barss
      Kimberly Barss on 11 Jul 11
       
      I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
  • leaders. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      self-assessment?!
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      missing from every post! check the rubric!
    • ian august
      ian august on 09 Aug 11
       
      i did not even realize, :O
  • ...26 more annotations...
  • could not locate a link for diigo but I contacted Mimi for more info
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      excellent! : )
  • But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      I am glad that Prensky "engaged" you, but in the long run the other article would help you to better understand and serve the fauclty you work with. Theories help us frame and understand probelms systematically. I need you to think about this and to think about what "engages" you and why. So here is something to engage you. Prensky is WRONG!!! I was hoping you would find find this on your own: http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html - Steve is a friend of mine and a well-known and respected blogger. Digg into this controversy! And then come back and tell me what you think!
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      I so agree. I use the polling option in my online course and was told I was the first to ever try. I believe that part of the problem is that online learning is coming from the top down, with little support.
    • ian august
      ian august on 17 Jul 11
       
      how do you use the polling option diane, for what type of assignments? Prof. Pickett has been telling me to let the student decide on many things, like Bill Pelz course, where the students approve each others final essays. when you say top down do you mean the teacher ruling the classing room? Because that seems to be the norm, how f2f classes run as well.
  • They use the basics like read this article and write this paper or take this quiz.
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      I am a visual person and find that I don't still have a mental map of this class. I wander around quite a bit. I have developed a few shortcuts, but it is definitely a work in progress.
    • ian august
      ian august on 17 Jul 11
       
      The map of the class has definitley gotten better since the start, I dont know if you used angel, but we use it at our college, I dont think I can send pics through here but I will send them to you another way.
  • t took me a minute to figure out the moodle system.
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      Do you like moodle better than Angel? I am disappointed in Angel's blog, so I will need to send my students to edublogs.
  • These ideas are the modern theories in action,  of the students new role in the classroom, whether online or f2f. Professor's have said in the past "this is our class", but these ideas I have mentioned are really creating an "our class" type of atmosphere where the teacher and students are more equal participants in the learning process than the traditional model of the teacher being the boss, and the student being the subordinate.
    • Kimberly Barss
      Kimberly Barss on 20 Jun 11
       
      I agree. This is certainly a benefit of online learning. You don't have to worry, as an instructor, about who's paying attention or talking in the back or being the "disciplinarian" you can all just focus on coming together and learning as a community.
  • Randy Pausch
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      love him. saw his last lecture a few years ago on youtube.
  • wikis's
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I'm going to include a student project that also has them create and work within a Wiki. It looks to be the perfect environment for collaboration on a single document (a short story).
  • This also shows the teacher asking the student to be an active participant in their own learning,
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Yes, that's what the online environment is all about...student centered social learning.
  • Every one of the teachers in Exempler courses for observation talked about they way analzye their course, sometimes when its over sometimes during, to see what worked and what did not work
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      We are already learning this through our use of "self assessment." I would imagine it takes a few runs through the course to work out all the kinks, and if it's a subject like science or technology where the information changes constantly, it's ever-evolving.
  • That was the role of student.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      In the wake of new technology, the role of the student is changing very quickly to one of self-directed learning.
    • Diane Gusa
      Diane Gusa on 11 Jul 11
       
      Ah this is a philosophical stand. Many times we teach by the way we learn; however, this may not be the best for our students.
  • The Angel LMS that I am familiar with even gives he teacher the option to shut off news posts in a discussion forum so the student has only one option and that is to reply to a previous post.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      That's an interesting idea, especially when there are too many discussions going on.
  • build a wiki together
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I was going to have my students do the same, however, I just noticed that the course shell has an option for a Wiki...did anybody else see that? Anybody know how it works? I have since decided to give my students a choice other than to "write" a short story in small groups within a Wikispace. I'm going to allow them to recreate or interpret a short story in a multi-media fashion. Howard Gardner influenced. :-)
  • don’t show them how you do it, let them find out how it is done on their own
  • leave it up to the student to choose,
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I think they will surprise you!
  • I guess I can guide, so when the students get off course I can say hey you should check this guy out, or this writer out.
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      I had an instructor last semester (Jason Vickers, if you get a chance to take a class with him, he's great! Also, he's a PhD student) who would do this exactly. He would scarcely add to our discussions as he said that oftentimes that can shut them down, but when he did it usually was to suggest that we check certain authors/theories/articles out that might help put us back on the right track.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I remember Alex suggesting something to me during the first week or two when I was a little lost. She pointed me in the right direction and that was good because I was able to focus my energies.
  • Case Study
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Very good idea, because you're right...it seems like a very large amount of information that you're trying to cover. Case studies might work better.
  • Hopefully they will read the author I provide them with and than on their own they will read more articles by that author because they like him.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Perhaps you can assign one particular article, and then actually provide them with the links to 1-3 other article they might find of interest.
  • Another issue I am having is questioning if I have too much for the student to do. I really wanted them to do a group project but it seems like too much work.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Have you gone through the learning activities for each module and guesstimated how long it would take them to do? That might give you a better idea of whether it's too much. Just a suggestion.
  • letting the student do the heavy lifitng. Professor Pickett told me that it is a hard concept to implement as a teacher and I am seeing that.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      letting go of control of someone else's learning is a constant struggle. just keep telling yourself that it is NOT about you and what you know. It is about your students and catalyzing the passion for the topic of your course in them... they are the only ones that can do that... remember... if you do all the work, who does the learning? you have to let go and trust them to learn. That does NOT mean you are not there or that you have chaos.... you have to design it and facilitate it so that it works that way. It is a LOT of work : )
  • I am so glad I took this class. I learned so much, I feel so much more confident in my job as an instructional designer, and I feel more confident to take my skills to a new job envirnment. ANYONE HIRING OUT THERE?
  • I learned about some really important concepts for teaching online, like; -supply the students with a lot of information, module overviews, due dates, contact info, detailed explanation of how to complete assignments, rubric describing what type of work constitutes a Grade of A, B, C etc, -show your teacher presence in the course, by answering questions fairly quickly, posting in the discussion to guide, engage, provoke the student to do more research, asking for student input and using it, -Let the students do as much as possible instead of giving them everything ona silver platter. -Let students play the role of teacher in some of their assignments
  • After the first two weeks of this course, the first module, I learned so much, and grew so much more confident in my ability to work with faculty developing online courses.
1 - 20 of 51 Next › Last »
Showing 20▼ items per page